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Cognition In The Wild

Monika Richter
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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Journal Article•DOI•
The Nature of Expertise in Scheduling: The Case of Timetabling

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Jean-Michel Hoc1, Clément Guerin2, Nasser Mebarki•
Centre national de la recherche scientifique1, University of Rennes2
01 Mar 2014-Human Factors and Ergonomics in Manufacturing & Service Industries
TL;DR: The study shows that experts were more likely than novices to use external representations as activity support and the objects space could be a suitable activity support for experts.
Abstract: This study aims to gain greater insight into scheduling expertise by comparing the work of experts and novices when designing a university timetable. We assumed that the scheduling activity would take place within two dual spaces: the constraints space CS and the objects space OS. Constraints are defined in the strictest sense as relations between variables that cannot be represented in the solution timetable, whereas objects are constraint satisfactions that can be thus represented. The study shows that experts were more likely than novices to use external representations as activity support. They satisfied many constraints with partially defined objects. On the contrary, novices devoted a long time to managing constraints in their heads before defining only fully specified objects concrete objects. The objects space could be a suitable activity support for experts. Novices, on the other hand, could benefit from support in managing constraints and translating constraints into objects. © 2012 Wiley Periodicals, Inc.

10 citations

Cites result from "Cognition In The Wild"

  • ...result is coherent with studies showing that cognition is not only in the head, but also in the environment (Hutchins, 1995; Zhang & Norman, 1994)....

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  • ...This result is coherent with studies showing that cognition is not only in the head, but also in the environment (Hutchins, 1995; Zhang & Norman, 1994)....

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Journal Article•DOI•
4E cognition and the dogma of harmony

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Jesper Aagaard1•
Aarhus University1
17 Feb 2021-Philosophical Psychology
TL;DR: In cognitive psychology, the 4E view of cognition has been used to argue that the mind is not ensconced in a fixed state of mind as discussed by the authors, which is not the case in 4E cognition.
Abstract: In recent years, we have witnessed the rise of a contemporary approach to cognitive psychology known as 4E cognition. According to this ‘extracranial’ view of cognition, the mind is not ensconced i...

10 citations

Cites background from "Cognition In The Wild"

  • ...The founding text on distributed cognition is Hutchins (1995a) anthropological study of navigation aboard a 17,000 ton navy vessel called the USS Palau, which contains an astonishing variety of entities including conning officers, quartermasters, navigators, alidades, radars, maps, and charts....

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  • ...Hutchins (1995a) believes that “humans actually process internal representations of symbols” (p. 370), while Clark and Taribio (1994) argue that even low-level perceptual processes like identifying a Renoir painting as a valuable artwork are representation-hungry and require the ability to subsume…...

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  • ...Hutchins (1995a) makes frequent references to this then-burgeoning technology, but never discusses whether introducing the GPS in the world of navigation might create conflicts of interest....

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  • ...In order to plot the next line of position, the plotter needs the bearing, which means he needs to communicate with and secure the cooperation of the pelorus operator” (Hutchins, 1995a, p. 224)....

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  • ...Textual evidence for this claim can be found in the following selection of quotes from the 4E literature: – Hutchins (1995a) explicitly investigates what he calls “naturally situated systems of cooperative work” (p. 272, emphasis added)....

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Dissertation•
Encounters with Sociotechnical Encapsulation: Exploring Diagnostic and Pedagogical Interventions for the study of Literacy Practices in DIY and Maker Initiatives

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Antonio Gamba-Bari
01 Nov 2017

10 citations

Cites background from "Cognition In The Wild"

  • ...39 Chapter 3 Theories of the Sociotechnical In this chapter I review the contributions in the conceptualization of cognition and literacy provided by research in Cultural-Historical Activity Theory (CHAT), Situated Learning, Distributed Cognition, Science and Technology Studies (STS), and Actor Network Theory (ANT)....

