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: The aim is to contribute to the state of the art, showing that by applying tacit knowledge management to a specific domain the GESTAC model is able to reduce incident resolution times with respect to traditional systems.
Abstract: The transformation of the tacit knowledge of a company’s human resources into permanent organizational capital in spite of possible staff turnover is of business interest. This research focuses on the management of tacit knowledge to resolve labor incidents and reduce resolution times. We present the GESTAC model, a name derived from the first syllables of the Spanish words “gestion” (management) and “tacito” (tacit), which identifies, locates and rates people in the business domain capable of resolving a labor incident logged by a user employed by the company. In order to achieve its objective, the GESTAC model follows the tacit knowledge management paradigm, according to which tacit knowledge that could eventually resolve the logged incidents is identified, captured and stored in a permanent database, and then evaluated and disseminated to the people who have need of the knowledge. This could lead to the knowledge source being automatically rerated, and the entire process restarted. The aim is to contribute to the state of the art, showing that by applying tacit knowledge management to a specific domain the GESTAC model is able to reduce incident resolution times with respect to traditional systems. The model was prototyped (GESTAC_APP) using the multiagent systems paradigm.
7 citations
01 Jan 2018
TL;DR: Burk et al. as discussed by the authors studied the role of expert knowledge in the achievement of problem-centered collaborative knowing in a federal research laboratory facility through organizational changes implemented toward achieving greater cross-disciplinary collaborative capacity.
Abstract: Burk, Nicholas Richard (Ph.D., Department of Communication) Communicative Accomplishment of Knowledge in Collaborative Work: Configuring Texts, Conversations and Social Material Practices Dissertation directed by Associate Professor Matthew A. Koschmann Over the past thirty years, science research in the U.S. has faced increasing demand for collaboration across disciplinary and organizational divides, with varying success. This dissertation study traces a federal research laboratory facility through organizational changes implemented toward achieving greater cross-disciplinary collaborative capacity. The particular interest driving this study is to discern and trace the role of disciplinary expert knowledge as a potential resource and/or obstacle for situated, collaborative problem-solving. To examine the mitigating role of expert knowledge toward the achievement of problem-centered collaborative knowing, I study laboratory and building management meetings involving a committee of scientists and building workers representing a number of research units and building systems workers. Through participant-observation during these collaborative management meetings, and by asking follow-up questions during interviews with those involved, I document the collaborative communication and resulting texts produced by the committee as they raise, discuss and resolve the building and laboratory issues experienced during these organizational changes. Key findings center on the way that collaborative talk became encoded into organizing texts that provided a common vision of the organization and collaborative work, by linking together and configuring organized meanings, narratives, practices, material (spatial and object) understandings and, in the process, specifying worker relationships. Together, these configurations resulted in a new type of expert knowledge: a textual compilation of building
7 citations
TL;DR: In this paper, the authors explore students' picture taking behavior and their recollections of science content associated with their photographs and find that students tend to document more of their experiences when they were in outdoor, natural spaces rather than inside of visitor centers or museums.
Abstract: Taking photographs to document the experiences of an educational field trip is becoming a common activity for teachers and students alike. Considering the regular creation of photographic artifacts, our goal in this paper is to explore students’ picture taking behavior and their recollections of science content associated with their photographs. In this study, we partnered with a class of fifth-grade students in the United States and provided each student with a digital camera to document their experiences during an environmental science field trip at a national park. We report the frequency of photography behaviors according to which activities were most often documented by the students and specifically that students tended to document more of their experiences when they were in outdoor, natural spaces rather than inside of visitor centers or museums. Also, through an analysis of students’ comments about the science content captured in their photographs we observe that students’ comments about photographs of the outdoors tended to show greater depth and complexity than those that were taken in indoor, museum-like spaces.
7 citations
Dissertation•
04 Dec 2017
TL;DR: In this article, the authors defend the idea that the possibilites d’action du sujet soient le plus souvent envisagees comme des proprietes objectives de l’environnement.
Abstract: L’activite perceptive du sujet semble etre impactee par les actions qu’il peut effectivement realiser a l’egard de son environnement. Neanmoins, il semble que les possibilites d’action du sujet soient le plus souvent envisagees comme des proprietes objectives de l’environnement si bien qu’elles sont generalement decrites comme etant preparatoires a l’action. Ce travail de these s’est consacre a defendre l’idee que d’une part, ces possibilites d’action sont des proprietes emergentes de la relation sujet-environnement et que d’autre part, elles sont susceptibles d’avoir un role fonctionnel constitutif pour l’activite perceptive. Dans une premiere serie d’etudes, nous avons observe que des modulations dans les possibilites d’action conduisaient a un renversement des effets de facilitation lorsque des sujets devaient categoriser des objets prehensibles. Dans une seconde serie d’etude, nous avons observe que la capacite a detecter un objet parmi un ensemble d’autres etait impactee par les potentiels d’action suggeres par les objets mais egalement, modulee par l’engagement moteur du sujet dans la tâche. Enfin, dans une troisieme serie d’etudes, nous avons mis en evidence que les possibilites d’action pourraient occuper un role fonctionnel significatif pour l’activite perceptive du sujet. Ce dernier travail met en effet en evidence que lors de situations perceptives ambigues, la maniere dont est categorise un objet semble dependre de la capacite du sujet a pouvoir le saisir efficacement. L’ensemble de ces resultats semble indiquer que les possibilites d’action sont bien des proprietes du couplage sujet-environnement et occupent une place majeure dans l’activite perceptive. Plus generalement, ces travaux constituent des arguments en faveur d’une prise en compte de l’ensemble de la situation sujet-environnement ainsi que de l’importance de la signification des actions du sujet en fonction des contraintes qui s’exercent sur lui ici et maintenant.
7 citations
19 Apr 2021
TL;DR: In this article, the ontology of knowledge transfer is defined as a unity of know-that, know-how, and know-of; which unity forms a practical embodied perspective with which the agent meets the world in interaction.
Abstract: This article articulates a new theory on the ontology of knowledge transfer. This involves the work of 1) showing that the question “what happens to knowledge in transfer across divergent contexts?” can be made sense of within a situative approach, 2) providing a new conceptualization of situated knowledge, 3) articulating transfer in terms of knowledge transformation and attunement, and 4) putting the issue of learning to transfer knowledge across divergent contexts (back) on the research agenda. The article builds on a view of knowledge as a unity of know-that, know-how, and know-of; which unity forms a practical embodied perspective with which the agent meets the world in interaction. It is argued that knowledge is situatedly realized in attunement to the requirements, possibilities, and restrictions of the concrete situation, as they dynamically unfold. A framework of context levels for analyzing requirements, possibilities, and restrictions (termed “situational characteristics”) is presented. The levels reflect that an activity will always engage with a domain, in a life-setting, taking place within a societal structure, making use of encompassing cultural practices. It is shown how differences in unities of situational characteristics necessitate the transformation of the knowledge perspective in attunement to the situational characteristics of the new context. Towards the end, it is pointed out how this conceptualization of knowledge transfer opens for research into designing and teaching for learning to transfer. Three recent projects are referenced as an illustration of the approach.
7 citations