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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Dissertation•
02 Jul 2020TL;DR: Notre recherche s'attache a comprendre de quelle maniere s'inscrit la cognition des acteurs du travail d'education specialisee dans les variables culturelles and d'interaction sociale, en proposant une methodologie issue des travaux de la didactique professionnelle and de la theorie des champs conceptuels as mentioned in this paper.
Abstract: Notre recherche s’attache a comprendre de quelle maniere s’inscrit la cognition des acteurs du travail d’education specialisee dans les variables culturelles et d’interaction sociale, en proposant une methodologie issue des travaux de la didactique professionnelle et de la theorie des champs conceptuels. Notre travail lie analyse de l’activite des educateurs (niveau micro), et etude des contextes culturels d’echanges (niveau macro) dans lesquels se deroule celle-ci, dans une demarche comprehensive et qualitative. La comparaison entre France et Quebec permet de faire apparaitre des elements particulierement saillants concernant le travail d’education au sein de ces deux contextes. Nous les lierons avec l’evolution liberale transversale aux deux nations, pour penser les echanges possibles, notamment en termes d’outils et de pratiques, mais aussi en termes de formation professionnelle et de ses liens avec la recherche.
50 citations
Cites background from "Cognition In The Wild"
...Cette dimension importe dans notre travail, où la question de l’architecture des tâches au sein d’une organisation (Hutchins, 1995) permet une interprétation plus ou moins importante dans la prise de décision....
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TL;DR: A novel and comprehensive framework for classifying wayfinding in complex environments that incorporates the influence of other people is presented and is further structured into four parts based upon the nature of the interaction between the actors and the time frame in which the interaction takes place.
Abstract: We discuss the important, but greatly under-researched, topic of the social aspects of human wayfinding during navigation. Wayfinding represents the planning and decision-making component of navigation and is arguably among the most common, real-world domains of both individual and group-level decision making. We highlight the myriad ways that wayfinding by people is not a solitary psychological process but is influenced by the actions of other people, even by their mere presence. We also present a novel and comprehensive framework for classifying wayfinding in complex environments that incorporates the influence of other people. This classification builds upon the premises of previous wayfinding taxonomies and is further structured into four parts based upon (1) the nature of the interaction between the actors and (2) the time frame in which the interaction takes place. We highlight gaps in our current understanding of social wayfinding and outline future research opportunities.
48 citations
Cites background from "Cognition In The Wild"
...The design of navigation technologies and artifacts (maps, compasses, sextants, GPS) always reflects, in part, the past decisions and influences of other people (Hutchins, 1995; MacEachren, 1995)....
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...One of the most important and developed bodies of work on wayfinding that explicitly incorporates the social is the work of Hutchins on “cognition in the wild” (Hutchins, 1995)....
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TL;DR: This conceptual analysis examines the current state of creativity research from the 4E (embodied, embedded, enactive, and extended) cognition and RECS perspectives and suggests ways dynamical systems approaches might yield new insights about how people develop creative expertise and help address the “higher order thinking” criticisms of RECS.
Abstract: Modern ideas of embodiment have been influential in cognitive science for the past several decades, yet there is minimal evidence of embodied cognition approaches in creativity research or pedagogical practices for teaching creativity skills. With creativity research in crisis due to conceptual, methodological, and theoretical issues, radical embodied cognitive science (RECS) may offer a framework to move the field forward. This conceptual analysis examines the current state of creativity research from the 4E (embodied, embedded, enactive, and extended) cognition and RECS perspectives. Two streams are critiqued for their potential to further knowledge about the development of creative expertise and inform educational practices. Promising directions for future research is discussed, including ways dynamical systems approaches, such as those used in improvisational and musical creativity, might yield new insights about how people develop creative expertise and help address the "higher order thinking" criticisms of RECS.
48 citations
Cites background from "Cognition In The Wild"
...Suchman (1987, 2007) and Hutchins (1995) extended these concepts to socio-cultural environments....
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TL;DR: In this paper, Boyer's theory of scholarship through Denyer, Tranfield and van Aken's CIMO framework is extended to relational management education as an intervention that creates the generative mechanism of co-production and subsequent impact.
Abstract: We widen the scope of the impact debate by extending Boyer's theorization of scholarship through Denyer, Tranfield and van Aken's CIMO framework to propose relational management education as an intervention that creates the generative mechanism of co‐production and subsequent impact. In so doing, we propose a new conceptualization of academic impact that occurs through teaching and is situated within a community of inquirers. We offer a critique of current thinking, dominated by the idea that the research paper is the most appropriate unit of analysis by which to measure the excellence and impact of research. We examine the notion of the gap between academics and practitioners and argue that the impact agenda should be widened to include a consideration of how management academics can become impactful through their teaching of practitioners, broadly defined to include the whole range of learners associated with business schools. We propose that for management research to have the potential to change these practitioners, an engagement with knowledge is needed, and that this involves more than translation but the creation of new ideas. Such impact can be brought about by a disruption of, and challenge to, thinking engendered by an approach to management education that we term relational.
48 citations
TL;DR: This analysis reveals new insights into how cultural understandings—and the various ways people respond to and enforce them—contribute to the demographic patterns the authors observe using survey data.
Abstract: How can cultural understandings simultaneously diverge from and contribute to aggregate patterns of action? On one hand, shared cognitive associations guide people’s everyday actions, and these act...
48 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