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.
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TL;DR: A cogent description of the relevance of particular properties of this landcape for human cognition and a caution against the seductive tendency to approach emerging areas of research as a kind of blank slate are provided.
Abstract: The advent of the Internet fundamentally altered the inforational landscape in which many go about their day-to-day ognitive lives. Marsh and Rajaram (2019) provide a cogent escription of the relevance of particular properties of this landcape for human cognition. They also provide useful advice for ursuing a project aimed at providing a deeper understanding of he cognitive consequences of this shifting landscape, encourging the field to build on previous work at the intersection f cognition, technology, and cognitive science more broadly n order to suggest productive ways forward. In other words, e need to be sure to “stand on the shoulders of giants.” This dvice contains in it a caution against the seductive tendency to pproach emerging areas of research as a kind of blank slate. We lready know a great deal about the human cognitive system and his knowledge can and should be leveraged to guide research xamining the intersection of Internet usage and cognition. This eems like important advice and Marsh and Rajaram’s paper akes long strides in that direction. Marsh and Rajaram’s (2019) paper also raises important uestions about the nature of the broader project they outline. n particular, they begin by stating,
6 citations
Cites background from "Cognition In The Wild"
...ne interesting avenue to pursue might be to view this effort n the context of trying to understand the principles governing istributed (or extended) cognitive systems (e.g., Clark, 2008; lark & Chalmers, 1998; Hollan, Hutchins, & Kirsh, 2000; utchins, 1995)....
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...But I suspect here is room for dissent, and Marsh and Rajaram might view it ifferently. A different sense of the phrase “change cognition” may be ound in Marsh and Rajaram’s (2019) concluding paragraph here they state, “Our key aim has been to identify the ways n which specific properties of the internet and the specific haracteristics of human information processing meld to shape uman cognition” (p....
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...…in the context of Internet usage. ne interesting avenue to pursue might be to view this effort n the context of trying to understand the principles governing istributed (or extended) cognitive systems (e.g., Clark, 2008; lark & Chalmers, 1998; Hollan, Hutchins, & Kirsh, 2000; utchins, 1995)....
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23 Oct 2014
6 citations
Additional excerpts
...Evidence for this exists among persons of the Central Caroline Islands of Micronesia who navigate the open ocean in canoes (Hutchins 1995, p. 67) and among groups of aborigines in Australia who cross hundreds of miles of desert (Lewis 1976)....
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01 Aug 2014
TL;DR: In this article, the authors explore the use of data and other information to guide instructional decision-making in the field of pedagogical reform, and propose a data-driven approach to guide instructional decision making.
Abstract: Pedagogical Reform: Exploring the Use of Data and Other Information to Guide Instructional Decision-making (WCER Working Paper No. 2014-3). Retrieved from University of Wisconsin–Madison, Wisconsin Center for Education Research website: http://www.wcer.wisc.edu/publications/workingPapers/papers.php Exploring Data‐Driven Decision‐Making in the Field: How Faculty Use Data and Other Forms of Information to Guide Instructional Decision‐Making
6 citations
Cites background from "Cognition In The Wild"
...Assistant Scientist Wisconsin Center for Education Research University of Wisconsin–Madison hora@wisc.edu...
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...…understood not solely as the behavior of an individual but as their actions in relation to other actors (e.g., educators, administrators, and students), tools and technologies, and other contextual features within the “natural habitat” of real-world task situations (Hutchins, 1995; Greeno, 1998)....
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TL;DR: This paper argued that the cognitive and the social can not be friends at last, and pointed out that they probably cannot, posing objections to the would-be rapprochement and arguing that worries raised by Toon and others are uncompelling.
Abstract: One approach to science treats science as a cognitive accomplishment of individuals and defines a scientific community as an aggregate of individual inquirers. Another treats science as a fundamentally collective endeavor and defines a scientist as a member of a scientific community. Distributed cognition has been offered as a framework that could be used to reconcile these two approaches. Adam Toon has recently asked if the cognitive and the social can be friends at last. He answers that they probably cannot, posing objections to the would-be rapprochement. We clarify both the animosity and the tonic proposed to resolve it, ultimately arguing that worries raised by Toon and others are uncompelling.
6 citations
Cites background from "Cognition In The Wild"
...The description of navigation teams given by Hutchins (1995) stands in for d-cog....
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TL;DR: In this article , the authors revisited the distance framework, originally developed by Olson and Olson in 2000, through empirical data collected during the critical moments where COVID-19 was declared a pandemic and the world shut down.
Abstract: While CSCW researchers have studied collaboration across distance for more than two decades, the scale and context of geographically distributed work during the pandemic is unprecedented. Working from home as the default setting during the COVID-19 pandemic provides a unique opportunity for CSCW research to explore and develop new understandings of what it entails to engage in distributed collaborative work during a global crisis. In this paper, we revisit the distance framework, originally developed by Olson and Olson in 2000, through empirical data collected during the critical moments where COVID-19 was declared a pandemic and the world shut down: namely March 2020. We use the data to interrogate the distance framework and to extend it with a new dimension - Crisis Readiness. Crisis Readiness stipulates that for organizations to successfully respond to crises, four factors are required: 1) the ability to respond fast with dramatic measures; 2) the ability to supply adequate infrastructure to their employees; 3) the ability to adapt work practice responding to new work and life conditions; and 4) the ability to handle multiple and diverse interruptions both at the individual and organizational levels. Our contribution to CSCW research is a revised distance framework, which demonstrates that for geographically distributed work to be successful during a global crisis, cooperating actors need to achieve Common Ground, engage in different types of coupled work, be ready for collaboration and collaboration technology – and lastly, work in an organization which demonstrates Crisis Readiness.
6 citations
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