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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31 Jan 2014
TL;DR: In this essay, the design of complex sociotechnical systems was primarily known as cognitive engineering or cognitive systems engineering (CSE), a term introduced in the 1980s to denote an emerging branch of applied cognitive psychology.
Abstract: the design of complex sociotechnical systems was primarily known as cognitive engineering or cognitive systems engineering (CSE), a term introduced in the 1980s to denote an emerging branch of applied cognitive psychology. 1,2 Research focused on such topics as human–computer interaction , the psychology of programming, display design, and user friendliness. Although some have sought to make the term cognitive engineering seem less of an oxymoron by doing work that somehow looks like actual engineering, a number of new terms have emerged, all of which might be considered members of the " genus " Human-Centered Computing. Researchers, research organizations, funding sources, national study groups and working groups, and even entire national funding programs espouse these approaches. A number of varieties have entered the judging competition, as the " acronym soup " in Figure 1 shows. This variety has come about for many reasons. Some individuals have proposed terms to express views that they believe are new. Others have proposed terms as a consequence of the social and competitive nature of science and science funding, leading to turf wars and the need for individuals to win awards and claim niches that set themselves and their ideas apart from the crowd. The obvious, and obviously incorrect, question is, " Which term is the right one? " As we hope to suggest in this essay, this question is rather like the quest for the blue rose. Using the rose metaphor , and taking some liberties with Latin, we organize the essay around a set of " genuses " into which the individual " varieties " seem to fall. Rosaceae: The rose family Traditionum: The act of handing over Contrarium: Opposite or contrast This genus includes those varieties that express a reaction against some less desirable alternative, often left un-named (we will make up names to fill the voids). A proposed umbrella term is Human-Centered Systems, which people have used to denote • Programs of college study—for example, at Cornell University 3 The rose is a rose, And was always a rose. But the theory now goes That the apple's a rose, And the pear is, and so's The plum, I suppose. The dear only knows What will next prove a rose. You, of course, are a rose— But were always a rose. " The Rose Family, " Robert Frost, 1928 I n this essay, we concern ourselves with characterizations of the " new …
5 citations
TL;DR: The results show that for a given body size primates have both larger brains and larger social networks than other mammals, suggesting that the size, scale, and complexity of human social networks in the 21st century have deep evolutionary roots in primate ecology and mammalian brain allometry.
Abstract: Group living is common in mammals, particularly in primates and humans. Across species, groups are social networks where co-residing members exchange information and balance trade-offs between competition and cooperation for space, resources, and reproductive opportunities. From a macroecological perspective, species-specific group sizes are ultimately constrained by body size, population density, and the environmental supply rate of home ranges. Here, we derive an allometric null model for group size in mammals based on individual energy demands and ecological constraints. Using Bayesian phylogenetic mixed models we show that primates exhibit unique allometries relative to other mammals. Moreover, as large-bodied primates, human hunter-gatherers have among the largest social groups of any mammal. We then explore the consequences of this unique social allometry by considering how mammalian brain size scales up in social groups that differ in size across mammals. We show similarly unique allometries in what we term the collective brain mass of social groups in primates relative to all other mammals. These results show that for a given body size primates have both larger brains and larger social networks than other mammals. Consequently, proportionally larger primate brains interact in proportionally larger social networks with important consequences for group cognition. We suggest that the size, scale, and complexity of human social networks in the 21st century have deep evolutionary roots in primate ecology and mammalian brain allometry.
5 citations
TL;DR: In this paper, the authors investigate teachers' views on the digital divide and its implications in the field of primary education in Greece and conclude that teachers: a) signify digital divide in a comprehensible way, distinguishing its forms, the factors that influence it, and their implications in their daily social life and educational practice, refer to the social inequalities being created in the social environment and education policy in Greece is often not supportive of teachers' work.
Abstract: The purpose of this study is to investigate teachers’ views on the digital divide and its implications in the field of Primary education in Greece. The research questions were related to the conceptualization of the digital divide by teachers, its consequences and the role of teachers. A total of 22 elementary school teachers were selected out of which 8 were male and 14 were female. The semi-structured interview was used as a research tool and an interview guide was developed that had four themes. The first theme concerned teachers' conceptualizations on the digital divide, the second theme was related to the use of ICT in education, The third theme was about the consequences of the digital divide and the fourth theme included questions about how to deal with the digital divide. The results conclude that the teachers: a) signify the digital divide in a comprehensible way, distinguishing its forms, the factors that influence it, and their implications in their daily social life and educational practice, b) refer to the social inequalities being created in the social environment and c) education policy in Greece is often not supportive of teachers’ work.
5 citations
Cites background from "Cognition In The Wild"
...ICTs as cultural tools encompass the crystallized social representation of the postmodern era's historicity and at the same time determine the possibility of social entities to interact with them (Hutchins, 1995)....
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01 Dec 2018
TL;DR: The authors argue that experimental narratives can destabilise the widespread tendency to describe mental processes through spatial metaphors, by foregrounding the continuity between the physical space of the setting (an island) and the protagonists' existential predicament.
Abstract: Ideas enter our mind, a realisation can dawn on us, and we should let bad news sink in. This article argues that experimental narrative can destabilise this widespread tendency to describe mental processes through spatial metaphors. My case studies are J. G. Ballard's short story 'The Terminal Beach' (1964) and Dear Esther (2012), an arthouse video game developed by The Chinese Room. These narratives develop and literalise metaphors for mind by foregrounding the continuity between the physical space of the setting (an island) and the protagonists' existential predicament. Going beyond a dualistic reading of the 'mind as space' metaphor, these texts construct spaces that are more than a symbol for the characters' mental processes: narrative space is causally linked to mind in neurophysiological terms (in Ballard's short story), or extends the protagonist's emotional meaning-making (in Dear Esther). This set-up is unsettling, I contend, because it raises deep questions about the relationship between subjective experience and material realities. By exploring these narratives and their ramifications, the article seeks to open a conversation between the cognitive humanities and the 'nonhuman turn' in contemporary literary studies.
5 citations
11 Jun 2019
TL;DR: This research was undertaken to develop ways to support the decision-making of anaesthesia teams during challenging, time-pressured situations on decisions relating to airway management: the critical support of a patient’s breathing functions while the patient is anaesthetised.
Abstract: This research was undertaken to develop ways to support the decision-making of anaesthesia teams during challenging, time-pressured situations. The research focused on decisions relating to airway management: the critical support of a patient’s breathing functions while the patient is anaesthetised. A human-centred design approach was followed using qualitative research methods of field observations, interviews and focus groups. Initially, key decisions and how they were made in practice were identified. After understanding how and when decisions are made, decision support concepts were identified. The main intervention selected was an organised airway equipment tray for design and development.
5 citations
Cites background from "Cognition In The Wild"
...In a different context, Hutchins (1995) describes this as situated cognition: people adapt their cognitive strategies to the constraints given by the specific situation, rather than retrieving stored conceptual knowledge....
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...Likewise, it demonstrates that anaesthesia is a distributed cognitive system (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