Cognition In The Wild
01 Jan 2016-
TL;DR: The cognition in the wild is universally compatible with any devices to read and is available in the digital library an online access to it is set as public so you can download it instantly.
Abstract: Thank you very much for reading cognition in the wild. Maybe you have knowledge that, people have look hundreds times for their favorite books like this cognition in the wild, but end up in malicious downloads. Rather than enjoying a good book with a cup of coffee in the afternoon, instead they cope with some harmful virus inside their laptop. cognition in the wild is available in our digital library an online access to it is set as public so you can download it instantly. Our book servers spans in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Merely said, the cognition in the wild is universally compatible with any devices to read.
Citations
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TL;DR: The Summa predicantium compiled in the second quarter of the fourteenth century by the English Dominican John Bromyard (d. ca. 1352) has a number of things to say about invention in art or archite...
Abstract: The Summa predicantium compiled in the second quarter of the fourteenth century by the English Dominican John Bromyard (d. ca. 1352), has a number of things to say about invention in art or archite...
13 citations
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01 Jan 2016
TL;DR: The authors discussed the implications of the glocalisation of English for the field of teaching English to Speakers of Other Languages (TESOL) and discussed the role of cultural conceptualisation in the field.
Abstract: In line with other aspects of globalisation, the unprecedented global spread of English has led to an increase in the degree to which the language has become localised, serving to encode the communicate needs of various speech communities. This dual process of globalisation and localisation of English may be referred to as the "glocalisation" of the language. Glocalisation of English involves various processes at the level of "cultural conceptualisations". These include: (1) the use of English to encode cultural conceptualisations that were not originally associated with the language, (2) spread of Anglo-English cultural conceptualisations to non-Anglo speech communities and (3) blending of cultural conceptualisations. This article elaborates on these processes and discusses the implications of the glocalisation of English for the field of Teaching English to Speakers of Other Languages (TESOL).
13 citations
Cites background from "Cognition In The Wild"
...Cultural conceptualisations are a form of "distributed cognition" (Hutchins 1995), in the sense that they are distributed across the members in a cultural group....
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01 Jan 2019
TL;DR: The authors investigated how exemplary teachers develop higher-order thinking and scientific reasoning in primary science and found that the teaching of these skills was a complex multifaceted process influenced by the combination of teacher beliefs and contextual factors.
Abstract: There is an emerging interest in the development of STEM capabilities to drive Australia’s future economy and workforce. As a consequence, the focus on the teaching of higher order thinking and scientific reasoning has intensified. Despite these efforts, Australia’s level of achievement on international benchmarking tests has not improved.
The aim of this PhD research was to investigate how exemplary teachers develop higher order thinking and scientific reasoning in primary science. The study drew on video data from the EQUALPRIME international research project, which explored quality primary science education in different cultures (ARC Discovery Project DP110101500).
This qualitative research examined how Year 4 teachers in two contextually different schools scaffolded, supported and created opportunities for higher order thinking and scientific reasoning during the teaching of a physical science topic. Teacher beliefs, pedagogical strategies and contextual factors were viewed through the multiple theoretical lenses of social constructivism, sociocultural theory and social semiotic theory. The central data source was video which was subjected to micro-ethnographic analysis. These data were supplemented with interviews and classroom artefacts, and from these, case studies were compiled. Using a cross-case analysis and an interpretivist approach, assertions were drawn from which the research questions were answered.
The study identified that the teaching of these skills was a complex multifaceted process influenced by the combination of teacher beliefs and contextual factors. Based on safe and supportive learning cultures, the teachers employed inquiry-based approaches and a combination of language- and body-based pedagogies that built students’ thinking and reasoning in parallel with conceptual development, across the unit. Outcomes of the research will contribute to new and deeper understanding of effective scaffolding, support and promotion of higher order thinking and reasoning in primary science which can inform enhancements to pre‐service and in‐service teacher professional learning.
13 citations
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TL;DR: This work intends to take into account the historical and dynamical character of the concept of computation, to propose an intellectual framework that depicts how the authors can understand how to understand not only the change of its meaning, but also the “emergence” of new forms of computations.