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  • ...introduced key aspects emphasizing how through the lenses of Activity Theory (Vygotsky, 1978), Situated Learning (Lave and Wenger, 1991) and Distributed Cognition (Clark, 1991; Hutchins, 1995), physical tools and interactions among peers need to be considered as fundamental scaffolds in complex human cognitive activity....

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  • ...Grounded in a thorough ethnographic investigation(10), Hutchins (1995) shows that complex cognitive activity cannot be explained by merely referring to the skills of a single individual....

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  • ...In the following section, I present some of the key findings of research explicitly inspired by Activity Theory and ethnographic methods addressing the interactions between social and technical dimensions: Situated Learning (Lave & Wenger, 1991; Lave, 2011) and Distributed Cognition (Clark, 1996; Hutchins, 1995)....

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  • ...The key idea is that if we understand literacy as the ability to enact, perform and engage in coordinated practices that recruit both social and technical resources (Lave & Wenger, 1991; Hutchins, 1995), sociotechnical encapsulation reveals itself as a fundamental characteristic of literacy....

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Individual Minds as Groups, Group Minds as Individuals

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Robert D. Rupert1•
University of Edinburgh1
01 Jan 2014

10 citations

Journal Article•DOI•
Unpacking distributed creativity: Analysing sociomaterial practices in theatre artwork:

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Laura Lucia Parolin1, Carmen Pellegrinelli•
University of Southern Denmark1
01 Sep 2020-Culture and Psychology
TL;DR: In this article, the sociomaterial dimension of distributed creativity in the arts is examined by following the genesis of a new theatre production, by examining the sociometric practice of the production.
Abstract: This article shows how to account for the sociomaterial dimension of distributed creativity in the arts. By following the genesis of a new theatre production, we examined the sociomaterial practice...

10 citations

Cites background or methods from "Cognition In The Wild"

  • ..., 2019; Tanggaard, 2013) influenced by the ‘third wave’ theories of distributed cognition (Hutchins, 1995), we provided empirical evidence of the situated, distributed nature of creative practices....

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  • ...The embroideries (even while not physically present onstage) are thus part of a collectively situated perception (Hutchins, 1995) of the meaning of the emergent scene....

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  • ...Interactional analysis is used to document the step-by-step emergence of distributed cognition from the contributions of each group member (Hutchins, 1995; Jordan & Henderson, 1995)....

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  • ...According to this, distributed creativity is a complex process of coordination between human and non-human actors that takes place in an ecological environment (Hutchins, 1995)....

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  • ...Thanks to an orientation towards the object of work and an awareness of the situation (Hutchins, 1995), each participant makes a clear contribution to the collective creation....

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References
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Journal Article•DOI•
A Rich Landscape of Affordances

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Erik Rietveld1, Julian Kiverstein1•
University of Amsterdam1
28 Oct 2014-Ecological Psychology
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

Book Chapter•DOI•
Learning in Activity

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James G. Greeno1, Yrjö Engeström2•
University of Pittsburgh1, University of Helsinki2
01 Nov 2014
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

Journal Article•DOI•
Digital product innovation within four classes of innovation networks

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Kalle Lyytinen1, Youngjin Yoo2, Richard J. Boland1•
Case Western Reserve University1, Temple University2
01 Jan 2016-Information Systems Journal
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

Journal Article•DOI•
Blind Image Quality Assessment via Deep Learning

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Weilong Hou1, Xinbo Gao1, Dacheng Tao2, Xuelong Li3•
Xidian University1, University of Technology, Sydney2, Chinese Academy of Sciences3
01 Jun 2015-IEEE Transactions on Neural Networks
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

Journal Article•DOI•
Ten years of a model of aesthetic appreciation and aesthetic judgments : The aesthetic episode – Developments and challenges in empirical aesthetics

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Helmut Leder1, Marcos Nadal1•
University of Vienna1
01 Nov 2014-British Journal of Psychology
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