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Cognition In The Wild

Monika Richter
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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Journal Article•DOI•
Sortie nature, protocole et hybridité cognitive. Note sur les sciences participatives

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Florian Charvolin
15 Dec 2017
TL;DR: The authors prend la mesure du phenomene des sciences participatives and propose une lecture de ses performances for lacquisition de connaissance et le type de sociabilite et d'accomplissement qui s'y joue.
Abstract: L’experience de plein air, hors du confinement des disciplines academiques, engage une hybridite cognitive particulierement nette dans le cas de dispositifs associant scientifiques et amateurs. La multiplication actuelle des sciences participatives reclame de se pencher sur ces lieux du « grand air », qui renversent la preseance du laboratoire, pour faire de la sortie nature et du protocole observe en plein air leur centre de gravite. L’article prend la mesure du phenomene des sciences participatives et propose une lecture de ses performances pour l’acquisition de connaissance et le type de sociabilite et d’accomplissement qui s’y joue.

5 citations

Cites background from "Cognition In The Wild"

  • ...) contribuent à la distribution réglée de la cognition dans un collectif à l’interface entre homme et machine mise en lumière dans d'autres cas (Hutchins, 1995)....

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  • ...…de l’activité d’observation de la nature (Lynch et Law, 1990), comme les instruments utilisés (jumelles, paraboles, enregistreurs, etc.) contribuent à la distribution réglée de la cognition dans un collectif à l’interface entre homme et machine mise en lumière dans d'autres cas (Hutchins, 1995)....

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  • ...…scientifique (scientific literacy) qui considère l'individu comme une page blanche à former, et la cognition sauvage, qui étudie les processus de respécification, à partir d’une pratique déjà installée et prégnante, de trucs, de routines et de gestes empruntés pour connaître (Hutchins, 1995)....

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  • ...19 Or l’observation participante des sorties nature assure la différence entre deux traditions cognitives, celle de l'alphabétisation scientifique (scientific literacy) qui considère l'individu comme une page blanche à former, et la cognition sauvage, qui étudie les processus de respécification, à partir d’une pratique déjà installée et prégnante, de trucs, de routines et de gestes empruntés pour connaître (Hutchins, 1995)....

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Journal Article•DOI•
Learning through making: The development of engineering discourse in an out‐of‐school maker club

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Lee Martin1, Sagit Betser2•
University of California, Davis1, Bay Area Discovery Museum2
04 Mar 2020-Journal of Engineering Education

5 citations

Cites background from "Cognition In The Wild"

  • ...Navy vessel (Hutchins, 1995), and Girl Scout cookie sales (Rogoff, 1993), researchers within the sociocultural tradition have examined the ways that learning is afforded and constrained by out-of-school learning settings as experts and novices work together toward shared goals....

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  • ...Navy vessel (Hutchins, 1995), and Girl Scout cookie sales (Rogoff, 1993), researchers within the sociocultural tradition have examined the ways that learning is afforded and constrained by out-of-school learning settings as experts and novices work together toward shared goals. This research literature shows the value of such informal learning environments (see National Research Council, 2009, for a review in the context of science learning). A methodological challenge of studying engineering learning in informal spaces is that such spaces typically do not allow for the easy use of pre- and post-tests of engineering knowledge nor performance assessments of particular engineering practices or skills. Researchers have employed several approaches to address these challenges. One approach is to use self-report surveys of youth experience such as self-efficacy with the discipline of engineering (Burge, Gannod, Doyle, & Davis, 2013; Qiu, Buechley, Baafi, & Dubow, 2013). Another is to examine the quality of the products that youth create in their work as evidence of learning and skill (Kafai et al., 2014). Although these approaches have value, they remain silent on questions of learning mechanisms. Informal spaces typically do not employ explicit lessons, yet youth learn nonetheless. Lave and Wenger (1991) offer an alternative approach to studying learning....

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  • ...In settings as diverse as tailoring apprenticeships in Liberia (Lave & Wenger, 1991), navigation on a U.S. Navy vessel (Hutchins, 1995), and Girl Scout cookie sales (Rogoff, 1993), researchers within the sociocultural tradition have examined the ways that learning is afforded and constrained by…...

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Book Chapter•DOI•
Chapter 4. Weaving oneself into others: Coordination in conversational systems

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Rick Dale1, Michael J. Spivey2•
University of California, Los Angeles1, University of California, Merced2
23 Oct 2018
TL;DR: It is argued that treating conversants as parts of one integrated system is a useful explanatory strategy for understanding interaction and describes explicit quantitative conditions for seeking “systemhood” in human interaction.
Abstract: We review a range of findings that show how eye movements (and other body movements) exhibit correlated behavior across two or more people during natural interactions. We then synthesize these different results into a more general account of how people’s cognitive, sensory and motor systems become coordinated with one another during natural dialogue. We argue that treating conversants as parts of one integrated system is a useful explanatory strategy for understanding interaction. We end by describing explicit quantitative conditions for seeking “systemhood” in human interaction. These conditions motivate future research questions on social eye movements and other behaviors.

