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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TL;DR: This paper explores how a task involving the recognition of difficult sensory stimuli by collective systems is modified by a domain-specific linguistic artifact (a sommelier card), and points to how using the card changes the way participants explore the stimuli individually, making it more consistent with culturally accrued sommeliers know-how.
Abstract: The radical embodied approach to cognition directs researchers' attention to skilled practice in a structured environment. This means that the structures present in the environment, including structured interactions with others and with artifacts, are put at least on a par with individual cognitive processes in explaining behavior. Both ritualized interactive formats and artifacts can be seen as forms of "external memory," usually shaped for a particular domain, that constrain skilled practice, perception, and cognition in online behavior and in learning and development. In this paper, we explore how a task involving the recognition of difficult sensory stimuli (wine) by collective systems (dyads) is modified by a domain-specific linguistic artifact (a sommelier card). We point to how using the card changes the way participants explore the stimuli individually, making it more consistent with culturally accrued sommelier know-how, as well as how it transforms the interaction between the participants, creating specific divisions of labor and novel relations. In our exploratory approach, we aim to integrate qualitative methods from anthropology and sociology with quantitative methods from psychology and the dynamical systems approach using both coded behavioral data and automatic movement analysis.
9 citations
07 Feb 2020
TL;DR: The concept of reflective mediation is developed from a combination of pragmatism and cultural historical activity theory, and it covers seven categories of learning and reflection processes in higher education.
Abstract: The objective of the article is to contribute to the development of a sociocultural conception of situated reflection that can be used in empirical studies of reflection, and that can be utilised in development of educational practices. Based on a development of the concept of 'reflective mediation', a conception of reflection is developed from a situated understanding of learning processes. Taking a situated approach, the concept of reflective mediation describes how to understand reflection as an integral part of the immediate activities of the individual. A theoretical framework is developed for empirical studies on reflective activities of higher education students. The framework can be utilised by teachers to develop teaching methods in support of reflection in student learning. The concept of reflective mediation is developed from a combination of pragmatism and cultural historical activity theory, and it covers seven categories of learning and reflection processes. The article makes a distinction between three forms of mediation, two forms of empirical reflection, and two forms of theoretical reflection. The article concludes in a discussion of the implications of the theoretical framework for educational research and for teaching practices within higher education.
The article is frontline in the sense that it aims at developing a theoretical conception of situated reflection by combining cultural historical activity theory with pragmatism and theories of situated learning. The novelty of the article is to consider levels of human activity as levels of reflection and to introduce the distinction between theoretical and empirical reflection. Further, the article provides arguments that awareness of objects and instruments of human activity forms the basis of reflective processes. Finally, the article explains how reflection can connect levels of human activity and learning.
9 citations
TL;DR: Findings indicate that the proposed system design allows humans to actively integrate the haptic interface system into their cognitive loops and that the resulting human–machine system achieves higher performance than the human alone.
Abstract: A haptic driver–vehicle steering interface is introduced that interacts with the driver through environmentally mediated torque and stiffness changes, thereby communicating the vehicle’s proximity to constraints in the driving environment. The system design is based on principles of distributed cognition, which are used to shape the force characteristics to provide the driver with a tangible, rich, distributed representation of the task constraints. This mapping of the task constraints aids the human operator in satisfying a variety of needs, including managing risk, maintaining contextual awareness and achieving a satisfactory level of performance. The proposed design philosophy was applied to implement a haptic steering system in a real-world test vehicle to assist drivers in navigating through an experimental course with tight passages. In tests conducted with 12 participants, not only did most drivers show improved performance, but activities identified as epistemic behaviors were also observed; in the context of driving, epistemic behaviors are actions through which a driver probes the environment to maintain contextual awareness for the purpose of actively maintaining a satisfactory balance between performance and risk. These findings indicate that the proposed system design allows humans to actively integrate the haptic interface system into their cognitive loops and that the resulting human–machine system achieves higher performance than the human alone. The observed human–machine system interaction is interpreted as achieving improved resilience against variations in environmentally imposed risks.
9 citations
TL;DR: The Bilingual Exhibits Research Initiative investigated the current state of bilingual exhibits in informal science education by conducting exploratory research in two areas (1) professionals' current practices related to bilingual exhibition production using English and Spanish; and (2) Spanish-speaking visitors' perceptions and use of bilingual exhibit as discussed by the authors.
Abstract: The Bilingual Exhibits Research Initiative investigated the current state of bilingual exhibits in informal science education by conducting exploratory research in two areas (1) professionals’ current practices related to bilingual exhibition production using English and Spanish; and (2) Spanish-speaking visitors’ perceptions and use of bilingual exhibits. Interviews with staff from a variety of informal science institutions across the country demonstrate that these professionals hold great collective knowledge, yet many questions remain related to the creation of welcoming, accessible learning environments for diverse audiences, and how to create bilingual exhibits with limited resources of staff time, money, and physical space. Staff at organizations without a formal commitment to bilingual exhibits spoke more about costs and logistical challenges. Staff at organizations with a policy or explicit strategic plan affirming an institutional commitment to bilingual exhibits spoke more about their au...
9 citations
TL;DR: This argument is supported by presenting and analyzing archived records gathered from an interdisciplinary project, in which educational researchers and technology engineers collaborated in creating new instructional media for young mathematics students, which implicated a new theoretical architecture that is presented.
Abstract: Can reflective practice help an interdisciplinary team collaborate? When a new team begins negotiating their working process toward achieving project deliverables, members implicitly bring diverse professional practices to the table. Once minimal common ground has been established, members specify what they each need from the other in order to implement their respective expertise. This process of imposing mutual constraints results in adjusted workflow protocols that may modify participants’ regular course of action yet are vital for facilitating the collaboration. Yet, we argue, this discursive process of negotiating collaboration protocols in interdisciplinary projects may result in more than just surface reconfiguration of local practices. The negotiation may yield an articulated reification of implicit know-how in the form of new theoretical constructs bearing potential impact beyond the local context of the project. We support the argument by presenting and analyzing archived records gathered from an...
9 citations