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.
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15 Jun 2015
TL;DR: A meta-theoretic analysis of micro and macro translation units and the role of archival and manuscript research in the investigation of translator decision-making helps clarify the conceptual-procedural distinction in the translation process.
Abstract: 1. Introduction 2. Articles 3. The borrowers: Researching the cognitive aspects of translation (by O'Brien, Sharon) 4. Cognitive load in simultaneous interpreting: Measures and methods (by Seeber, Kilian G.) 5. Extended translation: A sociocognitive research agenda (by Risku, Hanna) 6. Towards a new linguistic-cognitive orientation in translation studies (by House, Juliane) 7. Translation competence: Explaining development and stagnation from a dynamic systems perspective (by Gopferich, Susanne) 8. Applying a newswriting research approach to translation (by Ehrensberger-Dow, Maureen) 9. Metaphor in translation: Possibilities for process research (by Schaffner, Christina) 10. Investigating the conceptual-procedural distinction in the translation process: A relevance-theoretic analysis of micro and macro translation units (by Alves, Fabio) 11. The role of archival and manuscript research in the investigation of translator decision-making (by Munday, Jeremy) 12. Sound effects in translation (by Mees, Inger M.) 13. Subject index
17 citations
TL;DR: This paper examined the influence of a human or computer partner on the production of fillers during a question and answer task and found that individuals modulate their filler use in response to the nature of their speech partner.
Abstract: The present study examined the influence of a human or computer “partner” on the production of fillers (um and uh) during a question and answer task. Experiment 1 investigated whether or not responding to a human partner as opposed to a computer partner results in a higher rate of filler production. Participants produced many more fillers when responding to a human. Experiment 2 tested the possibility that this large effect was driven by the mere presence of another person. It was not. There was, however, a small effect of human presence on fillers, a novel result. That individuals modulate their filler use in response to the nature of their speech partner is a critical piece of evidence in favor of the filler-for-partner hypothesis. Collectively, our data provide convergent support for the theoretical position that fillers are not solely produced as the result of difficulties in speech planning or production, but they also play a functional role in the communicative interaction between speakers and liste...
17 citations
TL;DR: In this article, a classroom-based investigation sought to document how, in real time, STEM teachers and students attempt to locate the invariant mathematical relations that are threaded through the range of act...
Abstract: This classroom-based investigation sought to document how, in real time, STEM teachers and students attempt to locate the invariant mathematical relations that are threaded through the range of act...
17 citations
Cites background from "Cognition In The Wild"
...Some scholars (e.g., diSessa, 2004; Hutchins, 1995; Stevens & Hall, 1998) have described coordination across agents, physical objects, and representations....
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...Hutchins (1995), for example, provided an account of how representational states used during the computation of ship navigation are propagated by naval personnel across a range of physical and semiotic media....
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TL;DR: In this paper, the role of metaphors in the production of re-descriptions of the world within the framework of technological design processes is explored, drawing on a collaborative ethnography.
Abstract: This paper explores the role of metaphors in the production of re-descriptions of the world within the framework of technological design processes. Drawing on a collaborative ethnography wi...
17 citations
Cites background from "Cognition In The Wild"
...Adding to the idea of distributed cognition among ontologically different elements (Hutchins 1995, Cetina and Bruegger 2002, Preda 2006, Zaloom 2006, MacKenzie 2009), one could also explore the idea of distributed imaginaries, aesthetics and politics that stem from the interaction between humans…...
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29 Dec 2020
TL;DR: The authors examined the extent to which student teachers are prepared for such epistemologies in their teacher education (TE) programs and found that TE tends to focus on the use of digital technologies and less on addressing deeper, epistemological issues.
Abstract: This paper examines emerging epistemologies in the wake of increased digitalization and the extent to which student teachers are prepared for such epistemologies in their teacher education (TE) programs. Although there are a number of studies on digital epistemologies, few have examined the implications of digitally extended, embedded, and embodied cognition and the ensuing epistemic practices. This study’s analytic focus is partly on a number of project proposals that reflect some of these trends and partly on two surveys of (and some interviews with) student teachers at two universities who were engaged in developing their professional digital competence (PDC) as part of the TE programs. The surveys and interviews indicate that TE tends to focus on the use of digital technologies and less on addressing deeper, epistemological issues in efforts to foster student teachers’ PDC. These findings signify a gap between emerging epistemological trends and how student teachers are prepared for such trends. We conclude by suggesting a focus on digital, epistemic, and transformative agency for TE to cope with the increased digitalization of epistemic practices.
17 citations
Cites background from "Cognition In The Wild"
...…way of thinking about digitalization—that is, how pocket calculators, spellcheckers, smartphones, and a plethora of extremely sophisticated instruments have increasingly taken on a more cognitive load and serve to engage with humans in distributed cognition (Hutchins, 1995 is a prime example)....
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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