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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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Journal ArticleDOI
TL;DR: Whether the complexities of systems thinking, a currently ubiquitous ergonomics paradigm, are outpacing the capabilities of the current methodological toolkit is examined, which provides key research and practice requirements for methodological development.
Abstract: The issues being tackled within ergonomics problem spaces are shifting. Although existing paradigms appear relevant for modern day systems, it is worth questioning whether our methods are. This paper asks whether the complexities of systems thinking, a currently ubiquitous ergonomics paradigm, are outpacing the capabilities of our methodological toolkit. This is achieved through examining the contemporary ergonomics problem space and the extent to which ergonomics methods can meet the challenges posed. Specifically, five key areas within the ergonomics paradigm of systems thinking are focused on: normal performance as a cause of accidents, accident prediction, system migration, systems concepts and ergonomics in design. The methods available for pursuing each line of inquiry are discussed, along with their ability to respond to key requirements. In doing so, a series of new methodological requirements and capabilities are identified. It is argued that further methodological development is required to provide researchers and practitioners with appropriate tools to explore both contemporary and future problems. Practitioner Summary: Ergonomics methods are the cornerstone of our discipline. This paper examines whether our current methodological toolkit is fit for purpose given the changing nature of ergonomics problems. The findings provide key research and practice requirements for methodological development.

124 citations


Cites background or methods from "Cognition In The Wild"

  • ...For example, cognition (Hutchins 1995) and situation awareness (Stanton et al....

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  • ...…methods to respond to them: normal performance as a cause of accidents (Dekker 2011; Leveson 2004; Rasmussen 1997), accident prediction (Salmon et al. 2014a), system migration (Rasmussen 1997), systems concepts (Hutchins 1995; Stanton et al. 2006) and ergonomics in design (Read et al. 2015)....

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  • ...For example, cognition (Hutchins 1995) and situation awareness (Stanton et al. 2006) are two notable areas in which a systems approach has proved successful....

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Proceedings ArticleDOI
26 Apr 2014
TL;DR: It is argued that such integrated programs of work offer one useful model for leveraging the theoretical, ethnographic and material dimensions of HCI work; and that the distinct 'propensities' of found and broken objects can challenge and extend HCI notions of creativity and design itself.
Abstract: This paper describes an integrated program of theoretical, ethnographic, and building work meant to explore post-humanist alternatives to questions around HCI creativity and design. We review recent theories in the humanities, social sciences, and HCI that argue for different ways of framing the relationship between human agents and the object world around them. We then describe a program of ethnographic work with artists who feature found and broken technologies as central methods and topics of work. Finally, we describe an installation and self-study project of our own, 'Scale,' that extends these lines of analysis through collaborative acts of building with broken and discarded technologies. We argue that such integrated programs of work offer one useful model for leveraging the theoretical, ethnographic and material dimensions of HCI work; and that the distinct 'propensities' of found and broken objects can challenge and extend HCI notions of creativity and design itself.

120 citations


Cites background from "Cognition In The Wild"

  • ...If, per Hutchins[13], cognition lives in the world and not solely in the brain, so too does imagination and creativity, structured and completed in a world of material encounter....

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  • ...Hutchins, E. Cognition in the Wild....

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  • ...If, per Hutchins[13], cognition lives in the world and not solely in the brain, so too does imagination and creativity, structured and completed in a world of material encounter....

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Journal ArticleDOI
TL;DR: A serious mobile learning game designed to allow participants to play the role of business consultants to an organisation facing some serious challenges, which uses mixed reality resources to lead the players through a realistic scenario, providing them with physical, cognitive and collaborative challenges.
Abstract: Mobile learning has the advantage of being able to be used within and between contexts and can also be seamlessly integrated into broader learning experiences that include other forms of learning. Such experiences can assist in the development of cognitive and collaborative skills by encouraging learners to work together to solve problems, see others' perspectives and cooperatively find creative and critical solutions. This paper describes a serious mobile learning game designed to allow participants to play the role of business consultants to an organisation facing some serious challenges. It uses mixed reality resources to lead the players through a realistic scenario, providing them with physical, cognitive and collaborative challenges. Following mobile learning, the learners demonstrate their critical insights into the learning content by creating a consulting presentation in the classroom. Our study contrasts group cooperation where each learner is given asymmetric learning contents, with a cooperative group with two single learners given symmetric (identical) learning contents. We present the results of an experiment designed to measure the effectiveness of asymmetric learning content in fostering cooperative critical thinking, as examined by content and conversation analysis whilst preparing the consulting presentation. We found that the implicit cooperation condition - cooperative reciprocity, triggered by the asymmetric learning contents - was important for maximising critical thinking skills. Display Omitted The learning activity is a MR-based serious game with a classroom feedback session.We explore collaborative approaches to develop critical thinking skills.Solo learners performed less well than pair learners in critically linking ideas.Collaborative learning was more effective when cooperative reciprocity was allowed.Mobile & blend learning design can be configured to foster cooperative reciprocity.

114 citations

Journal ArticleDOI
14 Oct 2015-Zdm
TL;DR: A review study of the recent scaffolding literature in mathematics education (2010-2015) based on 21 publications that fulfilled our criteria and 14 articles in this special issue that have scaffolding as a central focus is presented in this article.
Abstract: This article has two purposes: firstly to introduce this special issue on scaffolding and dialogic teaching in mathematics education and secondly to review the recent literature on these topics as well as the articles in this special issue. First we define and characterise scaffolding and dialogic teaching and provide a brief historical overview of the scaffolding metaphor. Then we present a review study of the recent scaffolding literature in mathematics education (2010–2015) based on 21 publications that fulfilled our criteria and 14 articles in this special issue that have scaffolding as a central focus. This is complemented with a brief review of the recent literature on dialogic teaching. We critically discuss some of the issues emerging from these reviews and provide some recommendations. We argue that scaffolding has the potential to be a useful integrative concept within mathematics education, especially when taking advantage of the insights from the dialogic teaching literature.

112 citations


Cites background from "Cognition In The Wild"

  • ...In such cases it does not make sense to use the scaffolding concept; rather, these tools become part of what is called distributed cognition, referring to how cognition is partly off-loaded to tools or other people (Hutchins, 1995)....

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Journal ArticleDOI
TL;DR: Analyses have shown that EAST can be used to gain both qualitative and quantitative insights into distributed cognition, and future research should focus on the analyses of network resilience and modelling alternative versions of a system.
Abstract: This paper presents the Event Analysis of Systemic Teamwork (EAST) method as a means of modelling distributed cognition in systems. The method comprises three network models (i.e. task, social and information) and their combination. This method was applied to the interactions between the sound room and control room in a submarine, following the activities of returning the submarine to periscope depth. This paper demonstrates three main developments in EAST. First, building the network models directly, without reference to the intervening methods. Second, the application of analysis metrics to all three networks. Third, the combination of the aforementioned networks in different ways to gain a broader understanding of the distributed cognition. Analyses have shown that EAST can be used to gain both qualitative and quantitative insights into distributed cognition. Future research should focus on the analyses of network resilience and modelling alternative versions of a system.

109 citations


Cites background from "Cognition In The Wild"

  • ...Walker et al. (2010a) demonstrated the benefits of the network representations over the traditional ethnographic narratives and pictures (Hutchins 1995), which has been reinforced in this paper....

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  • ...Hutchins 1995)....

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  • ...Hutchins’ (1995) investigation into navigation on ships showed how distributed cognition worked in practice....

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References
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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