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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TL;DR: In this article, the authors consider cognitive, neurological and physiological effects that are increasingly becoming noticed in user populations, especially young populations, and call these conditions "sensorimotor debility".
Abstract: This paper reflects on the qualities of living and learning in digital cultures, the design of digital technologies and the philosophical history that has informed that design. It takes as its critical perspective the field of embodied cognition as it has developed over the last three decades, in concert with emerging neurophysiology and neurocognitive research. From this perspective the paper considers cognitive, neurological and physiological effects that are increasingly becoming noticed in user populations, especially young populations. I call this class of conditions ‘sensorimotor debility’, to distinguish it from other psychological, social, cultural and political symptoms associated with computer, internet and social media use.
6 citations
TL;DR: Graham Ferris and Angela Donaldson put forward a far more realistic account of learning, and combine it with an example of learning being enacted in practice.
Abstract: The Library is of value as a physical and social space, as a place that can facilitate learning; independently and in distinct ways to its role as repository of, and point of access to, information. The problems that defenders of this "learning place" aspect of the Library face are bound up with a very powerful, and indeed prevalent, metaphor. This metaphor is of teaching and learning as the transfer of information from one place or
head, to another place or head. Therefore, Graham Ferris and Angela Donaldson put forward a far more realistic account of learning, and combine it with an example of
learning being enacted in practice. We need to articulate the value of the Library as a place of learning because it is under threat from pressures on resources that are being deployed on a "common sense" but fallacious assumption that Libraries are about the storage and manipulation of information only.
6 citations
01 Jan 2018
TL;DR: A framework is formed that illustrates contemporary information-intensive operations on a general level and provides a new theoretical base to expand on, and clarify for managers what is the best course of action to take when automating information- intensive tasks and processes.
Abstract: The aim of this study is to provide a more detailed view into how the interplay between human and computer manifests itself in contemporary information-intensive work processes, specifically in financial administration work. Literature about information-intensive work, distributed cognition, mindful and mindless action, and epistemic and pragmatic action are reviewed to provide a thorough understanding about the cognitive processes, physical actions, and data processing activities required to carry out work tasks and processes. This study follows qualitative case study and grounded theory methods for inductive theory-building, and uses semi-structured interviews and direct user observation as research data collection techniques. One of the Case Company X’s business units is examined in the empirical part of the study, which provides a view into informationintensive tasks and processes in financial administration shared service centre. Financial administration with its various rule-based tasks and processes is an ideal field of work to study, as new technologies such as robotic process automation and machine learning can be implemented effectively to the tasks and processes that follow to large extent certain step-by-step procedures. By analysing the gathered data, it made possible to characterise many common financial administration tasks with certain characteristic profiles. This allowed to identify in which tasks human labour can be augmented or substituted with automation, but also what are human agents’ areas of strength. As this study shows, automation tools can be best applied to tasks that involve mindless, rule-based processing of data and information. If such task is also considered to be in a support role and requiring merely pragmatic actions to carry out the tasks, it is even more potential candidate for automation. However, if a task calls for applying judgment mindfully, and also requires epistemic actions to perform it, then a human agent should carry out such task. Based on the existing literature and empirical findings, a framework is formed that illustrates contemporary information-intensive operations on a general level. These insights and findings provide a new theoretical base to expand on, and clarify for managers what is the best course of action to take when automating information-intensive tasks and processes.
6 citations
Cites background from "Cognition In The Wild"
...…13 However, distributed cognition aims to understand how intelligence manifests at the systems level and not at the individual cognitive level (Hutchins, 1995a), and as Perry (2010, p. 389) points out, the combination of people and artefacts in a particular situation “contribute to the…...
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...Examples of tightly coupled systems are for example ship navigation (cf. Hutchins, 1995a), aircraft cockpits (cf. Hutchins, 1995b), and other problem-solving situations that are more limited....
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...Distributed cognition was proposed as a radically novel paradigm for reassessing all domains of cognition, and furthermore the Literature review 12 same conceptual framework to be utilized to a variety of cognitive systems, including socio-technical systems in general (Hutchins, 1995)....
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...…in human-computer interaction, and the approach studies cognitive phenomena in relation to individuals, artefacts, and external and internal representations (Hutchins, 1995a, b; Rogers, 2012), and its theoretical and analytical basis originates from cognitive science (Perry, 2010, p. 388)....
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...(Boland, Tenkasi & Te’eni, 1994) In distributed cognition, the process of thinking is considered to transcend the individual human mind and therefore viewed as distributed, either across a group’s members or simultaneously with external artefacts in the environment (Hutchins, 1995a, b)....
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TL;DR: It is argued that distributed cognition theory can have descriptive, rhetorical, inferential and application power, and for evidence-based health informatics it can lead to design changes and hypotheses that can be tested.
Abstract: Distributed cognition theory posits that our cognitive tasks are so tightly coupled to the environment that cognition extends into the environment, beyond the skin and the skull. It uses cognitive concepts to describe information processing across external representations, social networks and across different periods of time. Distributed cognition lends itself to exploring how people interact with technology in the workplace, issues to do with communication and coordination, how people's thinking extends into the environment and sociotechnical system architecture and performance more broadly. We provide an overview of early work that established distributed cognition theory, describe more recent work that facilitates its application, and outline how this theory has been used in health informatics. We present two use cases to show how distributed cognition can be used at the formative and summative stages of a project life cycle. In both cases, key determinants that influence performance of the sociotechnical system and/or the technology are identified. We argue that distributed cognition theory can have descriptive, rhetorical, inferential and application power. For evidence-based health informatics it can lead to design changes and hypotheses that can be tested.
6 citations
TL;DR: The authors examined the role of ideology in the production of complex multimedia curriculum, and their influences on the decision-making of the production staff and organization, using activity theory and the concept of habitus in practice.
Abstract: The notion that embedded meanings exist within media, and are informed by particular ideologies, is far from new. Analyses of curriculum, however, rarely examine empirically the role of these ideologies or the context of production. Instead, the ideologies are attributed to a “producer” representing particular power relationships or societal hegemony. In this case study, data collected as part of a study of an educational media organization are used to examine the role of ideologies in the production of complex multimedia curriculum, and their influences on the decision-making of the production staff and organization. Using activity theory and the concept of habitus in practice, the analysis identifies the complex internal and external role of ideological influences and contradictions that occur during the production of a virtual historical field trip program. The findings provide a nuanced and complicated view of the producer and the role of ideology in the production of educational media. It also provid...
5 citations
Cites background from "Cognition In The Wild"
...The concept of shared cognition recognizes that complex cognitive tasks require interactions between people and tools (Hutchins, 1995)....
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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