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: In this article, a notion of functional kind is developed, one that includes artefacts with proper functions and system functions, whereas those with system functions are improvised uses of initially non-cognitive artefacts.
Abstract: This article looks at some of the metaphysical properties of cognitive artefacts. It first identifies and demarcates the target domain by conceptualizing this class of artefacts as a functional kind. Building on the work of Beth Preston, a pluralist notion of functional kind is developed, one that includes artefacts with proper functions and system functions. Those with proper functions have a history of cultural selection, whereas those with system functions are improvised uses of initially non-cognitive artefacts. Having identified the target domain, it then briefly looks at the multiple usability of physical structures and the multiple realizability of cognitive function. Further developing insights from the “dual nature of artefacts thesis”, the article ends with conceptualizing the structure–function relations of cognitive artefacts. More specifically, it unpacks the relation between physical structure, representational structure, information, and cognitive function.
28 citations
Cites background from "Cognition In The Wild"
...Situated cognition theory has analysed the epistemic roles of artefacts in performing cognitive tasks (Norman 1993; Hutchins 1995, 1999; Clark and Chalmers 1998; Clark 2003, 2008; Menary 2007; Kirsh 2013)....
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TL;DR: A detailed case study that focuses on the design and use of a modern blood glucose meter on an oncology ward and identified 19 issues, which can help guide the situated study of medical devices.
28 citations
Cites methods from "Cognition In The Wild"
...The data gathering and analysis was informed by Distributed Cognition (DC), which looks at how information is transformed and propagated across people and artefacts over time (Hutchins, 1995; Hollan et al., 2000)....
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TL;DR: Two theoretical perspectives of group learning in PBL are described and examined and their potential applications to improve educational practice include social interdependence theory and the meaning of positive interdependency.
Abstract: An essential part of problem-based learning (PBL) is group learning. Thus, an in depth understanding of the theoretical underpinnings of group learning in PBL allows educators to bridge theory and practice more effectively thus providing ideas and tools to enhance PBL practices and research. The theory-driven applications examined in this article establish grounds for future research in PBL. The purpose of this article is to describe and examine two theoretical perspectives of group learning in PBL and their potential applications to improve educational practice. They include: (1) social interdependence theory and the meaning of positive interdependence, (2) socio cognitive theory of networked expertise and the concept of knowledge creation in innovative knowledge communities (IKC). Potential applications include the following: development of instructional material to foster positive interdependency using concept maps; formal and structured use of peer feedback throughout PBL courses to promote individual and group accountability; creation and sharing of new knowledge about different topics within and across IKC; and use of rotating students with hybrid abilities across PBL groups to foster distributed cognition.
27 citations
Cites background from "Cognition In The Wild"
...Distributed cognition refers to a process where cognitive resources and processes are shared in a group in order to advance cognitive resources of the individual (Hutchins & Klausen 1996; Hutchins 1995, 2001)....
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Dissertation•
01 Jan 2014TL;DR: In this paper, the authors investigated how the extensive use of networked computers, which were the primary classroom learning resource for three Level 3 cohorts of Further Education students, impacted on how the students approached the academic elements of their coursework.
Abstract: This thesis analyses how the extensive use of networked computers, which were the primary
classroom learning resource for three Level 3 cohorts of Further Education students, impacted on
how the students approached the academic elements of their coursework Using an ethnographic
methodology the students were followed as they progressed over one academic year, to identify
how they engaged with their learning and used the technologies over this period The study of
students’ classroom academic and literacy practices when using the new digital technologies of computers and the Internet as resources in post-compulsory education is a relatively neglected area At a time when there is the continued call for the increased use of these technologies across the curricula, this ethnography offers an insight into students’ responses to the technologies and how these significant educational resources can also divide the classroom into both educational and social-leisure spaces What became apparent over the year was students’ superficial level of engagement with online research resources and how that information was then processed Students’ use of software to manipulate digital text bypassed any evidencing of intermediary cognitive processes, therefore at times idea generation, critical development and level of ownership became challenging to identify Notably, students’ extensive use of computers resulted in their gaze being primarily directed to their
computer monitors and despite the sociality amongst students for non-educational activities, both in and out of the classrooms, the benefits of peer discussion and interaction for learning was absent due to this level of academic isolation Students’ use of the technologies for either educational or social-leisure use was reflective of the learning conditions and what affected their levels of motivation and attention For a number of students, their excessive use of the classroom computers to access online social-leisure resources
came at a cost to their grades and their ambitions for progression had to be reduced There is no doubting the value of computers and the Internet as classroom learning resources, however, this research identifies that they are certainly not a quick panacea for education The evidence illustrates that to attain the potential they offer, there needs to be relative adjustments to pedagogy and learning cultures and how students conceptualise the space of computer-resourced classrooms
27 citations
Cites background from "Cognition In The Wild"
...Hutchins (1995b) suggests that cognition functions beyond the individual agent and often incorporates technological devices....
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...The notion of the player’s attention being distributed is aligned with Hutchins’ (1995a) theorisation of distributed cognition....
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TL;DR: It is argued that emotional and social engagement with objects acted as a crucial scaffold for the scaling-up of human social networks beyond those of the authors' closest relatives the chimpanzees to the global ‘small world’ of modern humans.
27 citations
Cites background from "Cognition In The Wild"
...…such distributed or external cognition is a highly active process in which cognitive processes extend beyond the biological phenotype to involve other media, not as passive depositories of information but as active elements of cognitive processing (Hutchins, 1995; Clark and Chalmers, 1998)....
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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