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: It is found that the engravings from the South African Blombos Cave and Diepkloof Rock Shelter evolved over a period of 30,000 y to become more effective “tools for the mind,” that is, more salient to the human eye, increasingly expressive of human intent and identity, and easier to reproduce from memory.
Abstract: How did human symbolic behavior evolve? Dating up to about 100,000 y ago, the engraved ochre and ostrich eggshell fragments from the South African Blombos Cave and Diepkloof Rock Shelter provide a unique window into presumed early symbolic traditions of Homo sapiens and how they evolved over a period of more than 30,000 y. Using the engravings as stimuli, we report five experiments which suggest that the engravings evolved adaptively, becoming better-suited for human perception and cognition. More specifically, they became more salient, memorable, reproducible, and expressive of style and human intent. However, they did not become more discriminable over time between or within the two archeological sites. Our observations provide support for an account of the Blombos and Diepkloof engravings as decorations and as socially transmitted cultural traditions. By contrast, there was no clear indication that they served as denotational symbolic signs. Our findings have broad implications for our understanding of early symbolic communication and cognition in H. sapiens.
36 citations
Cites methods from "Cognition In The Wild"
...Not unlike manual tools, we suggest that the engravings evolved to become more effective “tools for the mind” as their producers became more skilled symbol makers (17, 19, 20)....
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TL;DR: In this paper, a "ventriloqual" perspective on communication is proposed to acknowledge what artifacts, tools and architectural elements contribute to human activities and practices, and to acknowledge human beings' ability to skillfully react and respond to what things indicate, say, or tell them to do.
Abstract: Analyses of embodied interaction still appear to explicitly or implicitly defend a human-centered approach to language and body in the material world. In this article, we propose to decenter our analytical position by acknowledging what artifacts, tools and architectural elements contribute to human activities and practices. Starting from a ‘ventriloqual’ perspective on communication, we demonstrate that the accountable character of people’s activities presupposes a form of material agency that tends to be neglected in our analyses. Far from neglecting human beings’ contributions to their own activities, we show that this approach allows us to acknowledge their capacity to skillfully react and respond to what things indicate, say, or tell them to do. It is, we contend, in this back-and-forth process of actions and reactions that a certain dialogicity of things can be recognized. Decentering the analytical position by focusing on how things traceably contribute to shaping human interactions has, we contend...
36 citations
Additional excerpts
...The overwhelming presence of these things that humans built, therefore, needs – according to these authors and many others (Hutchins, 1995; Luff et al., 2000; Lynch, 1993; Suchman, 2007) – to be taken into account in our analyses....
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01 Jan 2014
TL;DR: The approach taken in this chapter is human-centered, focusing on the distribution of information processing with the ultimate purpose of supporting the complex cognitive activities of human users of visualization tools.
Abstract: When using visualization tools to perform complex cognitive activities, such as sense-making, analytical reasoning, and learning, human users and visualization tools form a joint cognitive system. Through processing and transfer of information within and among the components of this system, complex problems are solved, complex decisions are made, and complex cognitive processes emerge—all in a manner that would not be easily performable by the human or the visualization tool alone. Although researchers have recognized this, no systematic treatment of how to best distribute the information-processing load during the performance of complex cognitive activities is available in the existing literature. While previous research has identified some relevant principles that shed light on this issue, the pertinent research findings are not integrated into coherent models and frameworks, and are scattered across many disciplines, such as cognitive psychology, educational psychology, information visualization, data analytics, and computer science. This chapter provides an initial examination of this issue by identifying and discussing some key concerns, integrating some fundamental concepts, and highlighting some current research gaps that require future study. The issues examined in this chapter are of importance to many domains, including visual analytics, data and information visualization, human-information interaction, educational and cognitive technologies, and human-computer interaction design. The approach taken in this chapter is human-centered, focusing on the distribution of information processing with the ultimate purpose of supporting the complex cognitive activities of human users of visualization tools.
35 citations
Additional excerpts
..., suggesting that cognition is embodied, extended, embedded, distributed, and/or situated (see [4, 8, 21, 31, 48])....
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Posted Content•
TL;DR: Given established historical patterns, widespread routine reproduction of predicted text-based and instructional effects expressed in a common language and shared frame of reference may lead to significant developments in theory and practice.
Abstract: Huge resources are invested in metrology and standards in the natural sciences, engineering, and across a wide range of commercial technologies. Significant positive returns of human, social, environmental, and economic value on these investments have been sustained for decades. Proven methods for calibrating test and survey instruments in linear units are readily available, as are data- and theory-based methods for equating those instruments to a shared unit. Using these methods, metrological traceability is obtained in a variety of commercially available elementary and secondary English and Spanish language reading education programs in the U.S., Canada, Mexico, and Australia. Given established historical patterns, widespread routine reproduction of predicted text-based and instructional effects expressed in a common language and shared frame of reference may lead to significant developments in theory and practice. Opportunities for systematic implementations of teacher-driven lean thinking and continuous quality improvement methods may be of particular interest and value.
35 citations
Cites background from "Cognition In The Wild"
...Recent advances in reading measurement embody important lessons in this regard for the social sciences....
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Dissertation•
07 Nov 2016
TL;DR: In this paper, Legardez et Simonneaux present an approach for the formation of enseignants and eleveurs in the context of questions socialement vives.
Abstract: La prise en compte du bien-etre des animaux dans les elevages suscite de vives controverses dans la societe et dans les champs scientifique, technique et professionnel. Dans le milieu scolaire, le bien-etre animal (BEA), en tant que question socialement vive (Legardez & Simonneaux, 2006), pose des difficultes pour son enseignement et son apprentissage dans les lycees professionnels agricoles preparant les futurs eleveurs. Cette these a pour objet de comprendre comment le pouvoir d’action (Clot, 1999) des enseignants et des eleves relatif a la prise en compte du BEA en situations d’enseignement-apprentissage se developpe (ou ne se developpe pas). Nous articulons les cadres theoriques et methodologiques de la didactique des questions socialement vives, de la clinique de l’activite et du jugement ethique. Dans une double visee transformative et epistemique, quatre enseignants de zootechnie et leur classe de baccalaureat professionnel ont participe a un protocole d’intervention en lycees. A partir des traces des activites dialogiques recueillies, nous avons documente les emotions, les jugements ethiques et les representations-connaissances signifies ainsi que leurs interactions et les conflits a l’œuvre dans le developpement possible et impossible du pouvoir d’action des sujets relatif a la prise en compte du BEA en elevage. L’ensemble des resultats permet de mettre a jour des obstacles et des leviers au developpement du pouvoir d’action des eleves et des enseignants. Nous formulons plusieurs propositions pour la formation des enseignants et des eleves afin de les accompagner a affronter certains obstacles et a davantage valoriser les leviers potentiels pour augmenter leur champ des possibles.
35 citations
Cites background from "Cognition In The Wild"
...…1986; Varela, Thompson, & Rosch, 1992) ; - les courants interdisciplinaires de la cognition située (Suchman, 1987) et de la cognition distribuée (Hutchins, 1995) ; - l’ergonomie et la psychologie du travail de la tradition francophone (Amalberti, De Montmolin, & Theureau, 1991; Clot, 1999;…...
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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