Abstract: Eco-cognitive computationalism sees computation in context, exploiting the ideas developed in those projects that have originated the recent views on embodied, situated, and distributed cognition. Turing’s original intellectual perspective has already clearly depicted the evolutionary emergence in humans of information, meaning, and of the first rudimentary forms of cognition, as the result of a complex interplay and simultaneous coevolution, in time, of the states of brain/mind, body, and external environment. This cognitive process played a fundamental heuristic role in Turing’s invention of the universal logical computing machine. It is by extending this eco-cognitive perspective that we can see that the recent emphasis on the simplification of cognitive and motor tasks generated in organic agents by morphological aspects implies the construction of appropriate “mimetic bodies”, able to render the accompanied computation simpler, according to a general appeal to the “simplexity” of animal embodied cognition. I hope it will become clear that eco-cognitive computationalism does not aim at furnishing a final and stable definition of the concept of computation, such as a textbook or a different epistemological approach could provide: I intend to take into account the historical and dynamical character of the concept, to propose an intellectual framework that depicts how we can understand not only the change of its meaning, but also the “emergence” of new forms of computations.
13 citations
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TL;DR: A deficit perspective is a propensity to locate the source of academic problems in deficiencies within students, their families, their communities, or their membership in social categories (such as social categories as mentioned in this paper ).
Abstract: A deficit perspective is a propensity to locate the source of academic problems in deficiencies within students, their families, their communities, or their membership in social categories (such as...
13 citations
Cites background from "Cognition In The Wild"
...There are large literatures that demonstrate the ways that both cognition [84, 23, 98, 58] andmathematics [94, 61, 97, 96, 9, 83] are not culture-free, but rather are intertwined with culture....
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References
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TL;DR: The authors argue that the affordances an environment offers to an animal are dependent on the skills the animal possesses and that the landscape of affordances we inhabit as humans is very rich and resourceful.
Abstract: How broad is the class of affordances we can perceive? Affordances (Gibson, 1979/1986) are possibilities for action provided to an animal by the environment—by the substances, surfaces, objects, and other living creatures that surround it. A widespread assumption has been that affordances primarily relate to motor action—to locomotion and manual behaviors such as reaching and grasping. We propose an account of affordances according to which the concept of affordances has a much broader application than has hitherto been supposed. We argue that the affordances an environment offers to an animal are dependent on the skills the animal possesses. By virtue of our many abilities, the landscape of affordances we inhabit as humans is very rich and resourceful.
628 citations
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TL;DR: Situative analyses include hypotheses about principles of coordination that support communication and reasoning in activity systems, including construction of meaning and understanding as discussed by the authors, which is a program of research in the learning sciences that I call "situative".
Abstract: This chapter discusses a program of research in the learning sciences that I call “situative.” The defining characteristic of a situative approach is that instead of focusing on individual learners, the main focus of analysis is on activity systems : complex social organizations containing learners, teachers, curriculum materials, software tools, and the physical environment. Over the decades, many psychologists have advocated a study of these larger systems (Dewey, 1896, 1929/1958; Lewin, 1935, 1946/1997; Mead, 1934; Vygotsky, 1987), although they remained outside the mainstream of psychology, which instead focused on individuals. Situative analyses include hypotheses about principles of coordination that support communication and reasoning in activity systems, including construction of meaning and understanding. Other terms for the perspective I refer to as situative include sociocultural psychology (Cole, 1996; Rogoff, 1995), activity theory (Engestrom, 1993; 1999), distributed cognition (Hutchins, 1995a), and ecological psychology (Gibson, 1979; Reed, 1996). I use the term “situative” because I was introduced to the perspective by scholars who referred to their perspective as situated action (Suchman, 1985), situated cognition (Lave, 1988), or situated learning (Lave & Wenger, 1991). I prefer the term “situative,” a modifier of “perspective,” “analysis,” or “theory,” to “situated,” used to modify “action,” “cognition,” or “learning,” because the latter adjective invites a misconception: that some instances of action, cognition, or learning are situated and others are not. During the 1980s and 1990s these scholars and others provided analyses in which concepts of cognition and learning are relocated at the level of activity systems.
