Cognition In The Wild
01 Jan 2016-
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28 Feb 2015
TL;DR: This study studies the example of a policeman counseling a homeowner on how to prevent burglary and proposes supporting such collaboration with a tablet-based application that is centered on pictures of the physical environment, called SmartProtector.
Abstract: This paper explores unique challenges of mobile consultancy and offers a picture-centric solution. We study the example of a policeman counseling a homeowner on how to prevent burglary. As in a stationary set-up, consultants and clients collaborate to co-create solutions to match the clients' problems. Concurrently, in a mobile set-up, problem and solution information are bound to the physical environment of the house. Moving through the house, both clients and consultants forget crucial location-bound information, severely impairing their collaboration. We propose supporting such collaboration with a tablet-based application that is centered on pictures of the physical environment, called SmartProtector. In an evaluation, we show that both clients and consultants remember substantially more information when using the SmartProtector. With this study, we contribute to the ongoing research discussion on collaborative memory, memory aid systems and mobile collaboration, highlighting the roles of pictures and their large potential to enhance collaborative work practices.
18 citations
Cites background from "Cognition In The Wild"
...Customizing the representation can support reasoning and problem solving [10]....
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TL;DR: In this paper , a literature review addresses the need for a shared scientific understanding of mental state attribution to robots by systematically and comprehensively collating conceptions, methods, and findings from 155 empirical studies across multiple disciplines.
Abstract: The topic of mental state attribution to robots has been approached by researchers from a variety of disciplines, including psychology, neuroscience, computer science, and philosophy. As a consequence, the empirical studies that have been conducted so far exhibit considerable diversity in terms of how the phenomenon is described and how it is approached from a theoretical and methodological standpoint. This literature review addresses the need for a shared scientific understanding of mental state attribution to robots by systematically and comprehensively collating conceptions, methods, and findings from 155 empirical studies across multiple disciplines. The findings of the review include that: (1) the terminology used to describe mental state attribution to robots is diverse but largely homogenous in usage; (2) the tendency to attribute mental states to robots is determined by factors such as the age and motivation of the human as well as the behavior, appearance, and identity of the robot; (3) there is a computer < robot < human pattern in the tendency to attribute mental states that appears to be moderated by the presence of socially interactive behavior; (4) there are conflicting findings in the empirical literature that stem from different sources of evidence, including self-report and non-verbal behavioral or neurological data. The review contributes toward more cumulative research on the topic and opens up for a transdisciplinary discussion about the nature of the phenomenon and what types of research methods are appropriate for investigation.
18 citations
TL;DR: The themes of organizing and sensemaking have reverberated throughout Weick's remarkable career and constitute one of the hallmarks of his contribution as discussed by the authors, and they have been studied extensively in management research.
Abstract: The themes of organizing and sensemaking have reverberated throughout Weick’s remarkable career and constitute one of the hallmarks of his contribution. We review his major works and show how Weick differentially emphasizes organizing and sensemaking over time and, eventually, arrives at a fuller integration of meaning and action. Initially, Weick (1969; 1979) models their relationship as linear, focusing on how organizing functioned as a context for sensemaking, an approach we label Sensemaking in Organizing. Later, however, Weick (1995a; 2005) construes their relationship in more dynamic, interactive, and reciprocal cycles, modelling sensemaking as the process whereby organizing is achieved, an approach we label Sensemaking as Organizing. We explore the evolution and implications of these approaches and discuss their impact on management scholarship. Finally, we draw out potential future research directions at the interface of organizing and sensemaking.
18 citations
Cites background from "Cognition In The Wild"
...External factors affected Weick’s work, notably the ‘cognitive turn’ in management theory, the ‘interpretive turn’ in communication studies (Eisenberg, 2006), and the naturalistic approach to studies (e.g., Hodgkinson and Healey, 2008; Hutchins, 1995)....
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TL;DR: It is proposed that the mechanisms of shared intentionality can equally be considered as coupling mechanisms of cognitive extension into the social domain.
Abstract: The paper looks at the intersection of extended cognition and social cognition. The central claim is that the mechanisms of shared intentionality can equally be considered as coupling mechanisms of cognitive extension into the social domain. This claim will be demonstrated by investigating a detailed example of cooperative action, and it will be argued that such cases imply that socially extended cognition is not only about cognitive vehicles, but that content must additionally to be taken into account. It is finally outlined how social content externalism can in principle be grounded in socially extended cognition.
18 citations
Cites background from "Cognition In The Wild"
...…well as conceptual analysis of such cases which they situate within a multidimensional framework spanning the border between distributed (in the sense of Hutchins, 1995) and “scaffolded” social cognition (in the sense of Sterelny, 2010) on the one hand and socially extended cognition on the other....
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...(2010) provide a rich and detailed empirical as well as conceptual analysis of such cases which they situate within a multidimensional framework spanning the border between distributed (in the sense of Hutchins, 1995) and “scaffolded” social cognition (in the sense of Sterelny, 2010) on the one hand and socially extended cognition on the other. Kosslyn (2006) speaks of “social prosthetic systems,” where “other people serve as prosthetic devices, filling in for lacks in an individual’s cognitive or emotional abilities....
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TL;DR: Results show that instructions given in the simulator have the potential to facilitate students’ learning of the ship’s movements by using the body as an instructional resource, contributing to a growing corpus of research, which show that realism in simulator-based training is an instructional achievement rather than a matter of technical fidelity of the simulator.
Abstract: Simulators are used to practice in a safe setting before training in a safety-critical environment. Since the nature of situations encountered in high-risk domains is complex and dynamic, it is considered important for the simulation to resemble conditions of real world tasks. For this reason, simulation-based training is often discussed in terms of realism in relation to real world work practices. However, regardless of the realism of the simulator, there are always glitches in the perception of the simulation as a realistic work setting. In this study video-recorded data is used to explore these glitches between a simulation and the real world. The analysis is focused on maritime instructors’ use of body and talk to represent aspects of the real world missing in high-fidelity simulators. Moreover, the study explores the role of these representations in developing the students’ understanding of the ship’s movements in manoeuvring also in a simulator environment. Results show that instructions given in the simulator have the potential to facilitate students’ learning of the ship’s movements by using the body as an instructional resource. In the study, a combination of bodily conduct and instructive talk that are coupled towards the simulator, as well as aspects of an imagined real world, is used to address glitches in the simulator. The results contribute to a growing corpus of research, which show that realism in simulator-based training is an instructional achievement rather than a matter of technical fidelity of the simulator.
18 citations
Cites background or methods from "Cognition In The Wild"
...What a DCog analysis revealed was new relations in what was firstly described as a single persons gestures to highlight and articulate aspects of the physical world....
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...The DCog’s focus of learning becomes one of the learners’ adaption towards the socio-technical system, by internalizing knowledge through interactions with mediating structures....
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...…order to do this, the shiphandler needs to develop ship sense, which is a skill accomplished by a combination of spatial awareness, knowledge and experience to handle environmental factors of context, situation and vessel specific factors of inertia, as well as the use of navigational instruments....
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...Following this, there is a section on the theoretical framework of DCog (Hutchins 1995)....
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...Using a DCog lens on the situation this can be described as an instance of information flow breakdown, raising questions on where the information is in the overall system or if the information has been communicated effectively (cf. Galliers et al. 2007)....
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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