Cognition In The Wild
01 Jan 2016-
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TL;DR: How an industrial design teacher organized a plastic product design course and how the teacher guided student teams’ design processes in a virtual design studio are examined to demonstrate the link between the model of Learning by Collaborative Design and the three teaching approaches.
Abstract: This study examined pedagogical aspects of virtual designing. It focused on how an industrial design teacher organized a plastic product design course and how the teacher guided student teams’ design processes in a virtual design studio. The model of Learning by Collaborative Design was used as a pedagogical and analytical framework. The study employed qualitative content analysis of the teacher’s notes posted to the Moodle database. The results indicated that teaching exhibited three characteristic emphases: problem driven, solution driven and procedural driven. The main part of the teacher’s notes was solution driven statements, including new information, design ideas and evaluating design. The results of the study demonstrate the link between the model of Learning by Collaborative Design and the three teaching approaches.
12 citations
Cites background from "Cognition In The Wild"
...Communication among individuals in a socially distributed system is always conducted in terms of a set of mediating artefacts (Hutchins, 1995)....
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TL;DR: The main argument is that neuroscience research and the context within which it is taking place has changed since the 1990’s—specifically with the launch of “big science” projects such as the Human Brain Project in the European Union and the BRAIN initiative in the United States.
Abstract: This paper reviews ethnographies of neuroscience laboratories in the United States and Europe, organizing them into three main sections: 1) descriptions of the capabilities and limitations of technologies used in neuroimaging laboratories to map ‘activity’ or ‘function’ onto structural models of the brain, 2) discussions of the ‘distributed’ or ‘extended’ mind in neuroscience practice, and 3) the implications of neuroscience research and the power of brain images outside the laboratory. I will try to show the importance of ethnographic work in such settings, and place this body of ethnographic work within its historical framework - such ethnographies largely emerged within the Decade of the Brain, as announced by former President of the United States George H. W. Bush in 1990. The main argument is that neuroscience research and the context within which it is taking place has changed since the 1990’s - specifically with the launch of ‘big science’ projects such as the Human Brain Project in the European Union and the BRAIN initiative in the United States. There is an opportunity for more research into the institutional and politico-economic context within which neuroscience research is taking place, and for continued engagement between the social and biological sciences.
12 citations
TL;DR: The analysis shows that a person with dementia may gain social membership in a group of persons with and without dementia through social interaction, collaboration, scaffolding and use of material anchors.
12 citations
Cites background from "Cognition In The Wild"
...This literature explores situations in which persons diagnosed with dementia may become part of enabling distributed cognitive systems (Harris, Barnier, Sutton, & Keil, 2014; Hutchins, 1995)....
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26 Apr 2014
TL;DR: The recurrent nature of both events and broadcasts appears to be an important condition for establishing the terms needed to carry out a production, and to learn the skills of a producer.
Abstract: Pro-Am live video producers broadcast events on a regular basis. They are here selected for an ethnographic study since their continuous content generation can teach us something of what it takes for amateurs, who currently struggle with mastering the video medium, to become proficient producers. We learn from media theory that Pro-Ams are distinguished from professionals in terms of inherent skills and identities, and have therefore focused on these characteristics. We add to this research by showing on-going challenges that the former face in their production, i.e. how their learning practices, such as learning through instructions, are situated and related to particular settings. Learning and development of skills were done as organizations, rather than as individuals. Furthermore, the recurrent nature of both events and broadcasts appears to be an important condition for establishing the terms needed to carry out a production, and to learn the skills of a producer. This understanding may explain in part why accounts in previous research, of single users struggling with the affordances of live video, point to such difficulties in mastering the medium. The findings guide design to better support activities contiguous with the set-up of the production, rather than the broadcast per se.
12 citations
Cites background from "Cognition In The Wild"
...Fourth, learning can be understood as done by institutions and organizations [19]....
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...The organizational approach brings with it a new perspective [19]....
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04 Jul 2016
TL;DR: In this paper, the authors present an analytisk-empiriske approach for kognitiv sprogforskning, which is based on the concept of samtaleanalyse.
Abstract: Denne artikels emne falder inden for ny kognitiv sprogforskning, og den diskuterer, hvordan distribueret kognition og distribueret sprog bidrager til studiet af menneskelig interaktion og betydningsdannelse. Artiklen falder i to dele: en teoretisk og en analytisk-empirisk. Forste del vurderer og kontrasterer distribueret kognition og distribueret sprog i forhold til klassiske perspektiver pa og tilgange til sprog, interaktion og betydningsdannelse (fx samtaleanalyse). Den analytisk-empiriske del praesenterer en analyse af, hvordan funktionelle diagnosticeringsprocesser i laege-patient-interaktioner er betinget af kropslig koordinering med omgivelserne. I forlaengelse heraf praesenteres en analysemetode, kognitiv eventanalyse, der netop tager hojde for de processer, der udspiller sig i de hurtige interkropslige dynamikker. Med udgangspunkt i autentisk videomateriale har analysen til formal at vise, hvorledes sproglige og kognitive processer udspiller sig i bade normative, strukturelle dynamikker savel som i synkroniserede interkropslige dynamikker, der ikke lader sig beskrive inden for rammerne af mere traditionelle tilgange inden for interaktionsforskningen. Med afsaet i analysen konkluderes det, at konsekvensen af det distribuerede perspektiv ikke kun afspejles pa et teoretisk plan. Metodisk er der brug for en analysemetodik, der indfanger sproget som kropslige handlinger. Ydermere har et distribueret perspektiv praktiske implikationer for, hvordan man organiserer og designer omgivelser, hvor der skal traeffes beslutninger, og hvordan man uddanner praktikere.
12 citations
Cites background from "Cognition In The Wild"
...…ledte fokus hen på, hvorledes individuelle handlinger kunne ses som afgørende for teamets koordinerende handlinger, der i sin helhed leder teamet til at træffe koncise beslutninger i forhold til navigation, som intet individ alene kunne komme frem til lige så effektivt og præcist (Hutchins 1995a)....
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...Projektet benytter kognitiv etnografi (Hutchins 1995a) til at undersøge autentiske situerede dynamikker i beslutningsprocesser og andre kognitive events....
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...Den nye tradition fik særligt rodfæste i 1990’erne, men kan dateres tilbage til 1980’erne (Hutchins 1995a), og den tager form af ’distribueret kognition’, et af de mest centrale perspektiver inden for tredjegenerationskognitionsvidenskaben....
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...Hans observationer førte til radikale hypoteser om kognitionsprocessers ontologiske status (Hutchins 1995a)....
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...Et distribueret perspektiv antager nemlig, at sprog og kognition er processer, der må undersøges i den kontekst, de udspiller sig i (Hutchins 1995a, 2014; Cowley 2011)....
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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
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
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
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