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 2018
TL;DR: The EMBeRS (Employing Model-Based Reasoning in Socio-Environmental Synthesis) approach as mentioned in this paper facilitates collective learning during the early, formative phases of a project based on a synthesis of learning and social theories, including constructivism, experiential learning, 3) model-based reasoning, 4) boundary objects, 5) epistemic objects, and 6) distributed cognitive systems.
Abstract: Many of humanity’s most pressing issues are socio-environmental, and as such, are illstructured, “wicked” problems. Wicked problems require a participatory process that includes researchers from different disciplines and key stakeholders to collaboratively identify science needs. A key challenge in working on these problems is that the problem scope is typically unbounded, the issues are complex and interwoven, and the modeling approach can be framed in a multitude of ways. Because each wicked problem is unique, there exists a plethora of examples of participatory processes used to gain traction on modeling such problems, along with an equally extensive list of tools and methods used. Unifying frameworks are needed to facilitate understanding of participatory approaches as a whole and to provide guidance for research design in participatory contexts. This article outlines an approach, EMBeRS (Employing Model-Based Reasoning in Socio-Environmental Synthesis), that facilitates collective learning during the early, formative phases of a project based on a synthesis of learning and social theories, including: 1) constructivism, 2) experiential learning, 3) model-based reasoning, 4) boundary objects, 5) epistemic objects, and 6) distributed cognitive systems. A series of EMBeRS-based activities can be purposefully linked to move a collaborative group from vague, ill-defined, heterogeneous understandings of the problem to a co-created, shared framing. Examples from working with stakeholders on water and agricultural systems are provided.
6 citations
01 Jan 2018
TL;DR: This study attempts to provide a better understanding on how maritime navigation is currently done on-board, considering the overarching elements and their interactions, and explores the control processes in the different levels of the maritime socio-technical system.
Abstract: Several technological advances have been seen the maritime domain to achieve higher operational efficiency and to address the generally recognised causes of most maritime accidents. The International Maritime Organization (IMO) endorses the use of best available technology to “drive continuous improvement and innovation in the facilitation of maritime traffic” in line with the goal of sustainable development. It is commonly acknowledged that modern technology revolutionized marine navigation, and presently it has a large potential to increase safety in navigation. However, the incorporation of new technologies in support of navigation also brought unforeseen critical consequences, contributing to unsafe practices, or even to accidents or incidents. Several issues were associated with human factors. To properly address the adoption of the newest technology in support of safe navigation, IMO established the e-navigation concept, currently under implementation. The complexity of the maritime socio-technical system requires novel theoretical foundations, since many of the present framework rely on the analysis of accidents. The design of complex maritime navigation system must take place on several levels, providing different perspectives over the system problems. The evaluation and design of technologies envisaged by the e-navigation concept requires a better understand of how teams perform the navigation work in the pursuit of safe navigation. This study attempts to provide a better understanding on how maritime navigation is currently done on-board, considering the overarching elements and their interactions. In maritime navigation safety is a transverse issue, and that is why we need to know the conditions for safe navigation to improve the design of ship navigation control. The work supporting this thesis was focused on: (i) understanding how navigation is done and to perceive by the practitioners, (ii) understanding interactions between humans and technological interfaces, and (iii) understanding the relevant soft skills for the navigation functions. To address these topics, data was collected from expert practitioners such as navigators, pilots and instructors, thru semi structured interviews and questionnaires. The mains contribution of this study lies in presenting a framework of maritime navigation, exploring the control processes in the different levels of the maritime socio-technical system. In the view of safe operations, interactions between stakeholders are clarified, trying to determine how they influence safe navigation. This systemic view is then analysed from the perspective of the ship, considering it as a Joint-cognitive system (JCS). It is proposed that this JCS comprises 5 control levels: reactive, proactive, planning, strategic and political-economical. Planning is considered a fundamental process in the maritime Socio-technical system, because it facilitates the interactions between the different control level. It also increases the integrity of communications and enhances the predictability of the different control agents. New directions are proposed to improve the design of navigation system, recommending new roles for human and automated agents, and presenting a new conceptual navigation display.
6 citations
15 Jul 2018
TL;DR: Tools and methods to explore the design and development of emergent hybrid spaces will need to be highly inclusive involving engineers, social scientists, up to citizens, to support the so-called fictitious scenarios in form of digitally augmented physical prototypes set in a near-future reality.
Abstract: Envision a future where the physical and digital become seamlessly intertwined producing unbounded possibilities from interactions with autonomous cars to the advent of smart cities. Tools and methods to explore the design and development of such emergent hybrid spaces will need to be highly inclusive involving engineers, social scientists, up to citizens. Such methods and tools might support the so-called fictitious scenarios in form of digitally augmented physical prototypes set in a near-future reality.
6 citations
TL;DR: Learning in data-rich environments has been a focus of learning sciences research since the inception of the field, with increasing interest in the ways learners narrate data as discussed by the authors. But, as shown in this paper, the focus of this paper is on the learning in data rich environments.
Abstract: Learning in data-rich environments has been a focus of learning sciences research since the inception of the field, with increasing interest in the ways learners narrate data. This article ...
6 citations
TL;DR: A protocol for assessing the distraction potential of information and entertainment systems has specific relevance to the challenges facing driving safety but also reflects the more pervasive challenge of generalizing findings in the face of complex contextual and compensatory influences.
Abstract: Cognitive distraction represents an important and growing traffic safety issue, particularly with the increasing computerization of cars. The target paper in this special section describes a protocol for assessing the distraction potential of information and entertainment systems. Cognitive distraction has specific relevance to the challenges facing driving safety but also reflects the more pervasive challenge of generalizing findings in the face of complex contextual and compensatory influences. Peer commentaries from five driving safety experts sketch paths forward in assessing the distraction potential of in-vehicle information technology. A simple, definitive statement regarding the risk of talking to your car is appealing, but the complexity of driver behavior may make such a statement unachievable.
6 citations