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.
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01 Sep 2016
TL;DR: This research employs large-scale data from a massively multiplayer online game to examine the links between the composition, processes and outcomes of teams operating in high tempo, data-rich environments, and in particular how team composition and process may unfold over longer time spans.
Abstract: Objective; This research employs large-scale data from a massively multiplayer online game to examine the links between the composition, processes and outcomes of teams operating in high tempo, data-rich environments. Background: Research on the performance of teams– particularly over long time scales–is often expensive and time-consuming. But Big Data from competitive, team-based games can mitigate these costs. Methods: Data visualization techniques are used to explore team data harvested from publicly accessible sources for the online game League of Legends™, one of the most popular such games in the world. Results: The exploratory results suggest potentially complex relationships between team composition, processes and outcomes, and in particular how team composition and process may unfold over longer time spans. Conclusions: The results point to the potentially substantial benefits of large-scale studies of teamwork, and–in parallel–to the need for the development of tools, techniques and measures to bring Big Data to bear in teamwork studies. Application: This work demonstrates the feasibility of exploring online gaming data for new insights into team and individual performance.
9 citations
Cites background from "Cognition In The Wild"
...Yet the study of teamwork "in the wild" (Hutchins, 1995) – that is, of teams of professionals performing work in situ – presents a number of challenges, including access to public, sufficiently detailed data and the complexity of field settings (Guzzo & Dickson, 1996; Salas, Burke, & Stagl, 2004)....
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TL;DR: This paper proposed a socio-cognitive model of meaning construction in context that combines the situated interactional negotiation of meaning with the discursive knowledge that underlies speech genres in the form of genre-simulators.
Abstract: Any approach to interaction is confronted with the dilemma of reconciling the empirical fact that meaning is locally and interactionally managed, as shown by conversation analysis, with the fact that conversations are subject to genres that impose conventionalized expectations for allowable contributions and inferences, as advocated by the ethnography of communication. This theoretical paper attempts to overcome this challenge by integrating Langacker’s current-discourse-space model with Barsalou’s dynamic model of situated conceptualization. With reference to these frameworks, the paper sketches a grounded socio-cognitive model of meaning construction in context that combines the situated interactional negotiation of meaning with the discursive knowledge that underlies speech genres in the form of genre-simulators. To substantiate and illustrate the theoretical considerations, the paper draws on two extracts from spoken tourist-information transactions.
9 citations
Cites background from "Cognition In The Wild"
...The problem-solving process thus becomes distributed between the interlocutors’ minds and other sources of information that add content to the interactive conceptualization process (see Hutchins, 1995 )....
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...As advocated by CA and EoC, human agents primarily engage with their world of experience through cultural practices that are created through social interaction and that are mediated by the instrumentalities of language, artifacts, and media (see also Hutchins, 1995 ; Wertsch, 1998 )....
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DOI•
29 May 2018
TL;DR: In this paper, the relation between phenomenology and practice is discussed, and some questions arise which may not easily be answered: Why "phenomenology" at all? What kind of "practice"? What possible relations are, in fact, conceivable between phenomenological and practice?
Abstract: When introducing a special issue, the topic of which is the relation between phenomenology and practice, some questions arise which may not easily be answered: Why “phenomenology” at all? What kind of “practice”? What possible relations are, in fact, conceivable between phenomenology and practice? Are we not confronted with a fundamental incompatibility when trying to discover a significant connection between a philosophical method and a “practice”, however we may define it? Or at least when these kinds of practices are essentially confined to a form of pre-reflective sense-making? What could be made of what is, at first sight, a blatant contradiction in terms?
9 citations
Cites background from "Cognition In The Wild"
...A methodological explication could, in turn, elicit reflection on the operative 11 See, i.a., Gallagher 2005; Hutchins 1995; Noë 2004; Varela, Thompson, & Rosch 1991; for an overview see Fingerhut, Hufendiek & Wild 2013; Schmicking & Gallagher 2009....
