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
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TL;DR: This paper examined how faculty construct mental representations for the task of planning undergraduate courses using data from free lists and retrospective interviews, and reported the factors that most shape the planning space and subsequent strategies and curricular artifacts used by a group of 58 faculty.
Abstract: Despite an increasing focus on the quality of teaching in postsecondary institutions, little research exists that examines how faculty actually plan their courses in real-world settings. In this study the idea of the “problem space” from cognitive science is used to examine how faculty construct mental representations for the task of planning undergraduate courses. Using data from free lists and retrospective interviews, I report the factors that most shape the planning space and subsequent strategies and curricular artifacts used by a group of 58 faculty. Results indicate the primacy of fixed affordances, such as workload constraints, course content, and class size, and that these constraints contribute to the routine maintenance of preexisting lecture notes and PowerPoint slides. I recommend that educational leaders consider these cultural practices when designing instructional reforms and enact policies that require faculty to engage in brief, postclass reflection that results in minor updates to these...
20 citations
Cites background from "Cognition In The Wild"
...It is in delineating the relationships between perceived affordances and actual behavior that we begin to understand what the cognitive scientist Edwin Hutchins (1995) famously called “cognition in the wild,” which shed light on how specific situations lead to specific actions....
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TL;DR: In this article, the authors propose that there is utility in viewing phenomena as substances or as processes, and highlight the interrelationship between the two, and offer narratives of innovations as intra-active boundary objects as a way to entertain the banality of organizational innovations.
Abstract: Organizational phenomena are dogged by a paradox that originates from the substance–process duality. Should we view phenomena as substances or as processes? We propose that there is utility in viewing them as both. Such a view, when applied to innovations and organizations, highlights the interrelationship between the two. To theorize about this interrelationship, we offer narratives of innovations as intra-active boundary objects as a way to entertain the banality of organizational innovations.
20 citations
TL;DR: In this paper, the authors identify real-world research studies investigating the non-technical skills (NTS) important for performance in financial trading and synthesize data on the NTS found to underpin good or poor performance.
Abstract: Recent large-scale failures in financial institutions have been found to be caused, in-part, by human factors-related issues in financial trading. In other environments where risk management and performance are intertwined, a human factors approach is often adopted to understand how the ‘non-technical skills (NTS)’ (leadership (LD), decision-making (DM), situation awareness (SA), teamwork) of organisational actors influence outcomes. Yet, to date, there has been minimal application of human factors research in financial trading. This study (i) identifies ‘real-world’ (i.e. non-laboratory) research studies investigating the NTS important for performance in financial trading, (ii) examines and synthesises data on the NTS found to underpin good or poor performance and (iii) considers the quality and coverage of research investigating NTS in financial trading, and identifies potential areas for future research. Nineteen studies were identified through a systematic literature search and then content-analysed f...
19 citations
Cites background from "Cognition In The Wild"
...To achieve this, it is necessary to examine in detail how task context and social environments shape activity, and how behaviour in turn shapes risk and performance (Hutchins 1995; Klein 1989; Rasmussen 1986; Vicente 2002)....
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Book•
04 Jul 2018TL;DR: In this article, the authors address the unprecedented convergence between the digital and the corporeal in the life sciences and turn to Foucault's biopolitics in order to understand how life is being turned into a technological object.
Abstract: This book addresses the unprecedented convergence between the digital and the corporeal in the life sciences and turns to Foucault’s biopolitics in order to understand how life is being turned into a technological object. It examines a wide range of bioscientific knowledge practices that allow life to be known through codes that can be shared (copied), owned (claimed, and managed) and optimised (remade through codes based on standard language and biotech engineering visions).
The book’s approach is captured in the title, which refers to 'the biopolitical'. The authors argue that through discussions of political theories of sovereignty and related geopolitical conceptions of nature and society, we can understand how crucially important it is that life is constantly unsettling and disrupting the established and familiar ordering of the material world and the related ways of thinking and acting politically. The biopolitical dynamics involved are conceptualised as the 'metacode of life', which refers to the shifting configurations of living materiality and the merging of conventional boundaries between the natural and artificial, the living and non-living. The result is a globalising world in which the need for an alternative has become a core part of its political and legal instability, and the authors identify a number of possible alternative platforms to understand life and the living as framed by the 'metacodes' of life.
This book will appeal to scholars of science and technology studies, as well as scholars of the sociology, philosophy, and anthropology of science, who are seeking to understand social and technical heterogeneity as a characteristic of the life sciences.
19 citations
Cites background from "Cognition In The Wild"
...…time, and beyond extensions, we also have developed externalised intentions placing our identities outside our embodied being – our mind is being increasingly redistributed in its material and informatics senses ( Hutchins 1995 ), while our bodies are extended with numerous technologies of life....
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Dissertation•
01 Dec 2017
TL;DR: In this article, the authors analyse the discours of six apprenants who participated in the didactique des Questions Socialement Vives (LSV) and present a representation schematique of different approches of agroecologie.
Abstract: Enseigner l’agroecologie signifie integrer autant que possible la pluralite, la complexite et l’instabilite de savoirs controverses entre plusieurs approches de l’agroecologie. Nous apprehendons cet enseignement dans le cadre de la didactique des Questions Socialement Vives. Nous abordons l’agroecologie par ses questionnements : quels sont les problemes prioritaires a resoudre ? Quels espace et temporalite apparaissent pertinents pour la construction d’agroecosystemes ? Comment prendre en consideration les dimensions ecologique, sociale et humaine et quelles pratiques coherentes y adosser ? Apprendre l’agroecologie revient entre autres a vivre des changements dans ses positionnements sur les differentes approches agroecologiques et a dessiner sa propre trajectoire. Nous essayons de repondre a ces questions en proposant une representation schematique des differentes approches de l’agroecologie. Nous analysons les discours de six apprenants ayant suivi un module d’agroecologie inclus dans une formation agricole a l’aide d’un cadre d’analyse de l’argumentation adapte au contexte des controverses. Nous presentons la diversite des trajectoires de changements de positionnements sur les differentes approches agroecologiques, la complexification de l’argumentation qui s’est deployee et l’evolution desprojets d’installation. Nous en deduisons des effets du module d’agroecologie. Nous retenons l’interet d’une diversite didactique, la pluralite des profils des apprenants, des formateurs, des approches de l’agroecologie et de leurs controverses, des acteurs visites, sans exclure les necessaires apports disciplinaires notamment sur la conservation des sols correspondant a un besoin d’apprentissage des apprenants.
19 citations
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