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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29 Nov 2016
TL;DR: Focusing on information work by students in libraries, it is shown that the allocation of physical space and devices to tasks is subtle and multi-faceted, and even transient workspaces show patterns that help the user manage complex tasks.
Abstract: The dominance of desktop computers for much of the past 30 years has meant the study of physical workspaces focused on the ergonomics of the machine and its surrounds, rather than design. The recent explosion of laptop, tablet and powerful mobile computing means that workspaces have new flexibility and constraints. We return to the early study of physical workspaces that informed the design of the desktop GUI and numerous digital workspace systems. Focusing on information work by students in libraries, we show that the allocation of physical space and devices to tasks is subtle and multi-faceted, and even transient workspaces show patterns that help the user manage complex tasks. We focus on the materiality of physical workspaces, as how itcaninform primary design considerations for workspace systems.
6 citations
Cites background from "Cognition In The Wild"
...Distributed cognition (Hutchins 1995) has shown the value of dividing information across displays....
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...The emergence of distributed cognition theory has transformed our concept of the role space plays in all work (Hutchins 1995)....
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...Hutchins (Hutchins 1995), Adler (Adler et al. 1998) and Marshall (Marshall 2010) have all underlined the critical role of notes in steering complex work, but as recently observed (Pearson et al. 2012a), digital note-taking support is under-developed....
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Dissertation•
01 Jul 2017
TL;DR: In this paper, the authors investigate social learning processes among student and qualified mental health nurses. But they focus on the individual learning process and do not consider the relationship between individual thinking and practice.
Abstract: Student learning approach theories dominate higher education pedagogy resulting in an emphasis upon individual learning. Primarily using Communities of Practice theory this thesis is a phenomenological study investigating social learning processes amongst student and qualified mental health nurses.
Study questions were:
• How does student social participation support development of learning for student mental health nurses?
• How does community participation support the practice of qualified mental health nurses?
• What are the implications of this study for pedagogical design?
The study involved fourteen semi-structured interviews with student mental health nurses and practicing mental health nurses. Data was analysed using a process of interpretive phenomenological analysis as well as a value creation framework designed by Wenger et al (2010).
Findings.
• Social interaction is central to learning.
• Individual thinking develops in a dynamic interaction with practice whilst practice develops through interaction with the individual.
• Social interaction and learning involve identity change.
• A range of social situations influences learning. Attempts to understand learning by examining just one aspect (i.e. the classroom) may produce an incomplete picture.
• Power dynamics influence learning outcomes.
• Individual learning approach theory and situated learning theories are not as opposed as originally assumed.
6 citations
Cites background or methods from "Cognition In The Wild"
...Meanwhile, Hutchins (1995) highlights the influence of Vygotsky’s ideas, especially the view...
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...To illustrate distributed cognition in practice, Hutchins (1995) described the navigation of a ship in which the crew co-operate to steer a ship into a port....
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...It is true that CoP theory shares an emphasis upon the social and situated nature of learning with other situated learning theories (i.e. Engeström, 2001, Hutchins, 1995)....
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...Within distributed cognition, Hutchins (1995) describes human intelligence as involving a process of symbol manipulation....
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...17 The term ‘distributed cognition’ originated from the work of Edward Hutchins (1995)....
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15 Aug 2018
TL;DR: In this article, the concept of "life space" and the idea of the setting specificity of remembering are discussed, and it is argued that "lived body memories" need to be analysed from within the embodied material-relational perspective wherein they are afforded.
