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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30 Sep 2015
TL;DR: In this article, a sociocritique du numerique en education is formalised, which consiste a etudier les relations entre le profil et le contexte sociaoculturel des eleves and leur disposition a seduquer and se former avec le numerique.
Abstract: Cet article a pour objectif de contribuer a formaliser une approche sociocritique du numerique en education. Telle que nous la concevons, cette approche consiste a etudier les relations entre le profil et le contexte socioculturel des eleves et leur disposition a s'eduquer et se former avec le numerique. Elle se situe au croisement, d’une part, de la sociologie des usages, qui a peu developpe les dimensions educatives du numerique, et d’autre part, des sciences de l’education, qui ont faiblement mis en lien les usages numeriques proposes aux eleves en salle de classe avec ceux developpes en contexte extrascolaire. Elle s’inscrit dans la thematique des usages numeriques educatifs, telle que circonscrite par (Baron, 2014), et se veut complementaire aux approches didactique et psychopedagogique majoritairement utilisees. Nous commencons par expliciter les fondements de cette approche. Nous presentons ensuite un apercu de trois de ses thematiques saillantes, avant d’aborder ses implications methodologiques et sa complementarite avec les approches didactique et psychopedagogique, ainsi que les principaux defis qu'elle doit relever.
45 citations
Cites background from "Cognition In The Wild"
...Les travaux sur la cognition distribuée (Hutchins, 1995), (Hutchins, 2000) offrent un arrière-plan théorique pertinent pour aborder la dimension éducative que peuvent revêtir les usages numériques des élèves, tant dans leur quotidien scolaire qu'extrascolaire....
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DOI•
01 Jan 2017
TL;DR: In this paper, the authors use cartography and ethnographic methods to capture and analyse both the momentary seizing of space and the latent creation of new sovereign urban spaces that defy current segregative urbanism.
Abstract: Cities are much more than just the background of our lives, or complex artefacts. They are the social field and the content over which we quarrel; the reason and the tool by which we co-operate. Cities are shaped in the form of our passions. Those passions do not just give meaning to our world and to our lives, they prompt us to act upon them by enacting new spatialities to come. This thesis deals with the enactment of new forms of space and city through emotions. The recently identified âNew Urban Questionâ defines the combination of increasing social inequalities, growing spatial segregation, and climate change vulnerabilities that crystallize in our cities. It also signals a crisis in design and planning disciplines, urging researchers and designers to renew their methods for studying and designing the city. In response to this call, my research considers the way emotions shape both our way of understanding and making cities. Despite often disregarded as either contagious and irrational hysteria or a subjective question of taste, I claim emotions to be a constitutive dimension of the urban condition. In urban conflict specifically, both the urban condition and affective phenomena become salient and their relevance is highlighted. The recent activities of a group of activists and social movements in Madrid - emerged around the mobilizations of the 15M in Spain - constitute an ideal context for this research, for they are spatially constituted and are spatially performative. Their contentious actions take the form of a series of spatial practices, called in this thesis New Urban Practices, where I find a potential answer to both the crisis of the contemporary city and its mirroring crisis in architecture and urbanism. I approach the analysis of New Urban Practices in Madrid through three complementary empirical studies that tackle space, action and emotion, making use of a transdisciplinary mixed-methods approach. The first study tackles the spatial conditions of porosity that have accompanied the emergence and development of these social movements. It uses methods developed by Space Syntax to analyse spatial configurationâand cartography and demographics to analyse the spatial content. The second study elaborates on the actions of these social movements, their spatial practices. In this study, I use cartography and ethnographic methods to capture and analyse both the momentary seizing of space and the latent creation of new sovereign urban spaces that defy current segregative urbanism. Finally, the third study explores the emotions felt and experienced by these activists. Through emotional dimensional analysis and discursive analysis of surveys and in-depth interviews, I find participants undergo a substantive transformation of their spatial perception accompanying a strong emotional transition. Using theories of Extended Emotions and the ideas behind SIRN, I conclude by identifying urbanity as an extended emotion. In addition, the modes of using and producing city space of the New Urban Practices are found to pose a new model of urban governance and action, the urban prototype, proposing a more inclusive, democratic and socially sustainable forms of enacting our cities, in Europe and worldwide.
45 citations
TL;DR: In this article, the authors describe how teachers around the world participate in virtual communities, social media sites, and online networks in order to gain support and ideas for improving their practice.
Abstract: Educators around the world participate in virtual communities, social media sites, and online networks in order to gain support and ideas for improving their practice. Many researchers have explore...
45 citations
Cites background from "Cognition In The Wild"
...Hutchins (1995) posited that no one individual can hold all of the knowledge in a profession: “Even the simplest culture contains more information than could be learned by any individual in a life-time, so that tasks of learning, remembering, and transmitting cultural knowledge are inevitably…...
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Book•
14 May 2020
45 citations
Cites background from "Cognition In The Wild"
...…demonstrated that instrumental learning in the wild is often ill-defined, open-ended, and holistic penetrating pragmatic, ontological, political, and social aspects of the targeted practice (Bowker & Star, 1999; Hutchins, 1995; Lave & Wenger, 1991; Rogoff, 2003; Suchman, 1987; Wenger, 1998)....
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TL;DR: An agent-based model is presented to analyze how the distribution and availability of individual capabilities influence the set of actors involved in performing routines, initially and over time, and shows that even when the pattern of actions stays the same, the patterns of actors involvement in performing an organizational routine can change continuously.
Abstract: This study addresses how individuals combine their diverse skills during the process of forming organizational routines. Our explanation centers on the development of transactive memory, which forms during the initial performances of a routine, as actors search for (and subsequently remember) other actors with the capabilities needed to complete a routine. We present an agent-based model to analyze how the distribution and availability of individual capabilities influence the set of actors involved in performing routines, initially and over time. The model shows that even when the pattern of actions stays the same, the pattern of actors involved in performing an organizational routine can change continuously. Variations in the efficiency of routine formation that are inexplicable in terms of action sequences may be readily explained when we examine actor sequences. Transactive memory contributes to the theory of organizational routines by serving as a bridge between individuals� skills and collective capabilities.
44 citations
Cites background from "Cognition In The Wild"
...When knowledge is diverse and distributed (Hutchins, 1995; Weick and Roberts, 1993), organizational members need to collaborate and coordinate tasks....
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...In organizations characterized by distributed knowledge, learning who knows what is crucial to addressing complex problems efficiently (Hutchins, 1995; Lindkvist, 2005)....
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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