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, a qualitative, phenomenological study was conducted in a UK Higher Education Institution Faculty to gain a perspective of new members of staff who attempt to gain entry into an existing community of practice, to ascertain how this process occurs and explore new ways of inducting teams into established communities of practice.
Abstract: The aim of this study was to gain a perspective of new members of staff who attempt to gain entry into an existing community of practice, to ascertain how this process occurs, and to explore new ways of inducting teams into established communities of practice. This research is situated, while demonstrating uniqueness, against a critique of Lave and Wenger’s Community of Practice theory, to analyse its applicability to the current Higher Education world. A qualitative, phenomenological study was conducted in a UK Higher Education Institution Faculty. Semi-structured interviews with eight members of academic staff, consisting of nursing and non-nursing lecturers who were all within two years of joining the institution, provided the data for this research. Data were examined using Miles and Huberman’s qualitative data-analysis model.This research argues that the community of practice notion does not fully correlate in this context with participant experiences. Results demonstrated that participants were exposed to varying levels of incivility, with differing levels of acceptance to the community of practice. There was a dissonance between participants attempting to enter the nursing and non-nursing community of practice. Conclusions made demonstrate how gaining entry to the nursing community of practice posed hostility compared with the non-nursing community of practice. The difficulties may have implications for all levels of the academic institution, although this would need to be tested against a larger sample for general applicability.
4 citations
Cites background from "Cognition In The Wild"
...…learning and develop practice, through the attainment of new knowledge, has been acknowledged many times within the literature (Andrew, Tolson, and Ferguson 2008; Billett 2004; Boud and Garrick 1999; Engestrom 1993; Evans, Hodkinson, and Unwin 2002; Guile and Young 1999; Hutchins 1999)....
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21 Mar 2018
TL;DR: This paper studied how the fear of the Other, rampant in contemporary societies, is countered linguistically in selected English-language discourses, including both sides of the Atlantic, Australia, and New Zealand.
Abstract: The study looks at how the fear of the Other, rampant in contemporary societies, is countered linguistically in selected English-language discourses, including both sides of the Atlantic, Australia, and New Zealand. The overarching conceptual category of THE OTHER is internally heterogeneous and involves linguistic portrayals through such terms as other, different, foreigner, stranger, or alien. The kinds of discourses that will be analysed, i.e. those aimed to reduce the level of the fear of or the hostility towards Others, contextualize these terms in ways markedly different from those in the fear-augmenting discourses. Typical devices used for the purpose are collocations and lexical patterns within the text.The data come from British, American, Canadian, Australian, and New Zealand press and public discourse, with some insight also obtained from Ryszard Kapuścinski’s book The Other. However, because the book is a series of lectures translated from Polish into English, a brief excursus into the analogous portrayal in the Polish original is also performed. On the theoretical side, the analysis will hopefully provide a hint as to whether and in what ways the heterogeneity of THE OTHER as a concept can be captured in terms of differential cultural models.
4 citations
TL;DR: The article distinguishes two iterative phases in which the impaired person is constituted as an independent walker: the adjustment and assessment of a body–device relation and, further, the performance and Assessment of the activity the user can perform.
Abstract: This article contributes to the discussion of how people with limited communication means become active participants in the assessment of welfare technologies. The article combines ethnomethodology with insights from Science and Technology Studies and emphasises the situated and multimodal practices that constitute the trial as a joint activity in which the impaired person becomes a competent participant and independent walker. The analysis is based on video recordings from a case study in which a person with brain injury is trying out a new type of walking help. The trial is understood as a situated learning process in which the participants prepare, enact and assess the performance of the technology-supported walking. The article distinguishes two iterative phases in which the impaired person is constituted as an independent walker: the adjustment and assessment of a body–device relation and, further, the performance and assessment of the activity the user can perform.
4 citations
Cites background from "Cognition In The Wild"
...Similar to Winance, we understand agency and cognition as distributed across humans and nonhumans (Hutchins, 1996; Latour, 2005; Rammert, 2012)....
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10 Nov 2020
TL;DR: In this paper, the authors argue that practical production in digital media, especially the use of computer programs for video editing, provides a context of participatory learning and creative achievement of media literacy.
