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
Journal ArticleDOI
TL;DR: This study finds that coordination is accomplished through a highly intertwined process of technologically mediated visual overview combined with orally communicated details, which serves to clarify information, reach agreement and safeguard against error.
Abstract: Whiteboards facilitate coordinative practices by making information publicly accessible and thereby strengthening communication and joint commitment about it. This study investigates how coordination is accomplished in an emergency department through interactions with the whiteboard and with the coordinating nurse, who is the main keeper of the whiteboard. On the basis of observations, we find that coordination is accomplished through a highly intertwined process of technologically mediated visual overview combined with orally communicated details. The oral details serve to clarify and elaborate information at a more fine-grained level than the overview information on the whiteboard, to negotiate and reach agreement about the decisions that underlie the whiteboard information, and as a safeguard against misunderstandings and errors. This process is contingent on the clinicians tending to perceive the whiteboard and the coordinating nurse as a unit in the sense that they frequently update the whiteboard by informing the coordinating nurse about the change and, similarly, consider making a change on the whiteboard the same as having informed the coordinating nurse. These smooth transitions between instrumental and communicative coordination are central to the coordinative function of the whiteboard. We discuss this and other implications for design. ED clinicians tend to perceive the whiteboard and the coordinating nurse as one unit.Visual overview is mediated by the whiteboard, which temporarily holds information.Oral detail serves to clarify information, reach agreement and safeguard against error.

22 citations


Cites background from "Cognition In The Wild"

  • ...Studies of such real-time coordination have shown how co-located actors render aspects of their activities visible in order to have others notice and align with actions and events that might otherwise pass unnoticed (e.g., Heath & Luff, 1992; Hutchins, 1995; Mackay, 1999)....

    [...]

Journal ArticleDOI
TL;DR: It is argued that the conceptual approach to collaborative cognitive load theory can enable instructors and learners to unlock the black box of collaboration in learning and has the potential to support the development of learner skills that go beyond cognition.
Abstract: Although collaboration is considered a key 21st-century skill, oftentimes it is only assessed through the outcome measures of individual learners. In this paper, we draw upon collaborative cognitive load theory (CCLT) to explain the process of collaboration in learning from the point of view of the collective, rather than an individual learner. Using CCLT we suggest a new method of measuring the process of collaboration regardless of its outcome measures. Our approach — Collaborative Learning as a Process (CLaP) — uses social network analysis to evaluate the balance between interactivity gains and coordination costs of learner communities. Here, we demonstrate the approach using real-world data derived from the digital tracks of two online discussion communities. We argue that our conceptual approach can enable instructors and learners to unlock the black box of collaboration in learning. It has the potential to support the development of learner skills that go beyond cognition. We conclude the paper with the results of our investigation of the value of the approach to the online module instructor.

22 citations


Cites background from "Cognition In The Wild"

  • ...That is, when a group is performing a cognitive task, it manifests cognitive properties that differ from the cognitive properties of individual learning (Hutchins, 1996)....

    [...]

  • ...Similarly, other branches of cognitive sciences, such as Distributed Cognition (Hutchins, 1996) places cognition as distributed across objects, individuals, artefacts, and the environment....

    [...]

Journal ArticleDOI
TL;DR: In this article, the authors identify what aviation experts consider to be the key features of effective communication by examining in detail their commentary on a 17-minute segment of recorded radiotelephon...
Abstract: This paper aims to identify what aviation experts consider to be the key features of effective communication by examining in detail their commentary on a 17-minute segment of recorded radiotelephon...

22 citations


Cites background from "Cognition In The Wild"

  • ...Support for this is found in the literature on communication in professional settings within the framework of distributed cognition (Hutchins, 1995) discussed earlier as well as on interactional competence....

    [...]

  • ...…professional knowledge plays a critical role in naturally occurring professional settings, and understanding language use and performance embedded in the contexts is complex, as discussed in the literature on distributed cognition (Fields et al., 1998; Hutchins, 1995; Hutchins & Klausen, 1996)....

    [...]