Abstract: The relationship between place and remembering has been a longstanding matter of phenomenological concern. The role of the ‘lived body’ in mediating acts of remembering in context is clearly crucial. In this paper we contribute to an ‘expanded view of memory’ by describing how remembering difficult or problematic events ― ‘vital memories’ ― draws upon inter-subjective and inter-objective relations. We discuss two conceptual tools that provide an analytic framework ― the concept of ‘life space’ drawn from Kurt Lewin (1936) and the idea of the ‘setting specificity’ of remembering. From this perspective we can see that the ‘lived body’ does not constitute a singular unity but rather a ‘plurality’ of potential bodies that have ‘operative solidarity’ (cf. Simondon, 2009) with the material relations in which they are constituted. Drawing on the work of Eduardo Viveiros de Castro, we argue that ‘body memories’ need to be analysed from within the embodied material-relational perspective wherein they are afforded.
6 citations
Cites background from "Cognition In The Wild"
...Consider, for instance, Ed Hutchin’s (1995) classic study of navigation aboard the naval ship Palau....
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...(Hutchins, 1995: 155) Hutchins claims here that tools enable the relatively low-level embodied cognitive skills of the sailors to become embedded in a broader system which has navigation as a supervenient higher order cognitive property....
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TL;DR: In this paper , the authors combine sociological and cognitive perspectives to develop a theoretical framework for explaining the paradox of university rankings and argue that these rankings have an increasing impact on scientific research and higher education.
Abstract: University rankings have led to the following paradox. On one hand, global and national university rankings have an increasing impact on scientific research and higher education. On the other hand, a growing number of researchers have argued that university rankings are biased and methodologically flawed as well as documented their unintended consequences that are counterproductive to education and research activities in universities. In this article, I combine sociological and cognitive perspectives to develop a theoretical framework for explaining this paradox. The theoretical framework has four interrelated parts. The first is a distinction between three temporal stages through which university rankings commensurate universities. The second consists of an account of the social mechanisms through which university rankings generate reactive outcomes that tend to transform universities instead of just measuring their quality. The third is a league table metaphor that links the conceptual domain of team sports and the conceptual domain of universities and, I argue, provides a cognitive mechanism that shapes how many extra-academic actors, such as prospective students and policymakers, understand the results of university rankings. The fourth focuses on the affordances of the published league tables of university rankings that many extra-academic actors use for outsourcing part of their decision-making to the league tables. As a whole, this framework allows us to understand how the interrelated and materially mediated actions of different groups of actors give rise to and sustain the paradox of university rankings.
6 citations
31 Jan 2020
TL;DR: In this paper, the authors analyze teacher experience consisting of the design and development of an educational project that uses Maky Makey and Scratch for music education at the University of Costa Rica.
Abstract: This article depicts teacher experience within the framework of the Educational Technology Learning Program [Protea] at the University of Costa Rica Department of Education as part of the program: Innovative Teaching: Leveraging on ICTs for Education which was the result of a collaborative effort during the 1st semester of 2017. The program is aimed at developing pedagogical experiences that leverage on digital technology for purposes of music education, specifically in a course on Musical Expression for Beginning Education Level II for Preschool Education majors. The objective of this article is to analyze teacher experience consisting of the design and development of an educational project that uses Maky Makey and Scratch. The project looks at how technology can impact how Music Education is taught and is, specifically directed at University of Costa Rica Preschool Education majors. The workshop consisted of 30 students enrolled in the course, Musical Expression FD-0173 for Preschoolers. A Project-Based Learning [PBL] methodology was used with a constructivist focus. Research consisted of reflections from the Protea staff regarding the contributions made by learning technology as well as the course instructor with regards to disciplinary expertise. Results focus on promotion of logical-mathematical thought, teamwork, problem-solving and linkages between technology and Music Education. For this purpose, students worked on a large array of proposals using educational material with different complexity levels for Preschoolers in order to facilitate assessment of possibilities and innovations both in Education and Technology.
6 citations
Cites background from "Cognition In The Wild"
...Así lo hacen saber otros estudios en relación con este proceso pedagógico (von Glasersfeld, 1995; Pascual y Johnson, 2005; Hutchins, 1995; Coob y Yackel, 1996), los cuales plantean un constructivismo emergente, el cual muestra las relaciones en la forma en que se conoce, se aprende y se accede al…...
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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