scispace - formally typeset
Search or ask a question

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
More filters
Journal ArticleDOI
TL;DR: The authors investigated the sense making practices of participants in interaction within the context of reception studies of advertising and explored the cognitive nature of intertextuality and interdiscursivity as evidence of conceptual integration.
Abstract: The present paper investigates the sense making practices of participants in interaction within the context of reception studies of advertising and explores the cognitive nature of intertextuality and interdiscursivity as evidence of conceptual integration. The paper argues that sense making, through its intertextual and interdiscursive nature, is a carrier of attitudinal disposition which is manifested in the lexical selection of evaluative items arising from conceptual integration. The data examined for this study were collected from informants in focus groups when discussing a series of printed adverts that make reference to works of art. The results of the analysis indicate that intertextuality and interdiscursivity can be seen as constituting evidence of the conceptual phenomena of blending theory in sense making from where evaluative disposition emerges. They further suggest that both are processes in the audience’s sense making process rather than merely a feature of texts.

9 citations


Cites background from "Cognition In The Wild"

  • ...This approach, known as distributed cognition (Hutchins, 1995) would explore the interaction between informants and focus “on the processes that take place in an extended cognitive system” (Rogers, 2006, p. 731, emphasis in original) of the focus group participants rather than concentrating…...

    [...]

  • ...This approach, known as distributed cognition (Hutchins, 1995) would explore the interaction between informants and focus “on the processes that take place in an extended cognitive system” (Rogers, 2006, p....

    [...]

Journal ArticleDOI
TL;DR: A recovery paradigm that promotes service user involvement, empowerment, and agency has been a guiding principle for the transformation of mental health services internationally as mentioned in this paper, and it has been incorporated in mental health service provision.
Abstract: A recovery paradigm that promotes service user involvement, empowerment, and agency has been a guiding principle for the transformation of mental health services internationally. Incorporating reco...

9 citations


Cites background from "Cognition In The Wild"

  • ...Consistent with Case 1, such theorists suggest that learning and innovation happen primarily in informal communities of practice where narratives and anecdotes shape individual and collective identities (Brown & Duguid, 1991; Hutchins, 1995; Lave & Wenger, 1991)....

    [...]

  • ...Such mechanisms and conceptualizations reflect the complexity of collective cognition, where the term shared can include knowledge structures that are either distributed, common, identical, or overlapping (Cannon-Bowers & Salas, 2001; Cooke, Salas, Cannon-Bowers, & Stout, 2000; Hutchins, 1995; Kasl, Marsick, & Dechant, 1997; Klimoski & Mohammed, 1994; Rentsch & Klimoski, 2001)....

    [...]

  • ...…where the term shared can include knowledge structures that are either distributed, common, identical, or overlapping (Cannon-Bowers & Salas, 2001; Cooke, Salas, Cannon-Bowers, & Stout, 2000; Hutchins, 1995; Kasl, Marsick, & Dechant, 1997; Klimoski & Mohammed, 1994; Rentsch & Klimoski, 2001)....

    [...]

  • ...Evidence for the collective nature of cognition was provided by Hutchins (1995) who illustrated how human cognition is not only influenced by culture and society, but has its own cultural and social process....

    [...]

  • ...Most notably, as Hutchins (1995) states, collective interpretations are necessary for coordinated action, even if the interpretations are faulty: “A system that maintains a coherent but suboptimal interpretation may be better able to adapt than a system that tears its interpretations apart as fast…...

    [...]

Proceedings ArticleDOI
26 Apr 2014
TL;DR: It is argued that exploiting synergies between embodiment and technology exploring synergies across the fields of Digital Arts and Social Sciences can contribute towards an integrated, innovative and progressive framework for understanding digital body interactions.
Abstract: The third wave in HCI reveals how embodiment matters in post-WIMP computing systems. Yet it is still unclear what methods provide effective insight into the nature of embodiment in HCI in relation to both design and use. This paper presents work in progress on MIDAS, a cross-disciplinary methodological research project on embodiment and technology exploring synergies across the fields of Digital Arts and Social Sciences. We argue that exploiting these synergies can contribute towards an integrated, innovative and progressive framework for understanding digital body interactions. We introduce the 5 ongoing case studies that inform MIDAS, outline the project's use of multimodal ethnography, and discuss two emerging themes: "conceptualising the body" and "the sensory", which will contribute to a methodological framework for informing future design, analysis and evaluation of HCI systems.