  • ...distributed cognition offered by Hutchins (1995). Interaction is considered in three contexts: in naval vessels, in the airline cockpit, and in air traffic control....

    [...]

  • ...The context of professional communication: The theory of distributed cognition In this section, the complexity of contexts of human interaction, in which human and environmental factors are involved, is explained by drawing on the theory of distributed cognition offered by Hutchins (1995)....

    [...]

  • ...This finding confirms the fact that professional knowledge plays a critical role in naturally occurring professional settings, and understanding language use and performance embedded in the contexts is complex, as discussed in the literature on distributed cognition (Fields et al., 1998; Hutchins, 1995; Hutchins & Klausen, 1996)....

    [...]

Journal ArticleDOI
TL;DR: Exploring how experienced clinicians experience, appraise and respond to discomfort arising from uncertainty could provide new insights regarding the kinds of behaviours the authors are trying to help trainees achieve.
Abstract: Objectives: It remains unclear how medical educators can more effectively bridge the gap between trainees’ intolerance of uncertainty and the tolerance that experienced physicians demonstrate in practice. Exploring how experienced clinicians experience, appraise and respond to discomfort arising from uncertainty could provide new insights regarding the kinds of behaviours we are trying to help trainees achieve. Methods: We used a constructivist grounded theory approach to explore how emergency medicine faculty experienced, managed and responded to discomfort in settings of uncertainty. Using a critical incident technique, we asked participants to describe case-based experiences of uncertainty immediately following a clinical shift. We used probing questions to explore cognitive, emotional and somatic manifestations of discomfort, how participants had appraised and responded to these cues, and how they had used available resources to act in these moments of uncertainty. Two investigators coded the data line by line using constant comparative analysis and organised transcripts into focused codes. The entire research team discussed relationships between codes and categories, and developed a conceptual framework that reflected the possible relationships between themes. Results: Participants identified varying levels of discomfort in their case descriptions. They described multiple cues alerting them to problems that were evolving in unexpected ways or problems with aspects of management that were beyond their abilities. Discomfort served as a trigger for participants to monitor a situation with greater attention and to proceed more intentionally. It also served as a prompt for participants to think deliberately about the types of human and material resources they might call upon strategically to manage these uncertain situations. Conclusions: Discomfort served as a dynamic means to manage and respond to uncertainty. To be ‘tolerant’ of uncertainty thus requires clinicians to embrace discomfort as a powerful tool with which to grapple with the complex problems pervasive in clinical practice.

22 citations

Journal ArticleDOI
TL;DR: Examining how Lean-inspired VM using whiteboards for continuous improvement efforts related to the hospital staff's work and collaboration found it was well received by the staff and enhanced continuous improvement effort, whereas in the other ward, it was not perceived to fit in the work flow or to make enough sense to be sustained.
Abstract: Visual management (VM) tools such as whiteboards, often employed in Lean thinking applications, are intended to be helpful in improving work processes in different industries including health care. It remains unclear, however, how VM is actually applied in health care Lean interventions and how it might influence the clinical staff. We therefore examined how Lean-inspired VM using whiteboards for continuous improvement efforts related to the hospital staff's work and collaboration. Within a case study design, we combined semistructured interviews, nonparticipant observations, and photography on 2 cardiology wards. The fate of VM differed between the 2 wards; in one, it was well received by the staff and enhanced continuous improvement efforts, whereas in the other ward, it was not perceived to fit in the work flow or to make enough sense in order to be sustained. Visual management may enable the staff and managers to allow communication across time and facilitate teamwork by enabling the inclusion of team members who are not present simultaneously; however, its adoption and value seem contingent on finding a good fit with the local context. A combination of continuous improvement and VM may be helpful in keeping the staff engaged in the change process in the long run.

22 citations


Cites background from "Cognition In The Wild"

  • ...It served as a communal memory tool helping the staff not present in the meeting take part in the improvement work and decision making.(31) As a communal memory tool, it also helped the communication of information to the whole staff across time and space, which was helpful for the staff working in shifts “24-7365....

    [...]

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