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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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
Cites methods from "Cognition In The Wild"
...Researchers concerned with the distributed nature of cognitive processes have made this observation as well, using a very different conceptual framework to describe it (Hutchins, 1995; Perry, 2010)....
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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
Cites background or methods from "Cognition In The Wild"
...Other terms for the perspective I refer to as situative include sociocultural psychology (Cole, 1996; Rogoff, 1995), activity theory (Engeström, 1993 ; 1999), distributed cognition (Hutchins, 1995a), and ecological psychology (Gibson, 1979; Reed, 1996)....
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...Material and other informational resources also contribute to the construction of information, in ways investigated in research on distributed cognition (e.g., Hutchins, 1995a) and in social studies of science (e.g., Pickering, 1995)....
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...The problemsolving processes of the lab were distributed throughout the cognitive system, which comprised both the researchers and the cognitive artifacts that they use (cf. Hutchins, 1995a)....
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...For example, Hutchins (1995b) studied remembering in the activity of flying commercial airplanes and gave an analysis of remembering to change the settings of flaps and slats during a descent as an accomplishment of the activity system of the cockpit, including the two pilots along with instruments…...
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...Other terms for the perspective I refer to as situative include sociocultural psychology (Cole, 1996; Rogoff, 1995), activity theory (Engeström, 1993 ; 1999), distributed cognition (Hutchins, 1995a), and ecological psychology (Gibson, 1979; Reed, 1996)....
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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
Cites background from "Cognition In The Wild"
...Social translations are also involved in the interactions between people and artefacts during innovation (Hutchins, 1995)....
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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
Cites background from "Cognition In The Wild"
...By highlighting the role of contextual factors on aesthetic experience, themodelwas alignedwith the growing realization that cognition is contextually situated (Clark, 1997; Hutchins, 1995), and with evidence showing that presentation format influences interest and liking ratings of artworks, even though it has little effect on formal features, such as complexity or composition (Locher et al....
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...…of contextual factors on aesthetic experience, themodelwas alignedwith the growing realization that cognition is contextually situated (Clark, 1997; Hutchins, 1995), and with evidence showing that presentation format influences interest and liking ratings of artworks, even though it has little…...
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References
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01 Jan 2014
TL;DR: This study complements prior interruption research, emphasises the importance of studying interruptions in natural settings, and provides several insights regarding future interruption research.
Abstract: This thesis aims at portraying interruptions in the socio-technical domain of manufacturing industry, from a distributed cognition perspective. The research problem addressed is the lack of naturalistic inquiry in prior interruption research. Further, manufacturing is a complex socio-technical domain where interruptions have not previously been studied. In this thesis, a workplace study is applied with distributed cognition as its theoretical framework. The results of the study identify two new types of interruptions, as well as one new dimension of interruptions. This result shows that interruptions are a multifaceted phenomenon that frequently occurs within manufacturing. An integration of the theoretical background and the empirical work resulted in five recommendations concerning how to reduce the amount of interruptions and how to minimize their disruptive effects. This study complements prior interruption research, emphasises the importance of studying interruptions in natural settings, and provides several insights regarding future interruption research.
10 citations
Dissertation•
28 May 2019
TL;DR: In this article, the authors investigated the developmental relations between spatial and mathematical skills in children aged 5 to 10 years, including the transfer of spatial training gains to mathematics, and concluded that spatial skills have a causal role in mathematics outcomes in childhood.
Abstract: There is evidence to suggest that associations exist between spatial skills and mathematics in pre-school and adult populations. However, relatively few studies explore these associations in primary school aged children. The experimental studies presented in this thesis investigated the developmental relations between spatial and mathematical skills in children aged 5 to 10 years, including the transfer of spatial training gains to mathematics. Associations between spatial thinking and mathematics were observed longitudinally and cross-sectionally. Secondary data analysis of the Millennium Cohort Study, a longitudinal study of children in the United Kingdom, indicated that spatial performance at 5 years was a significant longitudinal predictor of mathematics at 7 years. Spatial skills explained 15% of the variation in mathematics achievement at 7 years even after controlling for gender, socioeconomic status and language skills(N = 12099). Findings from a cross-sectional study of children aged 6 to 10 years found that spatial skills explained 7% to 13% of the variation across three mathematics performance measures (standardised mathematics, approximate number system, and number line estimation skills) (N = 155). Some relations reported between spatial and mathematical skills were subdomain specific. While spatial scaling was a significant predictor of all mathematics outcomes, disembedding was associated with standardised mathematics performance only. Certain spatial-mathematical relations were also sensitive to developmental age. Mental rotation had a greater influence on mathematics for younger compared to older children. These insights on the selectivity and developmental sensitivity of spatial-mathematical relations were used to design an intervention study, which targeted mental rotation and spatial scaling skills. In this study, spatial training led to gains in the spatial skill trained (near transfer), transfer of gains to un-trained spatial domains (intermediate transfer), and transfer of gains to mathematical domains (far transfer). It was concluded that spatial skills have a causal role in mathematics outcomes in childhood.
