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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Dissertation•
21 Apr 2020
8 citations
01 Jan 2017
TL;DR: To be effective, measurement systems incorporating these features will need to be situated in a larger social context cognizant of needs for the relevant standards bodies, educational programs and textbooks, professional societies, legal and regulatory oversight, accounting and economic applications, etc.
Abstract: The vital roles of common languages, metrics, and standards in team-based innovation are well established. The historical success of science has depended extensively on mathematically rigorous, theoretically explained, experimentally evaluated, and socially distributed communications networks comprised of metrologically traceable measuring instruments. Recent descriptions of practical and theoretical correspondences between metrology and psychometrics extend scientific model-based reasoning into education and other fields. Realizing psychometrics’ metrological potentials requires attending to interrelated ethical, technical, and social issues. First, measurement must embody the ethics of the Golden Rule in support of compassionate and tolerant comparisons. Technically, effective measurement systems involve (a) invariant units, with known uncertainties, (b) scientific laws modelling substantive relationships in the world, (c) hypotheses experimentally tested against data, (d) explanatory theories providing predictive control over the construct, and (e) methods for ensuring traceability to the standard unit. But to be effective, measurement systems incorporating these features will need to be situated in a larger social context cognizant of needs for the relevant standards bodies, educational programs and textbooks, professional societies, legal and regulatory oversight, accounting and economic applications, etc. Paraphrasing Rasch, the challenges are huge, but having formulated the problem, human ingenuity will likely find a way to solve it.
8 citations
01 Jan 2017
8 citations
01 Jan 2015
TL;DR: In this article, the authors propose a consciousness-based view of organizing, which is based on conceptual development and empirical findings in the international data from the research stream on 'narrative knowing'.
Abstract: Organization theory has provided several conceptualizations of organizing, and the most widely-used of these rely on the assumption that issues and environment are known and that the operations of the organization can be controlled and managed. This view of organizing focuses on planning and streamlining for the known future with a small group of experts, and for the most part clears the experiential ambiguities of organizational stakeholders out of the organizational equation. Furthermore, the vulnerability of organizations has increased because of the pace of change, motivations of the different stakeholders and their meta-processes producing unknown consequences of organizing activity for the entire system of the planet.
Recently, theories of attention have argued that organizations are systems of distributed attention. However, little is known of where this organizational attention arises in organizational theory. For instance, a survey of the extant literature shows that the most influential theories use the concept of attention in multiple ways. In addition, the theory addresses mostly the subjective or social notions of attention, leaving no role for the distributed consciousness in the non-human systems that intertwine in organizations. This suggests that a broader concept, which responds to the need to understand the connected ecosystem, is needed. The interdisciplinary notions of quantum studies have theorized on the distributed and entangled nature of intentions in all matter.
Consciousness is one of the most studied phenomena in human history, but without an active debate about consciousness in organizations. Therefore, this study asks: What is the consciousness perspective of organizing?
It fills the gap in our knowledge of consciousness in organization science, expanding the concept of attention toward theories of consciousness, of which attention is a part. Furthermore, the thesis proposes methods of organizing from a consciousness-based view. This perspective is based on conceptual development and empirical findings in the international data from the research stream on 'narrative knowing'.
Methodologically, this thesis applies both interpretive and reflexive methods, the narrative streams of inquiry and organizational ethnography.
The contribution of this thesis is to suggest a consciousness-based view (CBV) of organizing. In addition, the conceptual analysis of consciousness proposes that attention is a part process of a bigger system of consciousness. Each of the five essays included in the thesis develops a particular contribution to increasing the knowledge in organization theory on consciousness and its distributed, entangled and fundamental nature in creating sustainable, ethical and innovative ways of distribution of wealth through organizing.; Organisaatiotutkimuksen yleisen olettamuksen mukaan voimme saada varmaa tietoa organisaatioista, johtamisesta ja sen tuloksista. Vakiintunut tapa suhtautua maailmaan on omaksuttu organisaatioissa ja se on myos tutkijoiden suosiossa. Organisaatioita…
8 citations
TL;DR: In this article, the authors apply a multiscalar interactivity perspective in the study of how healthcare professionals enact skilled embodiment in ways that allow them to animate their rich environment during task performance.
Abstract: Abstract This paper applies a multiscalar interactivity perspective in the study of how healthcare professionals enact skilled embodiment in ways that allow them to animate their rich environment during task performance. However, in focusing on interactivity, we are not only interested in the characteristics of embodiment as they are enacted in the here-and-now. While task performance involves not only the whole body (as a multi-sensory organ), but a historical, skilled body that affects the ecology in which a person is embedded, action-perception must be viewed as direct and distributed. That is, habitual performance and skilled embodiment emerge in coordination with lived experience and real-time affordances for action. Specifically, this paper investigates two real-life cases of how patients and medical staff engage in interactivity through rich embodiment including languaging. From an interactivity perspective, the first case indicates a novice doctor’s inability to pick up relevant information in the emergency medicine ecology. The outcome can be crucial and span patient dissatisfaction, erroneous results, and generally insufficient, and unsatisfactory healthcare. The second case provides a counterexample and illustrates how novice doctors can be supported in picking up task-relevant information as they can rely on other team members’ skilled embodiment. The article concludes that an interactivity perspective has implications not just for model-building in linguistics, semiotics and the cognitive sciences but also for practice where educational initiatives adopt the epistemologies behind such linguistic, communicative and cognitive models.
8 citations