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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23 Jun 2015
TL;DR: In the context of mental health specifically, the key discourse on exclusion and inclusion is a cultural one, where poverty is a reflection of stigma and othering, where deprivation of citizenship rights happens frequently as mentioned in this paper.
Abstract: The workshops we took part in were convened by Prof. Shula Ramon and organized around the theme of citizen involvement in health and social care. The workshops were very lively and involved the sharing of information and ideas from colleagues based in Norway, Finland, Slovenia, Croatia, Italy, and England—all of whom were researching in the broad area of citizen-led issues related to " social inclusion and exclusions. " The final workshop focused on issues relating to mental distress and social inclusion, and thus the idea for this volume crystallized. The call for papers was an open one based on the ideas expressed in the workshops, and the final selection of accepted articles reflects accounts predominately from authors currently based in Canada and the United Kingdom. We would like to thank all of the contributors to this volume and also all the participants in the workshops; we particularly extend our thanks to Shula, Claudia, and Adriana, without whom this issue would not have been conceived. As noted in our call for papers, the concept came to the fore following the focus on social exclusion in the context of poverty and social deprivation in France and was subsequently adopted across the European Union. Within the context of mental health specifically, the key discourse on exclusion and inclusion is a cultural one, where poverty is a reflection of stigma and othering, where deprivation of citizenship rights happens frequently. It can also be perceived as spiritual one, with focus placed on meaning and significance of relationships and finding meaning and purpose in the way we spend our lives. Nonetheless, much like the concept of recovery, much focus was placed on employment as a key " meaningful activity. " This is one of many contested aspects of this concept, which wasn't developed as a " top-down " policy priority alone, but from a complex interaction between policy-makers, activists, and theorists (Spandler, 2007). Despite such complex and multi-faceted origins, it didn't receive much scrutiny and critical analysis on the grassroots level, to infuse it with thoroughly thought out and agreed upon meaning in day-today professional practice—similar to many other concepts-come-policy imperatives. It turned into a shorthand void of understanding of its history and complexities embedded within it.
4 citations
01 Sep 2016
TL;DR: An Electronic Task Management (ETM) system was iteratively designed to support the redesign of the after hours staffing and task distribution model that addressed delays and improved staff efficiency.
Abstract: Modern Hospitals are under ever increasing efficiency pressures; patient safety and flow are paramount. In the after-hours period, many tasks such as transfers between clinical areas and procedures are delayed because the resources may be limited or poorly distributed compared to in hours. An Electronic Task Management (ETM) system was iteratively designed to support the redesign of the after hours staffing and task distribution model that addressed these delays and improved staff efficiency. The solution consisted of a task controller program installed on desktop PCs in the clinical areas and similar software on smart phones for the clinical staff (operatives) undertaking the clinical tasks. In a system without clinical leadership and workload transparency, the forced reallocation of tasks to operatives was strongly resisted by the operatives. The development of an interface that allowed workloads of all operatives to be visualized by all other operatives led to a socially mediated, cooperative solution that was readily accepted. The quality of the information sent by the ETM was superior to the previous paging system and workloads were more equitable among operatives with the introduction of the ETM.
4 citations
Cites background from "Cognition In The Wild"
...Later, work into cognitive artifacts by Hutchins (1995) suggested that physical objects must be viewed in the cultural context of the work....
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TL;DR: It is suggested that medical education researchers draw from the full spectrum of approaches in the exploration of human cognition and behaviour, and put aside the dichotomy between subjective and objective data.
Abstract: Letter in response to: What people say ≠ what people do
We write this letter as a response to the letter ‘What people say ≠ what people do’, in which Dr. van Merrienboer acknowledges the generic value of subjective data but argues that they are unreliable, misleading, and best combined with objective data in the study of behaviour and cognitive processes [1]. As a research group studying teaching and learning in naturalistic clinical settings, we would like to offer a rejoinder.
First, we question the dichotomous characterization of data as either subjective or objective. We argue that a spectrum, rather than a dichotomy, exists between ‘subjectivity’ and ‘objectivity’ in research data. At one end of the spectrum are the research approaches Van Merrienboer refers to that ‘[ask] people their opinions’ using interviews, while at the other end are research approaches that attempt to purge all external human influence. Between these poles, degrees of ‘subjectivity’ and ‘objectivity’ exist. Van Merrienboer’s focus on interview techniques that seek opinions belies the richness and diversity of naturalistic data collection methods, which can employ photography, critical incident interview techniques and video-recording of human experiences. Such data are not straightforwardly ‘subjective’: they combine, often in nuanced ways, both more subjective (influenced by human interpretation) and more objective (unfiltered representation) dimensions. Furthermore, the most ‘objective’ research – such as eye tracking analyses or double-blind randomized controlled trials – has subjective dimensions: it is necessarily influenced by human interpretation, from the wording of the question asked, to the inclusion/exclusion criteria of the sampling and the selection of statistical tests [2].
