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: The potential of faceless interaction, interaction that transcends traditional reliance on surfaces, is examined and discussed, liberating possibilities as well as complicating effects, and dangers are pointed out, leading to a realization of the crucial role of surface in contemporary understanding of interaction.
Abstract: In the middle of the present struggle to keep interaction complexity in check, as artifact complexity continues to rise and the technical possibilities to interact multiply, the notion of interface is scrutinized. First, a limited number of previous interpretations or thought styles of the notion are identified and discussed. This serves as a framework for an analysis of the current situation with regard to complexity, control, and interaction, leading to a realization of the crucial role of surface in contemporary understanding of interaction. The potential of faceless interaction, interaction that transcends traditional reliance on surfaces, is then examined and discussed, liberating possibilities as well as complicating effects, and dangers are pointed out, ending with a sketch of a possibly emerging new thought style.
41 citations
Cites background from "Cognition In The Wild"
...…from “ecological thinking” in various forms, such as ecological psychology (Gibson, 1986), situated action (Suchman, 1987), distributed cognition (Hutchins, 1995), cognitive science (Clark, 2010), and other areas addressing aspects of the relationship between an environment and its inhabitants....
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...cognition (Hutchins, 1995), cognitive science (Clark, 2010), and other areas addressing aspects of the relationship between an environment and its inhabitants....
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TL;DR: In this article, an interdisciplinary research program used Learning Sciences research methods, including conversation analysis, interaction analysis, and visualization of discourse codes, to understand how tools like agent-based models and geographic information systems mediate learning in planning groups.
Abstract: Planning researchers traditionally conceptualize learning as cognitive changes in individuals. In this tradition, scholars assess learning with pre- and post-measures of understandings or beliefs. While valuable for documenting individual change, such methods leave unexamined the social processes in which planners think, act, and learn in groups, which often involve the use of technical tools. The present interdisciplinary research program used Learning Sciences research methods, including conversation analysis, interaction analysis, and visualization of discourse codes, to understand how tools like agent-based models and geographic information systems mediate learning in planning groups. The objective was to understand how the use of these tools in participatory planning can help stakeholders learn about complex environmental problems, to make more informed judgments about the future. The paper provides three cases that illustrate the capacity of such research methods to provide insights into planning gr...
40 citations
Cites background from "Cognition In The Wild"
...Our interest in mediation builds on the core sociocultural premise that all cognition, individual or shared, is mediated by cultural tools (Hutchins 1995; Vygotsky 1978), and that there is an “irreducible tension” between cognitive agents and the tools that serve as their “mediational means” (Wertsch 1998, 27)....
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...Our interest in mediation builds on the core sociocultural premise that all cognition, individual or shared, is mediated by cultural tools (Hutchins 1995; Vygotsky 1978), and that there is an “irreducible tension” between cognitive agents and the tools that serve as their “mediational means”…...
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TL;DR: This article proposes designing disruptions to typical school practices to invite students to recruit out-of-school resources meaningful and sensible to them in order to grapple with school-valued concepts.
Abstract: This article explores an alternative strategy for designing hybrid instructional environments. Rather than bridging home or community funds of knowledge with school learning, I propose designing disruptions to typical school practices to invite students to recruit out-of-school resources meaningful and sensible to them in order to grapple with school-valued concepts. I examine this design strategy first conceptually, then through a case called walking scale geometry, designed to disrupt the scale of typical classroom geometry. This major disruption has 4 interrelated consequences in that students must invent new tools and strategies for constructing geometry figures, spaces of activity and learning shift, students are positioned with new visual perspectives, and the division of labor is redistributed. I analyze how these 4 consequences played out in an episode of walking scale geometry, in relation to the deployment of student-recruited resources and conceptual agency, then comment on some implications fo...
40 citations
Cites background from "Cognition In The Wild"
...For example, experiences in wayfinding and navigation practices (of which there are many; see Davies & Uttal, 2007; Hutchins, 1995) almost always position individuals to make geometric determinations based on an intrinsic view of the space....
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01 Jan 2014
TL;DR: In this paper, the authors proposed an analytical framework for resilience studies of the health field, which incorporates holism and complexity by embracing an ecological model of cognition, something supported by empirical studies of organizations in crisis situations at various spatial as well as temporal scales.
Abstract: We pursued the following three interconnected points: (1) there are unexplored opportunities for resilience scholars from different disciplines to cross-inspire and inform, (2) a systems perspective may enhance understanding of human resilience in health and social settings, and (3) resilience is often considered to be fractal, i.e., a phenomenon with recognizable or recurring features at a variety of scales. Following a consideration of resilience from a systems perspective, we explain how resilience can, for analytic purposes, be constructed at four scales: micro, meso, macro, and cross-scale. Adding to the cross-scale perspective of the social-ecological field, we have suggested an analytical framework for resilience studies of the health field, which incorporates holism and complexity by embracing an ecological model of cognition, something supported by empirical studies of organizations in crisis situations at various spatial as well as temporal scales.
40 citations
TL;DR: In this article, the authors investigate the contributions of multi-party, whole-body interactions to students' collaboration and negotiation of mathematics ideas in a task setting called walking scale geometry, where bodies in interaction became complex resources for students' emerging goals in problem solving.
Abstract: This study interrogates the contributions of multi-party, whole-body interactions to students' collaboration and negotiation of mathematics ideas in a task setting called walking scale geometry, where bodies in interaction became complex resources for students' emerging goals in problem solving. Whole bodies took up overlapping roles representing geometric objects, contributing to the communication and negotiation of problem-solving strategies and engaging as mathematical instruments for representation.
40 citations
Cites background from "Cognition In The Wild"
...…not exist, but instead that cognitive (in this case, mathematical) activity cannot be reduced to individual mental activity when cultural tools, material resources, and other interactants make up a system much more complex than the sum of its parts (Hutchins, 1995, 2010; Ma, 2016b; Stahl, 2010)....
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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