Abstract: Resumen En este artículo se argumenta que la producción práctica en medios digitales, especialmente el uso de programas computacionales para la edición de video, proporciona un contexto de aprendizaje participativo y logro creativo de alfabetización mediática. Este tesis se basa en un modelo que trata de reconciliar una perspectiva social y técnica (cognición distribuida) y que contribuye a la educación para los medios y/o el estudio de la interacción entre las personas y las computadoras en contextos históricos y sociales. La producción de un video por un grupo de niños México-americanos de manera colaborativa, pero en específico la edición digital por un niño de once años se contempla como una compleja práctica tanto técnica como sociocultural: una forma de apropiación, creación y producción de representaciones mediáticas. Este trabajo es parte de un proyecto general cuya base es la investigación participativa en comunidad, utilizando técnicas de observación participante y cognición etnográfica, análisis conversacional, documentación en video y análisis textual de productos mediáticos. La metodología consistió en registrar de manera etnográfica y video la colaboración con un niño México-americano en la edición de un mini documental en contexto de un programa “después de escuela” al sureste de San Diego, CA, Estados Unidos. Con la integración de conceptos de la perspectiva de la cognición Distribuida y alfabetización mediática, una nueva manera de pensar la producción práctica en medios emerge, sobre todo cuando se contempla una mirada detallada a la producción social de sentido: comunicación. Abstract In this article, I argue that practical production in digital media, especially the use of computer programs for video editing, provides a context of participatory learning and creative achievement of media literacy. This argument relies its discussion on a model that tries to reconcile a social and technical perspective (distributed cognition), with the study of people ́s interaction with computers in socio-historical contexts. The production of a video by a group of Mexican-American children in a collaborative manner, but specifically the digital edition by an eleven-year-old child is analyzed as a complex technical and sociocultural practice: a form of appropriation, creation, and production of media representation. This work is part of a general university-community project, using techniques of participant observation and cognitive ethnography, conversational analysis, video documentation, and textual analysis of media products. The methodology consisted of ethnography and video documentation focused on the collaboration with a Mexican-American child in the editing process of a mini-documentary in the context of an "after school" program southeast of San Diego, CA, United States. While integrating a Distributed Cognition perspective with new media literacy an innovative perspective emerges as a detailed look of the social production of meaning: communication.
3 citations
Cites background from "Cognition In The Wild"
...…una persona realiza una tarea cognitiva (por ejemplo, recordar) en coordinación con artefactos cognitivos (por ejemplo, usar lápiz y papel) un conjunto diferente de recursos internos y externos son ensamblados en un sistema funcional dinámico (Luria, 1979) que hace la tarea (Hutchins, 1995b)....
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...…aquí se presenta una propuesta para analizar la dimensión de la producción práctica de la alfabetización mediática y digital desde los procesos cognitivos y de comunicación, de manera específica, desde la teoría de la cognición distribuida desarrollada por Edwin Hutchins (1995a, 1995b, 2005, 2006)....
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...…en eventos para examinar cómo se realizan las actividades cognitivas en entornos sociales, o en palabras de Hutchins, una herramienta para describir la actividad situada, y que resulta particularmente adecuada para estudiar las dinámicas de instrucción en contextos del mundo real (Hutchins, 1995a)....
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...…faciales, y orientación de cuerpo- contribuye igualmente a la producción de estructuras mediadoras (Alac Hutchins, 2004). significado a interpretaciones, estas son negociadas por los participantes en el contexto de sus comprensiones de las actividades que se llevan a cabo (Hutchins, 1995a)....
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...La cognición distribuida sostiene que la cognición humana es un proceso social y cultural (Cole, 1996, Hutchins, 1995a), un proceso propagado a través de sistemas de individuos o mediante el çerebro, el cuerpo, y el mundo"(Clark, 2008), serpenteado por una prolongada historia de tareas incrustadas…...
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01 Jan 2016
TL;DR: In this article, the theoretical framework of distributed cognition was used as a lense when investigating and analysing farmers' use of a software tool developed for calculation of variable rate application (VRA) files for nitrogen (N) fertilization from satellite images called CropSAT.
Abstract: Precision agriculture (PA) is an important part of sustainable intensification, where information and communications technology (ICT) and other technologies are necessary but not sufficient for sustainable farming systems. Many agricultural decision support systems (AgriDSS) have been developed to support farmers to manage an increased amount of gathered data. However, the traditional approach to AgriDSS development is based on the knowledge transfer perspective, which has resulted in technology being considered as an isolated phenomenon and thus not adapted to farmers’ actual needs or their decision making in practice. The aim of this study was to improve understanding of farmers’ use of AgriDSS. The theoretical framework of distributed cognition (DCog) was used as a lense when investigating and analysing farmers' use of a software tool developed for calculation of variable rate application (VRA) files for nitrogen (N) fertilisation from satellite images called CropSAT. In a case study, the unit of analysis was broadened to the whole socio-technical system of farmer’s decision-making, including other people and different kinds of tools and artefacts. The results reveal that CropSAT functions as a tool to support decision making and promotes social learning through the use of enhanced professional vision.
3 citations
Cites background or methods from "Cognition In The Wild"
...Keywords: Precision agriculture, sustainable intensification, distributed cognition, agricultural decision support system, CropSAT, social learning...
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...…a VRA file was calculated and later used for variable fertilisation, and sometimes the images were used to get an overview of the status, or used in the decision-making processes regarding fertilisation with a Yara N-Sensor (YNS) (http://www.yara.se/cropnutrition/Tools-and-Services/n-sensor/)....
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...Thus, cognition is viewed as creation, transformation and propagation of representational states within a socio-technical system (Hutchins, 1995)....
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...The theoretical framework of DCog was introduced by Hutchins (1995) in response to more individual models and theories of human cognition....
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...An example used in Hutchins (1995) is the navigational chart, which is used for offloading cognitive efforts (e.g. memory, decision making) to the environment and for presenting information that has been accumulated over time....
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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