10 citations
TL;DR: The study indicates that a design methodology based on distributed cognition and simulation theory can be successfully combined to guide simulator (re)design and strengthen simulator validity.
Abstract: Background. Training of medical professionals is important to improve care during mass-causality events. Therefore, it is essential to extend knowledge on how to design valid and usable simulation-based training environments.
Purpose. This article investigates how distributed cognition and simulation theory concepts can guide design of simulation-based training environments. We present the design and user evaluation of DigEmergo, a simulator for training and assessing emergency medicine management.
Design approach. A prior Distributed Cognition in Teamwork DiCoT analysis of the Emergo Train System ETS guided the design process. The design objective of DigEmergo was to be useful, usable, retain distributed cognition features of ETS, and strengthen validity and output reliability.
Evaluation. Eight expert ETS instructors participated in a formative system evaluation. The Technology Assessment Model TAM questionnaire was used to measure usefulness and ease of use. Observations and post-test interviews were conducted to contextualize the measures.
Results. The results showed that DigEmergo was perceived as somewhat to quite useful and somewhat easy to use. Overall, expert users considered DigEmergo promising and successful in retaining core ETS features.
Conclusions. The study indicates that a design methodology based on distributed cognition and simulation theory can be successfully combined to guide simulator redesign and strengthen simulator validity.
10 citations
TL;DR: This work uses cognitive ethnography to trace reading to how fine multiscalar coordination enables readers to engage with written artifacts such as books and describes saccades and bursts of vocalizing in ways that show how reading connects sensorimotor schemata with highly skilled use of written artifacts.
Abstract: We trace reading to an embodied synthetic process that drives the rapid scales of imagining. As sensorimotor engagement with written artifacts permeates experience, it sharpens the sensibility that brings forth understanding. We thus trace material engagement with written artifacts to fine control over saccadic eye movements and voicing that draws on humans or what the Greeks knew as aisthesis. In reading, we identify aisthesis in how prereflective judgments punctuate the flow of engagement with written documents. While the study of reading often begins with "texts," we start with how written artifacts are put to use. We use cognitive ethnography to trace reading to how fine multiscalar coordination enables readers to engage with written artifacts such as books. Our ethnography of reading provides descriptions of how readers use sensorimotor activity to integrate understanding with saccading and actual or imagined vocalization in ways that show how reading connects sensorimotor schemata with highly skilled use of written artifacts. By pursuing the power of rapid multiscalar dynamics, we complement views of reading as slow-scale subjective experience. Rather than focus on interaction between a reader and an imagined author, we turn to coordinating with an affordance-rich environment. Human prereflective judgments demonstrably use collective experience with written signs. In fine-grained analysis of authentic data, we therefore track kinesthetic experience to how a child's vocalizations beget understanding and, at once, imagining. These observations show how engagement brings life to written signs by connecting other peoples' pasts with the use of gaze, gesture, voice, and touch. While describing saccades and bursts of vocalizing, we reach beyond analogies with interaction and, in so doing, the multiscalar approach takes enactive-ecological work beyond the slow interactional and social scales or reported experience. Imagining arises as readers use multiscalar happenings to bind the anticipated, the seen, and collective aspects of experience.
10 citations
18 Apr 2015
TL;DR: The design challenges for creating collaborative technologies supporting the practices of organizing elections are identified and new challenging areas for human-computer interaction design supporting distributed collaborative knowledge practices are pointed to.
Abstract: This paper identifies the design challenges for creating collaborative technologies supporting the practices of organizing elections. We ethnographically investigate the distributed nature of knowledge as enacted between heterogeneous groups over the course of three elections in Denmark. We 1) identify fundamental characteristics of elections, 2) provide a comprehensive account of the distributed nature of knowledge in organizing and executing elections, and 3) point to new challenging areas for human-computer interaction (HCI) design supporting distributed collaborative knowledge practices. We found that organizational pattern of elections complicates the embodiment of nomadic knowledge, which is crucial for managing the effective organization of an election. Thus, one of the relevant design challenges is finding out how to support the timely distribution of large amounts of information, while still ensuring it is appropriately divided and delivered to various groups participating in planning and executing elections.
10 citations