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
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DOI•
01 Jan 2020
TL;DR: The ROHINGYA ARTOLUTION: TEACHING LOCAL LED COMMUNITY as mentioned in this paper was the largest fledge camp in history, which trained public art educators in the largest re-fugee community in history.
Abstract: THE ROHINGYA ARTOLUTION: TEACHING LOCALLY LED COMMUNITY–BASED PUBLIC ART EDUCATORS IN THE LARGEST REFUGEE CAMP IN HISTORY
67 citations
29 Mar 2017
TL;DR: This chapter analyzes the relationships between the Internet and its users in terms of situated cognition theory and conceptualizes how the Internet enables new kinds of embodied interaction, extends certain aspects of the authors' embodiment, and examines how wearable technologies that monitor physiological, behavioral and contextual states transform the embodied self.
Abstract: In this chapter, we analyze the relationships between the Internet and its users in terms of situated cognition theory. We first argue that the Internet is a new kind of cognitive ecology , providing almost constant access to a vast amount of digital information that is increasingly more integrated into our cognitive routines. We then briefly introduce situated cognition theory and its species of embedded, embodied, extended, distributed and collective cognition. Having thus set the stage, we begin by taking an embedded cognition view and analyze how the Internet aids certain cognitive tasks. After that, we conceptualize how the Internet enables new kinds of embodied interaction , extends certain aspects of our embodiment, and examine how wearable technologies that monitor physiological, behavioral and contextual states transform the embodied self. On the basis of the degree of cognitive integration between a user and Internet resource, we then look at how and when the Internet extends our cognitive processes. We end this chapter with a discussion of distributed and collective cognition as facilitated by the Internet.
67 citations
Cites background from "Cognition In The Wild"
...Others focus on larger systems consisting of many embodied agents interacting with a number of artifacts such as a team of navigators on a ship (Hutchins 1995), a group of scientists working in a laboratory (Nersessian 2009), or larger social groups such as sport teams (Williamson and Sutton 2014;…...
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...a set of approaches to human cognition underlining the importance of our embodied interactions with the socio-technological environment (Hutchins, 1995; Clark, 1997, 2008; Dourish, 2001; Anderson, 2003; Gallagher, 2005; Menary, 2010; Sutton, 2010; Malafouris, 2013)....
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...Much of the research into distributed cognition has typically focused on socio-technical systems that involve the interaction of (multiple) human agents with non-biological props, aids and artifacts (Hutchins 1995)....
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...Situated cognition theory is a set of approaches to human cognition underlining the importance of our embodied interactions with the socio-technological environment (Hutchins 1995; Clark 1997, 2008; Dourish 2001; Anderson 2003; Gallagher 2005; Menary 2010; Sutton 2010; Malafouris 2013)....
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...Much of the research into distributed cognition has typically focused on socio-technical systems that involve the interaction of (multiple) human agents with non-biological props, aids and artifacts (Hutchins, 1995)....
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TL;DR: The authors argue that the multimodal qualities of video, including but not limited to its visual properties, provide a scaffold for translating embodied, tacit, and aesthetic knowledge into discursive and textual forms, enabling the representation of organizational knowledge through academic discourse.
Abstract: The current article argues that video-based methodologies offer unique potential for multimodal research applications. Multimodal research, further, can respond to the problem of “elusive knowledges,” that is, tacit, aesthetic, and embodied aspects of organizational life that are difficult to articulate in traditional methodological paradigms. We argue that the multimodal qualities of video, including but not limited to its visual properties, provide a scaffold for translating embodied, tacit, and aesthetic knowledge into discursive and textual forms, enabling the representation of organizational knowledge through academic discourse. First, we outline the problem of representation by comparing different forms of elusive knowledge, framing this problem as one of cross-modal translation. Second, we describe how video’s unique affordances place it in an ideal position to address this problem. Third, we demonstrate how video-based solutions can contribute to research, providing examples both from the literatu...
65 citations
TL;DR: It is argued that discoveries emerge from the processes of building the computational representation, creating a coupled cognitive system of model and modeler, where the model is incorporated into the modeler's imagination.
65 citations
Cites background from "Cognition In The Wild"
...The paper proposed that harnessing people’s implicit spatial reasoning abilities using such model-based games could be a new method to solve challenging scientific problems....
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...DC has discussed how structures in the environment could be made part of the cog- nitive system to lower processing load, for instance, in the process of landing an aircraft (Hutchins, 1995a) or playing Tetris (Kirsh & Maglio,1994)....
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...In our view, these questions are best addressed within the distributed cognition (DC) framework (Hutchins, 1995a,b), which was developed to study cognitive processes in complex (usually technical and scientific) task environments, particularly environments where external representations and other…...
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...The canonical example of external representational structures in DC is the use of speed bugs in a cockpit (Hutchins, 1995a)....
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Book•
28 Aug 2014
TL;DR: In this article, the authors explore the nature of play in the virtual worlds of video games and how this play relates to, and crosses over into, everyday play in real life.
Abstract: This book is about play with, in, and around, digital media in everyday life. Building on detailed case studies it explores the nature of play in the virtual worlds of video games and how this play relates to, and crosses over into, everyday play in the actual world. Its main theme is the relationship between the actual and virtual worlds of play in everyday life. It addresses both the continuities and differences between digital play and longer-established modes of play (role-play, play with toys, etc.). The ‘gameworlds’ of the titles indicate both the virtual world designed into the videogame and the wider environments in which play is manifested: social relationships between players; between players, hardware and software; between the virtual worlds of the game and the media universes they extend (e.g. Harry Potter, Lego, Star Wars); and the gameworlds generated by children’s imaginations and creativity (through talk and role-play, drawings and outdoor play).
The gameworld raises questions about who, and what, is in play. Drawing on recent theoretical work in science and technology studies and new media studies, a key theme is the material and embodied character of these gameworlds and their components (players’ bodies, computer hardware, toys, virtual physics, the physical environment, etc.).
64 citations
Cites background from "Cognition In The Wild"
...If we can talk of ecosystems of distributed cognition in psychology (Hutchins 1995), then in this event, and in other events involving virtual media, we are seeing distributed imagination....
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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