9 citations


Cites background from "Cognition In The Wild"

  • ...For example, the role of the environment related to the situated body and mind [8], or the role of physical experience related to abstract concepts [12]....

    [...]

Journal ArticleDOI
TL;DR: The authors propose the use of social practice theory as a tool for educational leaders at the state, school district, and school levels, to eliminate the disconnection between policy design and leadership action.
Abstract: This, primarily theoretical, paper takes up the longstanding problem of the disconnection between education policy and leadership practice. The authors propose the use of social practice theory as a tool for educational leaders at the state, school district, and school levels, to eliminate the disconnection between policy design and leadership action. Using Oregon as an example, the authors illustrate a relationship between equity-policy design and leadership practice that may help identify weaknesses and strengths in equity-policy designs and ultimately support better equity policy for leadership practice.

9 citations


Additional excerpts

  • ..., Engestrom, Meittinen, & Punamaki, 1999; Gherardi, 2006; Giddens, 1979; Orlikowski, 2002 ; Reckwitz, 2002; Yanow, 1996) and social learning theory (e.g., Brown, Collins, & Duguid, 1998; Brown & Duguid, 1991; Cole, John-Steiner, Scribner, & Souberman, 1978; Drew & Heritage, 1997; Hutchins, 1995; Hutchins, 2000; Lave & Wenger, 1991; Rogoff, 1990; Wenger, 1998; Wertsch, 1991)....

    [...]

  • ...…2002 ; Reckwitz, 2002; Yanow, 1996) and social learning theory (e.g., Brown, Collins, & Duguid, 1998; Brown & Duguid, 1991; Cole, John-Steiner, Scribner, & Souberman, 1978; Drew & Heritage, 1997; Hutchins, 1995; Hutchins, 2000; Lave & Wenger, 1991; Rogoff, 1990; Wenger, 1998; Wertsch, 1991)....

    [...]

Journal ArticleDOI
TL;DR: Self-organizing systems are social systems which are immanently and constantly recreated by agents as mentioned in this paper, where agents make changes while preserving stability, and if they do not prese...
Abstract: Self-organizing systems are social systems which are immanently and constantly recreated by agents. In a self-organizing system, agents make changes while preserving stability. If they do not prese...

9 citations


Cites background from "Cognition In The Wild"

  • ...Edwin Hutchins’ study of a navigation team on a large ship, mentioned previously, offers a specific example of self-reference as shared knowledge (Hutchins, 1991, 1995)....

    [...]

  • ...For instance, in an ethnographic study, Edwin Hutchins (1991, 1995) shows that self-organizing occurred in a navigation team on a large ship after the loss of a piece of navigation equipment....

    [...]

  • ...…Romme, 1999a, 1999b), and how a spontaneous change or a crisis on a team or in an organization disorganizes local components, and how this change or crisis, over time, diffuses to the whole team or organization (Ashmos Plowman et al., 2007; Hutchins, 1991, 1995; Madden et al., 2012; Weick, 1993)....

    [...]

  • ...It is therefore plausible that simple rules are prevalent in teams (Hutchins, 1991, 1995), innovative project groups, innovative organizations (Garud et al., 2011) and nonhierarchical networks (Accard & Assens, 2014; Kogut, 2000)....

    [...]

  • ...Examples of these situations are: a navigation team facing the loss of a piece of equipment (Hutchins, 1991, 1995), or a project group in charge of an innovative project (Garud et al., 2011)....

    [...]

References
More filters
Journal ArticleDOI
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 ChapterDOI
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 ArticleDOI
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 ArticleDOI
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 ArticleDOI
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