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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01 Jan 2019
TL;DR: In this article, the role played by writing in the teaching of reading is examined by comparing reading-learning books widely spread in France and the United States between the seventeenth and the twentieth century.
Abstract: Throughout history, reported data shows that not all children learned to read and write at the same time, as is customary today. This communication analyzes the access to the written language; or, rather, the entry in reading according to whether it is linked to writing or not. The effects of Gutenberg’s invention on reading and writing and the consequences of printing on teaching will be reviewed. Subsequently, the relation of writing to reading will be examined by comparing reading-learning books widely spread in France and the United States between the seventeenth and the twentieth century. This essay contributes to the understanding of the role played by writing in the teaching of reading.
31 citations
TL;DR: It is found that members of fanfiction communities spontaneously mentor each other in open forums, and that this mentoring builds upon previous interactions in a way that is distinct from traditional forms of mentoring and made possible by the affordances of networked publics.
Abstract: From Harry Potter to American Horror Story, fanfiction is extremely popular among young people. Sites such as Fanfiction.net host millions of stories, with thousands more posted each day. Enthusiasts are sharing their writing and reading stories written by others. Exactly how does a generation known more for videogame expertise than long-form writing become so engaged in reading and writing in these communities? Via a nine-month ethnographic investigation of fanfiction communities that included participant observation, interviews, a thematic analysis of 4,500 reader reviews and an in-depth case study of a discussion group, we found that members of fanfiction communities spontaneously mentor each other in open forums, and that this mentoring builds upon previous interactions in a way that is distinct from traditional forms of mentoring and made possible by the affordances of networked publics. This work extends and develops the theory of distributed mentoring. Our findings illustrate how distributed mentoring supports fanfiction authors as they work to develop their writing skills. We believe distributed mentoring holds potential for supporting learning in a variety of formal and informal learning environments.
31 citations
Cites background from "Cognition In The Wild"
...Grounded in Hutchins’ theory of distributed cognition [30,31] and directly tied to the particular qualities of networked publics, distributed mentoring is defined by seven key attributes that distinguish it from traditional, offline forms of mentoring: aggregation, accretion, acceleration, abundance, availability, asynchronicity, and affect....
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...Grounded in Hutchins’ theory of distributed cognition [30,31], distributed mentoring describes the processes by which authors receive feedback on their writing from a wide variety of sources distributed across time and space, and addresses the emergent properties that enable individuals to become part of a mentoring system, for example through aggregation of reviews and the acceleration provided through conflict and discussion among reviewers....
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...Distributed Mentoring Distributed mentoring is grounded in Hutchins’ concept of distributed cognition [30,31]....
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TL;DR: This paper proposed complementing actor-network theory with Niklas Luhmann's communication theory, in order to overcome one of ANT's major shortcomings, namely, the lack of a conceptual rep...
Abstract: This article proposes complementing actor-network theory (ANT) with Niklas Luhmann’s communication theory, in order to overcome one of ANT’s major shortcomings, namely, the lack of a conceptual rep...
31 citations
Cites background from "Cognition In The Wild"
...This is also evident in the selection of understandings, as is evidenced by studies of distributed cognition (Gieri and Moffat, 2003; Hutchins, 1995) and in oligoptics (Latour and Hermant, 1998), such as healthcare call centres, where the production of correct understandings through socio-technical…...
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Dissertation•
19 Dec 2017
TL;DR: The authors adopte le point de vue des socio-sportif (ESS) for analysing les moments significatifs and the dynamique de leur developpement professionnel.
Abstract: L’educateur socio-sportif (ESS) investit des milieux traverses de tensions sociales. Face a la realite du metier, ce professionnel de l’intervention socio-sportive temoigne de competences pour persister dans sa fonction et assurer sa viabilite professionnelle.En licence professionnelle Developpement Social et Mediation par le Sport a Orleans, un dispositif multimodal s’inspire des resultats de la recherche pour developper les competences : il constitue le terrain de l’etude.Differentes situations de formation se succedent : des ateliers d’echange de pratique entre pairs, des ateliers d’intervention aupres de « publics cibles » (relevant de l’Aide sociale a l’enfance et de la Protection judiciaire de la jeunesse), des ateliers de partage d’experience qui permettent aux ESS de mutualiser avec la promotion d’etudiants les moments juges importants pour leur developpement professionnel, des ateliers de bilan de formation.Conduite dans le cadre du cours d’action en anthropologie cognitive situee (Theureau, 1992, 2004) pour l’essentiel et selon les princeps de la Grounded Theory (Glaser & Strauss, 2017) de maniere complementaire,l’etude adopte le point de vue des ESS pour analyser les moments significatifs et la dynamique de leur developpement professionnel.
31 citations
TL;DR: This framework helps explain why it is easier to discover genes for deficiencies than genes for abilities, and predicts the ways in which heritability should differ between societies, between socioeconomic levels within some societies but not others, and over the life course.
Abstract: Behavioral genetics and cultural evolution have both revolutionized our understanding of human behavior, but largely independently of each other Here we reconcile these two fields using a dual inheritance approach, which offers a more nuanced understanding of the interaction between genes and culture, and a resolution to several long-standing puzzles For example, by neglecting how human environments are extensively shaped by cultural dynamics, behavioral genetic approaches systematically inflate heritability estimates and thereby overestimate the genetic basis of human behavior A WEIRD gene problem obscures this inflation Considering both genetic and cultural evolutionary forces, heritability scores become less a property of a trait and more a moving target that responds to cultural and social changes Ignoring cultural evolutionary forces leads to an oversimplified model of gene-to-phenotype causality When cumulative culture functionally overlaps with genes, genetic effects become masked, or even reversed, and the causal effect of an identified gene is confounded with features of the cultural environment, specific to a particular society at a particular time This framework helps explain why it is easier to discover genes for deficiencies than genes for abilities With this framework, we predict the ways in which heritability should differ between societies, between socioeconomic levels within some societies but not others, and over the life course An integrated cultural evolutionary behavioral genetics cuts through the nature–nurture debate and elucidates controversial topics such as general intelligence
31 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