5 citations

Cites background from "Cognition In The Wild"

  • ...What computations do teams carry out? How can we maximize the computational abilities of a dyad, its transactive memory, or its affect and affiliation? What are the dynamic signatures of the formation and dissolution of dyadic systems, and can we predict their onset? These are questions others have already asked, of course (among many: Fitneva & Spivey, 2005; Fusaroli et al., 2014; Gallagher & Crisafi, 2009; Hutchins, 1995; Spivey, 2008; Tollefsen & Dale, 2012; Wegner, 1987)....

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  • ...…Richardson et al., 2007), a cartoon map (Louwerse et al., 2012), or an actual nautical map that sailors are looking at together during a boat race (see Hutchins, 1995) – each person that manipulates that co-present visual resource to aid their own cognitive processes winds up also aiding the…...

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  • ...These are questions others have already asked, of course (among many: Fitneva & Spivey, 2005; Fusaroli et al., 2014; Gallagher & Crisafi, 2009; Hutchins, 1995; Spivey, 2008; Tollefsen & Dale, 2012; Wegner, 1987)....

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  • ...In cognitive terms, the arrangement of tools or artifacts in our environment, including the position and behavior of other individuals in our environment, involve exchanges of information that are an active part of processing (Hutchins, 1995; Tollefsen, 2006)....

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Journal Article•DOI•
Toward a Mechanistic Account of Extended Cognition

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Paul R. Smart
05 Jan 2022-Philosophical Psychology
TL;DR: The authors describes some of the challenges confronting the effort to develop a mechanistic account of extended cognition and describes five problems that must be resolved if we are to make sense of the idea that extended cognition can be understood via an appeal to extended mechanisms.
Abstract: ABSTRACT There have been a number of attempts to apply mechanism-related concepts to the notion of extended cognition. Such accounts appeal to the idea that extended cognitive routines are realized by mechanisms that transcend some salient border or boundary. The present paper describes some of the challenges confronting the effort to develop a mechanistic account of extended cognition. In particular, it describes five problems that must be resolved if we are to make sense of the idea that extended cognition can be understood via an appeal to extended mechanisms. These problems are intended to guide the philosophical effort to develop a mechanistic account of extended cognition.

5 citations

Journal Article•DOI•
L'usage de la vidéo 360° dans la formation des enseignants pour « entrer » virtuellement en classe

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Lionel Roche, Cathy Rolland
02 Dec 2020
TL;DR: In this article, the authors discuss the use of 360° video in teacher education to virtually "enter" in the classroom and the uso of video 360° in the formacion de docentes para "entrar" virtualmente en el aula.
Abstract: Revue internationale sur le numerique en education et communication revue-mediations.teluq.ca No. 4, 2020 27 L'usage de la video 360° dans la formation des enseignants pour « entrer » virtuellement en classe The use of 360° video in teacher education to virtually "enter" in the classroom El uso de video de 360° en la formacion de docentes para "entrar" virtualmente en el aula L’etude presentee vise a saisir le potentiel formatif de la video 360° en formation des enseignants, utilisee comme support pour l’analyse de l’intervention professionnelle en Education Physique (EP). Elle porte sur l’analyse de l’activite de visionnage par un etudiant d’une sequence video de classe en EP et vise a comprendre l’experience qu’il en fait. Les resultats montrent que l’exploitation de la video s’accompagne d’une construction de connaissances d’intervention nouvelles et d’experiences immersives proches de celles vecues en situations de classe reelles, dans lesquelles l’etudiant s’engagerait dans une activite de co-intervention avec l’enseignant visionne. Ils revelent une valence formatrice de l’usage de telles ressources numeriques, qui reste a approfondir avec l’etude d’autres cas.

5 citations

Cites background from "Cognition In The Wild"

  • ...L’action et la cognition ne peuvent donc être étudiées séparément de l’environnement dans lequel elles s’enracinent et dont elles portent l’empreinte (Hutchins, 1995). revue-mediations.teluq.ca No. 4, 2020 revue-mediations.teluq.ca | No. 4, 2020 6...

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  • ...L’activité est toujours considérée comme située en référence aux théories de l’action située (Suchman, 1987) et de la cognition située (Hutchins, 1995)....

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References
More filters
Journal Article•DOI•
A Rich Landscape of Affordances

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Erik Rietveld1, Julian Kiverstein1•
University of Amsterdam1
28 Oct 2014-Ecological Psychology
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

Book Chapter•DOI•
Learning in Activity

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James G. Greeno1, Yrjö Engeström2•
University of Pittsburgh1, University of Helsinki2
01 Nov 2014
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

Journal Article•DOI•
Digital product innovation within four classes of innovation networks

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Kalle Lyytinen1, Youngjin Yoo2, Richard J. Boland1•
Case Western Reserve University1, Temple University2
01 Jan 2016-Information Systems Journal
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

Journal Article•DOI•
Blind Image Quality Assessment via Deep Learning

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Weilong Hou1, Xinbo Gao1, Dacheng Tao2, Xuelong Li3•
Xidian University1, University of Technology, Sydney2, Chinese Academy of Sciences3
01 Jun 2015-IEEE Transactions on Neural Networks
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

Journal Article•DOI•
Ten years of a model of aesthetic appreciation and aesthetic judgments : The aesthetic episode – Developments and challenges in empirical aesthetics

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Helmut Leder1, Marcos Nadal1•
University of Vienna1
01 Nov 2014-British Journal of Psychology
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