545 citations
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TL;DR: This work argues that advances in digital technologies increase innovation network connectivity by reducing communication costs and increasing its reach and scope and increase the speed and scope of digital convergence, which increases network knowledge heterogeneity and need for integration.
Abstract: The increased digitization of organizational processes and products poses new challenges for understanding product innovation. It also opens new horizons for information systems research. We analyse how ongoing pervasive digitization of product innovation reshapes knowledge creation and sharing in innovation networks. We argue that advances in digital technologies 1 increase innovation network connectivity by reducing communication costs and increasing its reach and scope and 2 increase the speed and scope of digital convergence, which increases network knowledge heterogeneity and need for integration. These developments, in turn, stretch existing innovation networks by redistributing control and increasing the demand for knowledge coordination across time and space presenting novel challenges for knowledge creation, assimilation and integration. Based on this foundation, we distinguish four types of emerging innovation networks supported by digitalization: 1 project innovation networks; 2 clan innovation networks; 3 federated innovation networks; and 4 anarchic innovation networks. Each network involves different cognitive and social translations - or ways of identifying, sharing and assimilating knowledge. We describe the role of five novel properties of digital infrastructures in supporting each type of innovation network: representational flexibility, semantic coherence, temporal and spatial traceability, knowledge brokering and linguistic calibration. We identify several implications for future innovation research. In particular, we focus on the emergence of anarchic network forms that follow full-fledged digital convergence founded on richer innovation ontologies and epistemologies calling to critically re-examine the nature and impact of modularization for innovation.
418 citations
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TL;DR: A blind IQA model is proposed, which learns qualitative evaluations directly and outputs numerical scores for general utilization and fair comparison and is not only much more natural than the regression-based models, but also robust to the small sample size problem.
Abstract: This paper investigates how to blindly evaluate the visual quality of an image by learning rules from linguistic descriptions. Extensive psychological evidence shows that humans prefer to conduct evaluations qualitatively rather than numerically. The qualitative evaluations are then converted into the numerical scores to fairly benchmark objective image quality assessment (IQA) metrics. Recently, lots of learning-based IQA models are proposed by analyzing the mapping from the images to numerical ratings. However, the learnt mapping can hardly be accurate enough because some information has been lost in such an irreversible conversion from the linguistic descriptions to numerical scores. In this paper, we propose a blind IQA model, which learns qualitative evaluations directly and outputs numerical scores for general utilization and fair comparison. Images are represented by natural scene statistics features. A discriminative deep model is trained to classify the features into five grades, corresponding to five explicit mental concepts, i.e., excellent, good, fair, poor, and bad. A newly designed quality pooling is then applied to convert the qualitative labels into scores. The classification framework is not only much more natural than the regression-based models, but also robust to the small sample size problem. Thorough experiments are conducted on popular databases to verify the model’s effectiveness, efficiency, and robustness.
360 citations
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TL;DR: The current state of the descriptive information-processing model, and its relation to the major topics in empirical aesthetics today, including the nature of aesthetic emotions, the role of context, and the neural and evolutionary foundations of art and aesthetics are reviewed.
Abstract: About a decade ago, psychology of the arts started to gain momentum owing to a number of drives: technological progress improved the conditions under which art could be studied in the laboratory, neuroscience discovered the arts as an area of interest, and new theories offered a more comprehensive look at aesthetic experiences. Ten years ago, Leder, Belke, Oeberst, and Augustin (2004) proposed a descriptive information-processing model of the components that integrate an aesthetic episode. This theory offered explanations for modern art's large number of individualized styles, innovativeness, and for the diverse aesthetic experiences it can stimulate. In addition, it described how information is processed over the time course of an aesthetic episode, within and over perceptual, cognitive and emotional components. Here, we review the current state of the model, and its relation to the major topics in empirical aesthetics today, including the nature of aesthetic emotions, the role of context, and the neural and evolutionary foundations of art and aesthetics.
329 citations