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Dissertation•
23 Sep 2015
TL;DR: The results suggested that member participation in the community led to perceived technology professional development (TPD) of EFL teachers and that the more a member participated and collaborated with other members, the higher their reported TPD was; a finding which underlined the importance of co-construction of knowledge in this process.
Abstract: An online community of practice (OCoP) is a group of people, who are brought together by a shared interest and with the aim of deepening their understanding of an area of knowledge through regular interactions facilitated by computer mediated communication (CMC) tools. In response to critiques of current professional development (PD) approaches such as workshops and cascade training which are conducted in short periods of time allowing for only limited follow up and feedback opportunities, OCoPs can be beneficial and a viable alternative for teacher PD. This is because an OCoP potentially provides teachers with those elements of effective PD, cited in the literature, such as; collaboration, opportunities for mentoring, and sustainability over time. However, research on adopting an OCoP approach for teacher PD has been limited. Therefore, conducted within the context of English as a foreign language (EFL) teaching, the present study aimed to 1) investigate EFL teachers’ PD in learning how to integrate technology in their teaching and 2) identify what factors contribute towards creating successful OCoPs. The Webheads in Action (WiA) community has been chosen as a case for this study since WiA has previously been established to be an OCoP in which EFL teachers from different countries participate. A mixed methods research strategy was adopted which combined questionnaires and interviews. Initially, the questionnaire was administered to 69 members of the community. 24 of those members (4 core, 9 active, and 11 peripheral) participated in follow up interviews. Additionally, members’ interactions in the public group page were collated over a period of nine months in order to triangulate findings. The results suggested that member participation in the community led to perceived technology professional development (TPD) of EFL teachers and that the more a member participated and collaborated with other members, the higher their reported TPD was; a finding which underlined the importance of co-construction of knowledge in this process. Two major themes emerged in relation to factors affecting member participation in this long standing OCoP. The first one was identified as the creation of a sense of belonging to the community which was achieved through various means such as having an initiation process, providing an inclusive community environment, fostering trust through community norms, and meeting other members face-to-face. The second was dynamism inherent in the community which manifested itself as new topics that kept members interested and participating, and a flow of continuous member recruitment to the community. In conclusion, this study showed that OCoPs can be a viable alternative form of teacher PD and highlighted the importance of not only the professional but also the socio-affective dimension for designing and sustaining OCoPs.
9 citations
Cites background from "Cognition In The Wild"
...Learning within CoPs, whether online or face-to-face, can be explained by social theories of learning, i.e. Socio-cultural theory (Vygotsky, 1978), distributed cognition (Hutchins, 1995, 2001), Activity Theory (Engeström, 1987), and Situated Learning (Lave & Wenger, 1991)....
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01 Jan 2019
9 citations
Cites background or methods from "Cognition In The Wild"
...tools in the classroom to support the learning process are those of Hutchins (1995a), Suchman (2006), and Stepp-Greany (2002). Hutchins (1995a) posits that knowledge is not confined to an individual; rather, it is distributed across objects, individuals, artifacts, and tools in the environment....
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...Different formats that support using technological tools in the classroom to support the learning process are those of Hutchins (1995a), Suchman (2006), and Stepp-Greany (2002)....
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...tools in the classroom to support the learning process are those of Hutchins (1995a), Suchman (2006), and Stepp-Greany (2002). Hutchins (1995a) posits that knowledge is not confined to an individual; rather, it is distributed across objects, individuals, artifacts, and tools in the environment. When language learning opportunities are distributed across various objects, people, and tools, there is more of a likelihood of comprehension as students’ ways of practicing and knowing are expanded. Therefore, the digital language lab may serve as a tool which allows learning via different artifacts and individuals (teacher and peers) to promote language acquisition to a greater degree. Similarly, Suchman (2006) asserts with situated action theory human action is constantly constructed and reconstructed from dynamic interactions with the material and social...
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...tools in the classroom to support the learning process are those of Hutchins (1995a), Suchman (2006), and Stepp-Greany (2002)....
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...Hutchins (1995a) posits that knowledge is not confined to an individual; rather, it is distributed across objects, individuals, artifacts, and tools in the environment....
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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