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.
Citations
More filters
TL;DR: In this paper, a systematic survey of the various attitudes proponents of enaction (or enactivism) entertained or are entertaining towards representationalism and towards the use of the concept of mental representation in cognitive science is presented.
Abstract: I propose a systematic survey of the various attitudes proponents of enaction (or enactivism) entertained or are entertaining towards representationalism and towards the use of the concept “mental representation” in cognitive science. For the sake of clarity, a set of distinctions between different varieties of representationalism and anti-representationalism are presented. I also recapitulate and discuss some anti-representationalist trends and strategies one can find the enactive literature, before focusing on some possible limitations of eliminativist versions of enactive anti-representationalism. These limitations are here taken as opportunities for reflecting on the fate of enactivism in its relations with representationalism and anti-representationalism.
23 citations
Cites background from "Cognition In The Wild"
...Amongst these recent theories, one can include distributed cognition (Hutchins 1995), situated cognition (Clancey 1997), extended cognition (Clark 2008), and interactivism (Bickhard 2009)(18)....
[...]
...Amongst these recent theories, one can include distributed cognition (Hutchins 1995), situated cognition (Clancey 1997), extended cognition (Clark 2008), and interactivism (Bickhard 2009)18....
[...]
TL;DR: In this paper, the authors investigate the observational practices of amateur astronomers and take an interactionist perspective and examine how the body is recruited and recruited to perform an activity in the field of astronomy.
Abstract: We add to research on embodied cognition by investigating the observational practices of amateur astronomers. Specifically, we take an interactionist perspective and examine how the body is recruit...
23 citations
Cites background from "Cognition In The Wild"
...At the same time, because of the collective nature of the amateur astronomy observational practice, in both cases pointing with the flashlight set a horizon of observation (Hutchins, 1995a) for peers to follow the astronomer’s reasoning and traversal path through the charts....
[...]
...…about embodied cognition (however framed) are also claims about the general nature of cognition and action, and our work here intends to speak (modestly) to this issue as well (see, e.g., diSessa, Levin, & Brown, 2016; Goodwin, 2011; Hall & Stevens, 2016; Hutchins, 1995a, 1995b; Suchman, 1987)....
[...]
...…among participants and things in a setting (e.g., telescopes, computers, instruments, pictorial depictions or photographs rendered in books, and many others) rather than strictly a property of individuals (Hutchins, 1995b, 2014; Jordan & Henderson, 1995; Stevens & Hall, 1998; Streeck et al., 2011)....
[...]
...Throughout, participants clearly monitored the horizon of observation available to peers (Hutchins, 1995a) relative to the gestures produced and low lighting conditions, which attests to the complexity of the communicative work inherent in seeing in the dark....
[...]
...A horizon of observation refers to the functional workspace that actors in a given situation can visually and behaviorally monitor (Hutchins, 1995a) and the differentially illuminated areas of the star charts acted as such....
[...]
TL;DR: An end-to-end convolutional neural network model which simultaneously implements aesthetic classification and understanding is proposed and it is found that dropping out ambiguous image is a special case of the sample-specific method, and also figure out that as the weights of the non-ambiguous images increase, the performance is positively affected.
Abstract: Currently image aesthetic estimation using deep learning has achieved great success compared with the traditional methods by hand-crafted features. Similar to recognition problem, aesthetic estimation categorizes images into visually appealing or not. Nevertheless, it is desirable to understand why certain images are visually more appealing, in specific, which part of the image is contributing to the aesthetic preference. In fact, most traditional approaches adopting hand-crafted feature are, to some extent, able to understand part of image’s aesthetic and content information while few studies have been conducted in the context of deep learning. Moreover, we discover that aesthetic rating is ambiguous so that many examples are uncertain in aesthetic level. This has caused a highly imbalanced distribution of aesthetic ratings. To tackle all these issues, we propose an end-to-end convolutional neural network (CNN) model which simultaneously implements aesthetic classification and understanding. To overcome the imbalanced aesthetic ratings, a sample-specific classification method that re-weights samples’ importance is proposed. We find that dropping out ambiguous image, as common adopted by recent deep learning models, is a special case of the sample-specific method, and also figure out that as the weights of the non-ambiguous images increase, the performance is positively affected. In order to understand what is learned in the deep model, global average pooling (GAP) following the last feature map is employed to generate aesthetic activation map (AesAM) and attribute activation map (AttAM). AesAM and AttAM respectively represent the likelihood of aesthetic level for spatial location, and the likelihood of different attribute information. In particular, AesAM mainly accounts for what is learned in deep model. Experiments are carried out on public aesthetic datasets and state-of-the-art performance is achieved. Thanks to the introduction of AttAM, the aesthetic preference is explainable by visualization. Finally, a simple application on image cropping based on the AesAM is presented. The code and trained model will be publicly available on https://github.com/galoiszhang/AWCU .
