scispace - formally typeset
Search or ask a question

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
Dissertation
01 May 2017
TL;DR: Scholarship and fees provided by the Sustainable Harborough Project, funded by the Communities Living Sustainably fund, from BIG Lottery as discussed by the authors, were provided for students in Harborough.
Abstract: Scholarship and fees provided by the Sustainable Harborough Project, funded by the Communities Living Sustainably fund, from BIG Lottery

23 citations


Cites background from "Cognition In The Wild"

  • ...So studies of coordinated thinking among the deck crew aboard aircraft carriers (Weick and Roberts, 1993) and in ship navigation (Hutchins, 1996) describe processes of linguistic trophallaxis in the structural coupling of actors within the contexts with which they realise themselves as actors, rather than the case originally ventured that purports a form of cognition that exists as distributed among actors, but as somehow outside of the actors themselves (Giere, 2007)....

    [...]

Proceedings ArticleDOI
05 Jan 2016
TL;DR: A visual analytics approach towards an operational model of the human-computer system that combines ideas from (human-centered) interactive visualization and cognitive science to create visual analytics systems that closely couple automated analyses with human analytic reasoning and decision-making.
Abstract: We take a visual analytics approach towards an operational model of the human-computer system. In particular, the approach combines ideas from (human-centered) interactive visualization and cognitive science. The model we derive is a first step on the path to a more complete evaluated and validated model. However, even at this stage important principles can be extracted for visual analytics systems that closely couple automated analyses with human analytic reasoning and decision-making. These improved systems can then be applied effectively to difficult, open-ended problems involving complex data. Another advantage of this approach is that specific gaps are revealed in both visual analytics methods and cognitive science understanding that must be filled in order to create the most effective systems. Related to this is that the resulting visual analytics systems built upon the human-computer model will provide testbeds to further evaluate and extend cognitive science principles.

22 citations


Cites background from "Cognition In The Wild"

  • ...These distributed cognition accounts seek to characterize the ways in which cognition “in the wild” [17] incorporates and in the end depends upon a structured and responsive external environment in order to achieve cognitive goals....

    [...]

Journal ArticleDOI
TL;DR: In his celebrated 1951 work, Social Choice and Individual Values, economist Kenneth Arrow asked how the values of individuals might be aggregated into a social choice as mentioned in this paper, and the value of individuals can be expressed in terms of social choice and individual values.
Abstract: In his celebrated 1951 work, Social Choice and Individual Values, economist Kenneth Arrow asked how the values of individuals might be aggregated into a social choice. Today, we live in a world in ...

22 citations


Cites background from "Cognition In The Wild"

  • ...It not only accepts the methodological individualism common to mainstream sociology, economics, psychology, and much of cognitive science (cf. Hutchins, 1995; Lave and Wenger, 1991) as a research strategy, but assumes that it provides an adequate means of understanding, organizing, and performing…...

    [...]

Dissertation
25 Sep 2015
TL;DR: In this article, the authors argue that technologies and knowledge are imbricated in an ongoing "scene of struggle" where different interests, institutional logics, rationalities, and realities are negotiated.
Abstract: This thesis, at the meeting point of information systems and education research, starts with a critical assessment of the theoretical assumptions underlying ICTmediated learning research, and takes issue with instrumentalist approaches to technology as a means of encouraging learning through collaboration and of achieving innovation in work practices. I argue that technologies and knowledge (as well as what is considered worth learning) are imbricated in an ongoing “scene of struggle” where different interests, institutional logics, rationalities, and realities are negotiated. This research draws on an empirical case study which follows the efforts of an interdisciplinary research team in a 3-year project while developing and evaluating a Learning Design Support Environment (LDSE). The expected aim of the LDSE project was to foster a community of practice among academics that would share knowledge of teaching practices, and collaboratively discover innovative approaches to technology-enhanced learning. I also bring the broader sociotechnical context into the discussion, to understand the different institutional logics entangled with this technology. A conceptual framework is developed that integrates insights from recent contributions in institutional theory and actor-network theory. The former sensitise us to the broader social context and the complex interaction of different institutional logics. The latter emphasizes the entanglement of technology, knowledge, and practices. This framework offers an effective lens to understand how technologies aimed at supporting collaborative learning at work, and particularly in teaching, are bound up with practices and institutional logics in a given sociopolitical context. Such understanding will reveal the assumptions of straightforward means-to-ends innovation in technological interventions aimed at achieving learning and change, by laying bare the complex sociotechnical processes involved in making “a technology work” and in legitimating knowledge and practices.

22 citations


Cites background from "Cognition In The Wild"

  • ...Page 44 of 290 Orlikowski (2002), however, also drawing on structuration theory as well as the anthropological studies of Lave (1988), Hutchins (1991; 1995), and Suchman (1987), suggests pushing Cook & Brown’s (1999) argument further, emphasizing the concept of knowing in practice....

    [...]

Journal ArticleDOI
TL;DR: The analysis of informal conversations between doctors in an Italian hospital shows that doctors rely on three collaborative practices to handle tough issues such as managing complexity, dealing with cognitive difficulties and limits of knowledge, and avoiding diagnostic errors.
Abstract: Drawing upon the concept of practice, the article explores diagnostic decision making in oncology through the analysis of informal conversations between doctors in an Italian hospital. The analysis shows that doctors rely on three collaborative practices: (a) joint interpretation, (b) intersubjective generation and validation of hypotheses, and (c) postponing the diagnostic decision. Through such practices, doctors jointly handle tough issues such as managing complexity, dealing with cognitive difficulties and limits of knowledge, and avoiding diagnostic errors. The article addresses some lacunae in the literature by providing empirical access to how decision making is done in an understudied and specialized branch of medicine.

22 citations


Cites background from "Cognition In The Wild"

  • ...On the other hand, we consider such actions as loci in which to study cognition as a social and cultural phenomenon (Cole, 1996; Goodwin, 1994; Hutchins, 1995; Lave, 1988)....

    [...]

  • ...In particular, talk proves to be a key resource for dealing with problematic aspects of ongoing activities and for the organization of both aspects of distributed cognition and social organization of work (see Alby & Zucchermaglio, 2008; Boden, 1994; Goodwin, 1994; Hutchins, 1995; Streeck, Goodwin, & LeBaron, 2011; Zucchermaglio & Alby, 2012)....

    [...]

  • ...…for dealing with problematic aspects of ongoing activities and for the organization of both aspects of distributed cognition and social organization of work (see Alby & Zucchermaglio, 2008; Boden, 1994; Goodwin, 1994; Hutchins, 1995; Streeck, Goodwin, & LeBaron, 2011; Zucchermaglio & Alby, 2012)....

    [...]

References
More filters
Journal ArticleDOI
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 ChapterDOI
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 ArticleDOI
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 ArticleDOI
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 ArticleDOI
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