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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01 Jun 2016
TL;DR: In this paper, the authors discuss Human-Systems Integration (HSI) within the context of the Network Integration Evaluations (NIEs) and propose concrete actions for mitigating cognitive load in network-enabled mission command.
Abstract: : This report is the third in a series discussing Human-Systems Integration (HSI) within the context of the Network Integration Evaluations (NIEs). The focus of this report is concrete actions for mitigating cognitive load in network-enabled mission command. Cognitive load is defined as the aggregate mental load placed on battle-staff personnel by a complex mission command work setting. NIE results suggest there are 3 primary contributors to excessive cognitive load in NIE command posts: 1) component ergonomics, 2) integration deficiencies, and 3) training. These factors combine and act to increase the aggregate level of perceived complexity and cognitive load for the battle staff. The mission command role is intrinsically complex and demanding. However, a work setting with a large number of design-related rough edges along with integration problems will give the impression of being more complex and intimidating than one that has been better designed and integrated. While some of the cognitive load associated with mission command in NIE command posts is intrinsic to role, high levels of extraneous cognitive load are needless consequences of insufficient attention to HSI in component design and integration coupled with inadequate training for both individual system users and for battle staffs functioning as a team.
5 citations
Cites background from "Cognition In The Wild"
...Functional systems of systems such as a CP composed of teams in interaction with a tool suite display cognitive properties that are radically different from the properties of those individuals acting alone (Hutchins 1995). What is necessary in these cases is an assessment of naturally situated cognition in which the unit of cognitive analysis is work as it is performed by a functional team operating in its natural operational setting. For example, consider the performance issues discussed in Analysis Part B. The performance impacts associated with Wallace’s (2014) notions of commanding and maneuvering the network are important with respect to a unit’s mission command effectiveness....
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...Functional systems of systems such as a CP composed of teams in interaction with a tool suite display cognitive properties that are radically different from the properties of those individuals acting alone (Hutchins 1995)....
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...27 (Hutchins 1995)? The simple answer to this question goes back to the funding mechanisms for HSI assessments....
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01 Mar 2018
TL;DR: An instructional activity designed to help advanced undergraduate physics students understand and visualize the electrostatic potential is examined by examining an instructional activity using whiteboards, Mathematica notebooks, and a 3D surface model of the electric potential.
Abstract: Curriculum developers are interested in how to leverage various instructional tools like whiteboards, Mathematica notebooks, and tangible models to maximize learning. Instructional tools mediate student learning and different tools support learning differently. We are interested in understanding how the features of instructional tools influence student engagement during classroom activities and how to design activities to match tools with instructional goals. In this paper, we explore these questions by examining an instructional activity designed to help advanced undergraduate physics students understand and visualize the electrostatic potential. During the activity, students use three different tools: a whiteboard, a pre-programmed Mathematica notebook, and a 3D surface model of the electric potential. We discuss how the tools may be used to address the the instructional goals of the activity. We illustrate this discussion with examples from classroom video.
5 citations
Cites background from "Cognition In The Wild"
...Different features of instructional tools support learning in different ways and to various degrees [1]....
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5 citations
Cites background from "Cognition In The Wild"
...…case (Tollefsen 2007; Lackey 2012, 2014), Bird’s interdisciplinary modus ponens case (Bird 2010: 34-35), Hutchins’s discussion of the USS Palau (Hutchins 1995), Knorr Cetina’s discussion of the high-energy physics community (Knorr Cetina 1999) and the cases of radical collaboration in…...
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...8 For cases with similar structures, see Tollefsen’s UN population case (Tollefsen 2007; Lackey 2012, 2014), Bird’s interdisciplinary modus ponens case (Bird 2010: 34-35), Hutchins’s discussion of the USS Palau (Hutchins 1995), Knorr Cetina’s discussion of the high-energy physics community (Knorr Cetina 1999) and the cases of radical collaboration in (Kukla 2012; Winsberg, Huebner, and Kukla 2014; Huebner, Kukla, and Winsberg 2018) 2) No-one in NASA knows how to make a space shuttle....
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TL;DR: In this paper, a framework for analyzing gesture in musical performances is proposed to highlight the ways musicians' movements reflect and promote their emerging and changing conceptions of a piece of music, and three functions of embodied gesture for score interpretation are identified: gestures served as a tool for group interpretation in passages that had previously been pointed to by verbal exchanges, gestures served to fine-tune the location and enactment of dynamic markings in the score, and group expressive gestures in the final “take” of the rehearsal incorporated group expressive gesture from other takes.
Abstract: Musical performances provide a rich context for studying complex spatial and embodied modes of group learning. This article proposes a framework for analyzing gesture in musical performances to highlight the ways musicians' movements reflect and promote their emerging and changing conceptions of a piece of music. The constructs of expressive musical gesture (at the individual level of analysis) and group expressive musical gesture (at the collective level) are used to analyze a series of five sequential performances of a musical passage by a string quartet during rehearsal. The analysis identifies three functions of embodied gesture for score interpretation: (1) gestures served as a tool for group interpretation in passages that had previously been pointed to by verbal exchanges, (2) gestures served to fine-tune the location and enactment of dynamic markings in the score, and (3) group expressive gestures in the final “take” of the rehearsal incorporated group expressive gestures from other takes, constit...
5 citations
Cites background from "Cognition In The Wild"
...Other contexts may place limitations on verbal communication, make hands unavailable for gesture, require close coordination in space or time, or constrain interactions around the close interpretation of texts (e.g., Hutchins, 1995)....
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...Even studies of the relationships among gestures, representational artifacts, forms, and tools (e.g., Goodwin, 2007; Hutchins, 1995, 2010) have also examined the speech-gesture relationship as a central focus....
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Dissertation•
21 Oct 2015
TL;DR: In this article, the effect of the conflit lie a la tâche and le changement de membres dans le groupe on le systeme de memoire transactive is investigated.
Abstract: Cette these a pour objectif d’examiner les effets de certains facteurs d’instabilite sur le developpement du systeme de memoire transactive et sur les performances groupales. Son originalite reside a la fois dans la maniere d’apprehender l’instabilite dans les groupes et dans l’approche de psychologie sociale experimentale proposee. L’analyse des differents facteurs d’instabilite et la tentative d’integration ont permis d’etudier plus precisement l’impact de deux facteurs d’instabilite – le conflit lie a la tâche et le changement de membres dans le groupe – sur le systeme de memoire transactive. Deuxpremieres etudes examinent l’effet du conflit lie a la tâche et ses modes de regulation (epistemique vs. relationnelle). Si les resultats ne sont pas constants, ils affirment le role mediateur du systeme de memoire transactive dans la relation conflit-performance et invitent a reflechir aux effets de ce conflit, qui ne sont pas necessairement nefastes. La troisieme etudeporte sur le changement prevu ou imprevu de membres dans le groupe. Comme attendu, le changement prevu d’un membre bloque la construction du systeme de memoire transactive, limitant ainsi la performance groupale. Cette etude apporte un regard nouveau sur les recherches liees au turnover et invite a prolonger les travaux sur les effets de ce phenomene sur l’efficacite des equipes. Un travail d’elaboration d’un outil d’observation de la memoire transactive a partir d’indicateurs langagiers est egalement presente. Les perspectives futures et implications pratiques des resultats de cette these pour le travail d’equipe sont discutees, en encourageant notamment le developpement de recherches en situation de simulation.
5 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