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Cognition In The Wild

Monika Richter
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.
Citations
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Journal Article•DOI•
An Embedded and Embodied Cognition Review of Instructional Manipulatives

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Wim Pouw1, Tamara van Gog1, Fred Paas2, Fred Paas1•
Erasmus University Rotterdam1, University of Wollongong2
08 Feb 2014-Educational Psychology Review
TL;DR: The authors argued that perceptual and interactive richness may provide opportunities for alleviating cognitive load, and that transfer of learning is not reliant on decontextualized knowledge but may draw on previous sensorimotor experiences of the kind afforded by perceptual or interactive richness of manipulatives.
Abstract: Recent literature on learning with instructional manipulatives seems to call for a moderate view on the effects of perceptual and interactive richness of instructional manipulatives on learning. This “moderate view” holds that manipulatives’ perceptual and interactive richness may compromise learning in two ways: (1) by imposing a very high cognitive load on the learner, and (2) by hindering drawing of symbolic inferences that are supposed to play a key role in transfer (i.e., application of knowledge to new situations in the absence of instructional manipulatives). This paper presents a contrasting view. Drawing on recent insights from Embedded Embodied perspectives on cognition, it is argued that (1) perceptual and interactive richness may provide opportunities for alleviating cognitive load (Embedded Cognition), and (2) transfer of learning is not reliant on decontextualized knowledge but may draw on previous sensorimotor experiences of the kind afforded by perceptual and interactive richness of manipulatives (Embodied Cognition). By negotiating the Embedded Embodied Cognition view with the moderate view, implications for research are derived.

152 citations

Cites background from "Cognition In The Wild"

  • ...Drawing on insights from embedded embodied perspectives on cognition (Barsalou 1999, 2008; Clark 2005, 2008; de Vega et al. 2008; Hutchins 1995; Kiefer and Trumpp 2012; Lindgren and Johnson-Glenberg 2013; Shapiro 2011; Wilson 2002; Winn 2003) and state-ofthe art research on physical and virtual manipulatives and including tangible user interfaces(1) (Manches and O’Malley 2012), we suggest that some of the assumptions that underlie the moderate view are to some extent misguided, most centrally the following assumptions:...

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  • ...Drawing on insights from embedded embodied perspectives on cognition (Barsalou 1999, 2008; Clark 2005, 2008; de Vega et al. 2008; Hutchins 1995; Kiefer and Trumpp 2012; Lindgren and Johnson-Glenberg 2013; Shapiro 2011; Wilson 2002; Winn 2003) and state-ofthe art research on physical and virtual…...

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  • ...A theoretical implication of Embedded Cognition is that the states of the body and the environment can be considered extra-neural contributors to (Hutchins 1995; Norman 1988), and in a more radical reading, external vehicles of cognition (Clark 2008; Clark and Chalmers 1998)....

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  • ...Embedded Cognition amounts to the idea that cognition is afforded and constrained by ongoing interactions between body and environment, emphasizing an intimate relationship between external artifacts and cognitive processes (Clark 2008; Hutchins 1995; Kirsh 1995, 2010; Wilson 2002)....

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  • ...As such, understanding cognition requires a broader level of analysis that considers how we use our body and the world during the unfolding of cognitive processes (Clark 2008; Hutchins 1995; Kirsh 2010; Wheeler 2007)....

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Journal Article•DOI•
Learning about risk: Machine learning for risk assessment

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Nicola Paltrinieri1, Louise K. Comfort2, Genserik Reniers3, Genserik Reniers4, Genserik Reniers5 •
Norwegian University of Science and Technology1, University of Pittsburgh2, University of Antwerp3, Delft University of Technology4, Katholieke Universiteit Leuven5
01 Oct 2019-Safety Science
TL;DR: A deep neural network model is developed and tested for a drive-off scenario involving an Oil & Gas drilling rig and shows reasonable accuracy for DNN predictions and general suitability to (partially) overcome risk assessment challenges.

149 citations

Journal Article•DOI•
Music, empathy and cultural understanding.

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Eric Clarke1, Tia DeNora2, Jonna K. Vuoskoski1•
University of Oxford1, University of Exeter2
01 Dec 2015-Physics of Life Reviews
TL;DR: A considerable body of research and scholarship is discussed that provides evidence for music's capacity to promote empathy and social/cultural understanding through powerful affective, cognitive and social factors, and ways in which to connect and make sense of this disparate evidence (and counter-evidence).

149 citations

Cites background from "Cognition In The Wild"

  • ...[113,114,101]) character of empathic engagement can be progressively built into the current ‘base’ model, and while not wishing to imply that these significant considerations can be quickly or simply solved, we do not regard these as fundamental or insuperable shortcomings....

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Journal Article•DOI•
The psychology of intelligence analysis: drivers of prediction accuracy in world politics.

