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: In this article, a new interpretation of Emile Durkheim's The Elementary Forms of Religious Life (1912) is presented as the basis for reconsidering the Tarde-Durkheim debate of 1903 and the distinctions between a theory of social force and social assemblage.
Abstract: This paper offers a new interpretation of Emile Durkheim's The Elementary Forms of Religious Life (1912) as the basis for reconsidering the Tarde–Durkheim debate of 1903 and the distinctions between a theory of social force and a theory of social assemblage. Resisting traditional interpretations of Durkheim's scientism, this essay traces how concepts of force and energy are centrally developed in Elementary Forms to draw new lines between epistemology to ontology for twentieth-century theory. I argue that Durkheim develops an ‘energetic epistemology’ that conceives of the human capacity for shared meaning as a product of invested energy in the form of continually enacted and evolving material practice, thought, and attention. According to Durkheim, when a member of a collective perceives a god or feels belief, he or she actually perceives the accumulated energy of on-going creation and maintenance of objects and ideas by members of a collective. Sacred objects, images, and ideas bear the trace of ...
6 citations
TL;DR: In this article, an actor-network approach is used to argue for a reconsideration of non-human actors as vital collaborators and explore how such relations disrupt assumptions of artistic control.
Abstract: Practice-based visual art research is a field that inadvertently recognises the role of non-human actors in the creative process. Generally, the relation is described in terms of the artist’s skilful manipulation of objects and materials and the symbolic interpretation of these actions. This paper uses an actor-network approach to argue for a reconsideration of non-human actors as vital collaborators and explores how such relations disrupt assumptions of artistic control. I conclude with a description of how intention, motivation and knowledge are generated in these crucial relations.
6 citations
01 Jan 2016
TL;DR: In this paper, the authors describe the interactive practices that groups of English language learners use for starting and stopping group movement during an AR-game and show that starts and stops are projectable and accountable actions, comprised of complex modalities verbal, gestural, and embodied practices.
Abstract: Research on mobile-technology for second language acquisition is an emerging field. Augmented-reality place-based games (AR-games) are a relatively new mobile technology and one such area of necessary research. This thesis describes the interactive practices that groups of English language learners use for starting and stopping group movement during an AR-game. During the game, students walk to and from various destinations on campus. Practices for walking as a group are important actions for accomplishing the ChronoOps game and tasks. This thesis describes some of these practices of walking as a group, specifically, how groups start to walk and come to a stop. The study draws from theories of embodied and distributed cognition, interactional competence, and conversation analysis. Data was collected using multiple video cameras of groups of 3 students playing the game. Multimodal, conversation analyses of the data provides a taxonomy of practices for group starts and stops. Results show that starts and stops are projectable and accountable actions, comprised of complex modalities verbal, gestural, and embodied practices. Furthermore, starts and stops are contingent on players’ orientation to place as the physical location of the campus, and their place within the various tasks of the ChronoOps game as well. The findings have implications for future research theories of learning in SLA and AR-games.
6 citations
Dissertation•
22 Oct 2014
TL;DR: Group learning, collaborative learning, knowledge convergence, group cognition, task convergence, socio-cognitive conflict, group performance, team mental models, shared mental models; shared understanding as mentioned in this paper.
Abstract: group learning; collaborative learning; knowledge convergence; group cognition; socio-cognitive conflict; task convergence; socio-cognitive processes; group performance; team mental models; shared mental models; shared understanding;
6 citations
TL;DR: This article examines the emergence of the ability to leverage material forms for cognitive purposes, using the tool-using behaviors and lithic technologies of ancestral species and contemporary non-human primates as proxies for matters like collective use, generational sustainment, and the non-teleological emergence of design features.
Abstract: Humans leverage material forms for unique cognitive purposes: We recruit and incorporate them into our cognitive system, exploit them to accumulate and distribute cognitive effort, and use them to
6 citations