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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: This paper examined how rural migrants in China perceive a policy that deprives their children of the opportunity for a high school or college education and found that many remain unconvinced that the future of their children is strongly affected by this policy.
Abstract: :This article examines how rural migrants in China perceive a policy that deprives their children of the opportunity for a high school or college education. In-depth interviews with migrant families in Shanghai reveal that many remain unconvinced that the future of their children is strongly affected by this policy. Rather, they devalue the importance of formal education and emphasize individual effort and alternative pathways to success. By drawing on theories of cognition and the sociology of understanding, I argue that their perceptions of this policy are formed through three processes of validation: recognition of certain views by authorities such as school teachers, social workers, and the media; corroboration with the daily experiences of living in a modern city; and resonance with past experience. This study asserts the importance of immediate context and overall everyday life experiences in shaping perception toward policies. This case also provides insight as to how structural oppression ...

14 citations


Cites background from "Cognition In The Wild"

  • ...Academics whose works focus on cognition and culture have pointed out that the ways individuals perceive or understand their circumstances are influenced by the context in which the event is taking place (Hutchins 1995; Zerubavel 1997)....

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  • ...Perceptions are largely influenced by the environment and cultural traditions (DiMaggio 1997), thus context greatly influences how circumstances are understood (Hutchins 1995; Zerubavel 1997)....

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01 Jan 2015

14 citations


Cites background from "Cognition In The Wild"

  • ...(Law, 1999, p. 3) ANT literature reinforces my resistance to knowledge transfer models of learning and taking on an “intersubjective learning” (Suthers, 2006) approach that includes nonhuman subjectivities, which is also influenced by work in distributed cognition (Hutchins, 1995)....

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  • ...human subjectivities, which is also influenced by work in distributed cognition (Hutchins, 1995)....

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  • ...LeBaron, 2011) social in nature (Gee, 2003; Vygotsky, 1978), multimodal (Jewitt, 2009), and intimately tied to technologies (Hutchins, 1995; DiSessa, 2000)....

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  • ...…increasingly understand literacy, learning, and cognition as situated (Gee, 2004; Lave and Wenger, 1991), embodied (Gee, 2008; Goodwin and LeBaron, 2011) social in nature (Gee, 2003; Vygotsky, 1978), multimodal (Jewitt, 2009), and intimately tied to technologies (Hutchins, 1995; DiSessa, 2000)....

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Journal ArticleDOI
TL;DR: In this paper, the authors examine why the logic of a performance management system, supported by the federal Teacher Incentive Fund, might be faulty and explore the nuances of the interplay between teaching evaluations as formative and summative, the use of procedures, tools, and artifacts obligated by the local teacher incentive fund, and bonus payments as extrinsic motivators.
Abstract: Purpose: The study examines why the logic of a performance management system, supported by the federal Teacher Incentive Fund, might be faulty. It does this by exploring the nuances of the interplay between teaching evaluations as formative and summative, the use of procedures, tools, and artifacts obligated by the local Teacher Incentive Fund system, and bonus payments as extrinsic motivators. Research Methods: The study is a qualitative longitudinal study in three public charter schools that were selected as a presumably conducive environment for incentive-driven performance management. Eight rounds of semistructured interviews, 130 interviews, and 65 hours of meeting observations are the data for this study. Findings: In the three charter schools, the adoption period was characterized by consonance, the belief that the performance management system served valued purposes. In midlife, dissonance set in. Performance contingencies attached to both bonus and external evaluations were perceived as disconfir...

14 citations


Cites background from "Cognition In The Wild"

  • ...…cognition shows how the presence of artifacts, tools, or instruments in continuous use shape existing practices of organizations or transform them (Halverson, 2003; Halverson & Clifford, 2006; Halverson, Kelley, & Kimball, 2004; Hutchins, 1995; Nemeth, O’Connor, Klock, & Cook, 2006; Salomon, 1993)....

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  • ...The distributed cognition literature explores the interaction between artifacts and their users by looking at the constraints and affordances that artifacts engender (Hutchins, 1995; Salomon, 1993; Zhang & Patel, 2006)....

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  • ...Artifacts are translated and incorporated into these cultural contexts selectively (Hutchins, 1995)....

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  • ...Artifacts can infiltrate the language with which individuals process and make sense of their tasks (Hutchins, 1995)....

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Journal ArticleDOI
26 Jan 2017
TL;DR: In this paper, a theoretical attempt to show how the Aristotelian notion of phronesis may provide a fruitful viewpoint to trigger and animate a series of discussions on educational design-based research is made.
Abstract: This paper is a theoretical attempt to show how the Aristotelian notion of phronesis may provide a fruitful viewpoint to trigger and animate a series of discussions on educational design-based research. In particular, we focus on the overall meaning that the notions of intervention and theory can acquire. What concerns the former, phronesis helps avoid interpreting intervention as the making of an object, be it a learning environment, an application, a piece of software. Conversely, it posits that intervention can be fruitfully located within teachers’ professional judgment. The specific focus on professional judgment helps point to a different conception of “theory”, which does not revolve around the development of generalized principles informing the practice. Conversely, theory can be viewed as the effort to articulate teachers’ experiences in the form of stories “from the field”.

14 citations


Cites background from "Cognition In The Wild"

  • ...This view takes seriously that learning processes are distributed (Hutchins, 1995) and situated, and that the learning setting is not cognitively inert, but it is already structured as a cognitive niche [reference removed for blind review]....

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Journal ArticleDOI
TL;DR: While matter clearly matters to organization theory, its absence from the study of organizational ethics is striking as discussed by the authors, despite the obdurate materiality of the workplace, critical scholarship on orga...
Abstract: While matter clearly matters to organization theory, its absence from the study of organizational ethics is striking. Despite the obdurate materiality of the workplace, critical scholarship on orga...

14 citations


Cites background from "Cognition In The Wild"

  • ...The agencement enhances the cognition of individuals, distributing (Hutchins, 1995) it across this heterogeneous array of devices....

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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