23 citations
Cites background from "Cognition In The Wild"
...In fact, psychological evidence [17] showed that humans prefer to conduct evaluations on qualitative analysis instead of quantitative analysis, i....
[...]
Dissertation•
01 Jul 2016
TL;DR: Notre corpus as discussed by the authors is composed of 1405 messages recueillis sur les forums of la plateforme institutionnelle et sur Facebook ou Google+ for les groupes communautaires a l'initiative des etudiants.
Abstract: Cette recherche s’interesse aux effets induits par les dispositifs numeriques de partage social sur les pratiques de collaboration, de communication et de mediation d’etudiants, dans un contexte situe de formation a distance. L’objectif est d’apprehender le processus de collaboration a l’origine de l’apprenance collective qui s’illustre dans les communautes d’apprentissage, constituees en marge de l’institution academique. Notre approche empirique par systematique hypothetico-deductive est une observation netnographique menee aupres d’individus inscrits en Bachelor et Mastere dans un centre de formation prive. Notre corpus est compose de 1405 messages recueillis sur les forums de la plateforme institutionnelle et sur Facebook ou Google+ pour les groupes communautaires a l’initiative des etudiants. Nous recourons a une categorisation de l’activite d’apprentissage suivant quatre dimensions intrinseques a l’intervention des usagers sur les forums. Les phenomenes observes sont analyses suivant trois variables dependantes : la temporalite, la reconnaissance sociale et le pouvoir hierarchique. Notre ancrage est la theorie critique des medias de l’ecole de Francfort. Nous faisons l’hypothese que les dispositifs sociotechniques d’information et de communication participent de l’horizontalisation des usages estudiantins. Nos observations de terrain revelent en effet que les apprenants preferent s’en remettre a leurs pairs plutot que solliciter l’institution ou les tuteurs en ligne. S’ils privilegient leur disponibilite indefectible, ils accordent une plus grande importance a leur reactivite. Nous pensons que le clivage qui oppose l’environnement academique a la sphere estudiantine est pour partie le fait de deux temporalites distinctes. L’une verticale, celle de l’environnement numerique de travail (ENT), l’autre plus horizontale, caracterisee par les echanges entre pairs au sein de l’environnement personnel d’apprentissage (EPA). L’asynchronisme qui resulte de ces deux dispositifs engendre des effets de detournement d’usage par lesquels les etudiants exportent les ressources institutionnelles vers leur communaute. Mais l’analyse des praxis communautaires revele d’autres artefacts induits par les technologies numeriques. Qu’il s’agisse de desintermediation ou d’acceleration temporelle, ces usagers attires par le modele a hierarchique, se retrouvent a leur insu dans un processus de domination sociale. Nous soulignons les effets pernicieux lies a l’acceleration temporelle particulierement pregnante dans la generation d’etudiants observee.
23 citations
Cites background from "Cognition In The Wild"
...Hutchins (1995) pose que la notion de cognition distribuée est liée à la distribution de tâches cognitives sur l’ensemble des membres d’un groupe....
[...]
...Il différencie la distribution de processus cognitifs sur plusieurs individus issus d’une même communauté de la distribution des processus entre individus, impliquant coordination et médiation (Hutchins, 1995, p. 2068)....
[...]
TL;DR: The distinction between opaque and translucent epistemic dependence is discussed in this paper, where it is shown that many dependence relations in scientific practice are neither entirely opaque nor translucent, and the distinction between these two types of dependence relations does not exhaust dependence relations.
Abstract: This paper offers an analytic perspective on epistemic dependence that is grounded in theoretical discussion and field observation at the same time. When in the course of knowledge creation epistemic labor is divided, collaborating scientists come to depend upon one another epistemically. Since instances of epistemic dependence are multifarious in scientific practice, I propose to distinguish between two different forms of epistemic dependence, opaque and translucent epistemic dependence. A scientist is opaquely dependent upon a colleague if she does not possess the expertise necessary to independently carry out, and to profoundly assess, the piece of scientific labor which her colleague is contributing. If the scientist does possess the necessary expertise, I argue, her dependence is translucent. However, the distinction between opaque and translucent epistemic dependence does not exhaust dependence relations in scientific practice, because many dependence relations are neither entirely opaque nor translucent. I will discuss why this is the case, and show how we can make sense of the gray zone between opaque and translucent epistemic dependence.
23 citations
Cites background from "Cognition In The Wild"
...For the cognitive value of concrete artifacts more generally see the literature on distributed cognition (Hutchins 1995, 2001)....
[...]
References
More filters
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
[...]
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