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Barbara A. Mellers1, Eric Stone1, Pavel Atanasov1, Nick Rohrbaugh1, S. Emlen Metz1, Lyle H. Ungar1, Michael P. Bishop1, Michael Horowitz1, Ed Merkle2, Philip E. Tetlock1 •
University of Pennsylvania1, University of Missouri2
12 Jan 2015-Journal of Experimental Psychology: Applied
TL;DR: A profile of the best forecasters is developed; they were better at inductive reasoning, pattern detection, cognitive flexibility, and open-mindedness; they had greater understanding of geopolitics, training in probabilistic reasoning, and opportunities to succeed in cognitively enriched team environments.
Abstract: This article extends psychological methods and concepts into a domain that is as profoundly consequential as it is poorly understood: intelligence analysis. We report findings from a geopolitical forecasting tournament that assessed the accuracy of more than 150,000 forecasts of 743 participants on 199 events occurring over 2 years. Participants were above average in intelligence and political knowledge relative to the general population. Individual differences in performance emerged, and forecasting skills were surprisingly consistent over time. Key predictors were (a) dispositional variables of cognitive ability, political knowledge, and open-mindedness; (b) situational variables of training in probabilistic reasoning and participation in collaborative teams that shared information and discussed rationales (Mellers, Ungar, et al., 2014); and (c) behavioral variables of deliberation time and frequency of belief updating. We developed a profile of the best forecasters; they were better at inductive reasoning, pattern detection, cognitive flexibility, and open-mindedness. They had greater understanding of geopolitics, training in probabilistic reasoning, and opportunities to succeed in cognitively enriched team environments. Last but not least, they viewed forecasting as a skill that required deliberate practice, sustained effort, and constant monitoring of current affairs.

147 citations

Journal Article•DOI•
Representing Student Argumentation as Functionally Emergent From Scientific Activity

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Eve Manz
01 Dec 2015-Review of Educational Research
TL;DR: This article explored how students' argumentation can be brought into closer alignment with that of scientists, identifying consequential differences in the contexts in which scientists and students typically enact argumentation and discuss how these differences have been addressed in the literature.
Abstract: Science educators increasingly seek to support students’ participation in scientific practices, particularly epistemic practices, that is, those that ground authority for knowing in the discipline. Argumentation is one practice that has received significant attention in the research literature. However, scholars who take a sociocultural stance increasingly suggest that current conceptualizations are not sufficient for characterizing and supporting important aspects of scientific practice. In this article, I explore how students’ argumentation can be brought into closer alignment with that of scientists. I identify consequential differences in the contexts in which scientists and students typically enact argumentation and discuss how these differences have been addressed in the literature. Finally, I propose several directions for further research: embedding argumentation in uncertain scientific activity, supporting students to contest both what they know and their means of knowing, building more carefully...

147 citations

Cites background from "Cognition In The Wild"

  • ...Communities are characterized by divisions of labor and power relations that influence what individuals can know and do (Hutchins, 1995; Lave & Wenger, 1991)....

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  • ...Communities are characterized by divisions of labor and power relations that influence what individuals can know and do (Hutchins, 1995; Lave & Wenger, 1991). For example, Lave and Wenger described how the division of labor between apprentice and master butchers, where apprentices are given tasks such as wrapping meat and are physically separated from places where the meat is cut, effectively reduces opportunities to learn practices central to butchering. In addition, communities, and the practices used by communities, are governed by norms and conventions that shape action. These include conventional vocabularies, procedures for executing tasks, and uses for tools (Wenger, 1998). Finally, practices play a role in constituting the activity systems in which they are embedded. Rouse (1996) argued that, rather than considering practices as patterns of action, we might more appropriately describe them as meaningful ways of configuring the world....

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  • ...Communities are characterized by divisions of labor and power relations that influence what individuals can know and do (Hutchins, 1995; Lave & Wenger, 1991). For example, Lave and Wenger described how the division of labor between apprentice and master butchers, where apprentices are given tasks such as wrapping meat and are physically separated from places where the meat is cut, effectively reduces opportunities to learn practices central to butchering. In addition, communities, and the practices used by communities, are governed by norms and conventions that shape action. These include conventional vocabularies, procedures for executing tasks, and uses for tools (Wenger, 1998). Finally, practices play a role in constituting the activity systems in which they are embedded. Rouse (1996) argued that, rather than considering practices as patterns of action, we might more appropriately describe them as meaningful ways of configuring the world. Practices shape not only how people act, but also what objects are considered important, what they are important for, which other practices are sensible, and how social relations are conceived. The notion that practices shape communities is evident in constructs such as Wenger’s (1998) communities of practice, Holland’s and colleagues’ (Holland, Lachicotte, Skinner, & Cain, 1998) figured worlds, and Knorr Cetina’s (1999) epistemic cultures....

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  • ...As participants solve problems, they generate repertoires of talk, tool-uses, and actions that allow them to align behavior and produce desired outcomes (Hutchins, 1995; Wenger, 1998)....

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References
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Journal Article•DOI•
A Rich Landscape of Affordances

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Erik Rietveld1, Julian Kiverstein1•
University of Amsterdam1
28 Oct 2014-Ecological Psychology
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

Book Chapter•DOI•
Learning in Activity

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James G. Greeno1, Yrjö Engeström2•
University of Pittsburgh1, University of Helsinki2
01 Nov 2014
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

Journal Article•DOI•
Digital product innovation within four classes of innovation networks

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Kalle Lyytinen1, Youngjin Yoo2, Richard J. Boland1•
Case Western Reserve University1, Temple University2
01 Jan 2016-Information Systems Journal
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

Journal Article•DOI•
Blind Image Quality Assessment via Deep Learning

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Weilong Hou1, Xinbo Gao1, Dacheng Tao2, Xuelong Li3•
Xidian University1, University of Technology, Sydney2, Chinese Academy of Sciences3
01 Jun 2015-IEEE Transactions on Neural Networks
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

Journal Article•DOI•
Ten years of a model of aesthetic appreciation and aesthetic judgments : The aesthetic episode – Developments and challenges in empirical aesthetics

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Helmut Leder1, Marcos Nadal1•
University of Vienna1
01 Nov 2014-British Journal of Psychology
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