Second, we respectfully disagree with Van Merrienboer’s marginalization of ‘subjective data’ in the study of cognition and behaviour. Calls for studying cognition and behaviour outside of the laboratory [3, 4] suggest that naturalistic research generally, and interview techniques in particular [5, 6] can offer meaningful insights into cognition and behaviour. Furthermore, many techniques exist for enhancing the rigour and authenticity of interview data regarding human cognition and behaviour [5, 6]. Interviews may be framed around clinical case presentations to elicit valuable insights into how clinicians work, [7] as in a recent study exploring faculty supervisory practices [8]. The ‘guided walk’ technique enriches interviews with authentic contextual details, as in a recent study of the lived experience of medical students in remote rural communities [9]. And interview protocols that incorporate workplace observations and visual methods can elicit tacit aspects of expert practice [10, 11]. Importantly, these techniques do not reduce subjectivity in the interview. Rather, they enrich interview data with more perspectives, more interpretive resources, more glimpses of the human participants’ implicit and explicit understandings of their work processes.
In conclusion, we suggest putting aside the dichotomy between subjective and objective data. We advocate that medical education researchers draw from the full spectrum of approaches in the exploration of human cognition and behaviour. From our perspective, each methodology and the data it produces have something to contribute; none is intrinsically more valuable.
4 citations
Cites background from "Cognition In The Wild"
...Calls for studying cognition and behaviour outside of the laboratory [3, 4] suggest that naturalistic research generally, and interview techniques in particular [5, 6] can offer meaningful insights into cognition and behaviour....
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01 Jan 2017
TL;DR: The research draws on ethnographic fieldwork and analyses of video-recorded data to examine how maritime instructors make use of simulator technologies during instruction, revealing an instructional practice where the need to account for general principles of good seamanship and international regulations is at the core of the basic maritime training.
Abstract: This article reports the results from a research project on the use of simulator technologies in the training and assessment of professional performance in maritime training. The research draws on ethnographic fieldwork and analyses of video-recorded data to examine how maritime instructors make use of simulator technologies during instruction. Our results reveal an instructional practice where the need to account for general principles of good seamanship and international regulations is at the core of the basic maritime training. The meanings of good seamanship and the rules of the sea are hard to teach in abstraction, since their application relies on an infinite number of contingencies that have to be accounted for in every specific case. Based on this premise, we are stressing the importance of both inscenario instruction and post-simulation debriefing in order for the instructor to bridge theory and practice in ways that develop the students' professional competences. Moreover, our results highlight how simulator technologies enable unique ways of displaying and assessing such competences by enabling instructors to continuously monitor, assess and provide feedback to the students throughout training sessions. Our results imply that training models advocating isolating and targeting technical and non-technical skills during training conflict with training for rule-governed maritime operations where such skills are intricately entwined. Furthermore, our results show that debriefing models that recommend a linear chronological order of discrete phases could be misleading. Although this structure might provide an overall resource, processes of connecting principles and rules to a multitude of specific circumstances in the training scenarios are at play throughout the debriefings.
4 citations
Cites background from "Cognition In The Wild"
...Instead of taking a classic cognitive approach, the current research project draws on theories that situate work and learning in the social, material and cultural context (Goodwin 1994; Hutchins 1995; Suchman 2007)....
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TL;DR: This case study of an environmental engineer’s proposal-writing process reveals how the engineer (Beatrice) reifies, archives, and accesses her distributed memory across physical and digital sources in order to write proposals.
Abstract: This case study of an environmental engineer’s proposal-writing process reveals how the engineer (Beatrice) reifies, archives, and accesses her distributed memory across physical and digital source...
4 citations
Cites background from "Cognition In The Wild"
...Cognition, as Hutchins’s (1995) work argues, exists within sociocultural systems, and these systems affect what we can know and remember....
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...For example, Hutchins’s (1995) work examines cognition among sailors as they navigate with instrumentation....
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...For example, Hutchins’s (1995) work examines cognition among sailors as they navigate with instrumentation. These sailors distribute their memory among each other and depend on one another to perform complex calculations as they navigate. Winsor (2001) recognized thinking as a distributed activity in which technological tools and language genres interact for knowledge workers:...
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...For our foray “into the wild,” as Hutchins (1995) called his study of “human cognition in its natural habitat” (p. xiii), we chose to observe Beatrice in her workplace home office....
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...And as Hutchins (1995) has pointed out, in the wild, cognitive tasks are completed or held outside the body....
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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