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.
Citations
More filters
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)....
[...]
[...]
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)....
[...]
...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)....
[...]
...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)....
[...]
...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…...
[...]
...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)....
[...]
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)....
[...]
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....
[...]
...…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…...
[...]
References
More filters
TL;DR: Investigation of diagnostic pathways in the detection of 32 symptomatic HAT patients in South Sudan found that this ‘reflex’ was not confined to HCWs, and lay people suggested patients test for HAT in more than half of cases using similar practices to HCW, highlighting the importance of the expertise present in disease-affected communities.
Abstract: To successfully eliminate human African trypanosomiasis (HAT), healthcare workers (HCWs) must maintain their diagnostic acuity to identify cases as the disease becomes rarer. HAT experts refer to this concept as a 'reflex' which incorporates the idea that diagnostic expertise, particularly skills involved in recognising which patients should be tested, comes from embodied knowledge, accrued through practice. We investigated diagnostic pathways in the detection of 32 symptomatic HAT patients in South Sudan and found that this 'reflex' was not confined to HCWs. Indeed, lay people suggested patients test for HAT in more than half of cases using similar practices to HCWs, highlighting the importance of the expertise present in disease-affected communities. Three typologies of diagnostic practice characterised patients' detection: 'syndromic suspicion', which closely resembled the idea of an expert diagnostic reflex, as well as 'pragmatic testing' and 'serendipitous detection', which depended on diagnostic expertise embedded in hospital and lay social structures when HAT-specific suspicion was ambivalent or even absent. As we approach elimination, health systems should embrace both expert and non-expert forms of diagnostic practice that can lead to detection. Supporting multidimensional access to HAT tests will be vital for HCWs and lay people to practice diagnosis and develop their expertise.
6 citations
TL;DR: In this article, the authors consider cognitive, neurological and physiological effects that are increasingly becoming noticed in user populations, especially young populations, and call these conditions "sensorimotor debility".
Abstract: This paper reflects on the qualities of living and learning in digital cultures, the design of digital technologies and the philosophical history that has informed that design. It takes as its critical perspective the field of embodied cognition as it has developed over the last three decades, in concert with emerging neurophysiology and neurocognitive research. From this perspective the paper considers cognitive, neurological and physiological effects that are increasingly becoming noticed in user populations, especially young populations. I call this class of conditions ‘sensorimotor debility’, to distinguish it from other psychological, social, cultural and political symptoms associated with computer, internet and social media use.
6 citations
TL;DR: Graham Ferris and Angela Donaldson put forward a far more realistic account of learning, and combine it with an example of learning being enacted in practice.
Abstract: The Library is of value as a physical and social space, as a place that can facilitate learning; independently and in distinct ways to its role as repository of, and point of access to, information. The problems that defenders of this "learning place" aspect of the Library face are bound up with a very powerful, and indeed prevalent, metaphor. This metaphor is of teaching and learning as the transfer of information from one place or
head, to another place or head. Therefore, Graham Ferris and Angela Donaldson put forward a far more realistic account of learning, and combine it with an example of
learning being enacted in practice. We need to articulate the value of the Library as a place of learning because it is under threat from pressures on resources that are being deployed on a "common sense" but fallacious assumption that Libraries are about the storage and manipulation of information only.
6 citations
01 Jan 2018
TL;DR: A framework is formed that illustrates contemporary information-intensive operations on a general level and provides a new theoretical base to expand on, and clarify for managers what is the best course of action to take when automating information- intensive tasks and processes.
Abstract: The aim of this study is to provide a more detailed view into how the interplay between human and computer manifests itself in contemporary information-intensive work processes, specifically in financial administration work. Literature about information-intensive work, distributed cognition, mindful and mindless action, and epistemic and pragmatic action are reviewed to provide a thorough understanding about the cognitive processes, physical actions, and data processing activities required to carry out work tasks and processes. This study follows qualitative case study and grounded theory methods for inductive theory-building, and uses semi-structured interviews and direct user observation as research data collection techniques. One of the Case Company X’s business units is examined in the empirical part of the study, which provides a view into informationintensive tasks and processes in financial administration shared service centre. Financial administration with its various rule-based tasks and processes is an ideal field of work to study, as new technologies such as robotic process automation and machine learning can be implemented effectively to the tasks and processes that follow to large extent certain step-by-step procedures. By analysing the gathered data, it made possible to characterise many common financial administration tasks with certain characteristic profiles. This allowed to identify in which tasks human labour can be augmented or substituted with automation, but also what are human agents’ areas of strength. As this study shows, automation tools can be best applied to tasks that involve mindless, rule-based processing of data and information. If such task is also considered to be in a support role and requiring merely pragmatic actions to carry out the tasks, it is even more potential candidate for automation. However, if a task calls for applying judgment mindfully, and also requires epistemic actions to perform it, then a human agent should carry out such task. Based on the existing literature and empirical findings, a framework is formed that illustrates contemporary information-intensive operations on a general level. These insights and findings provide a new theoretical base to expand on, and clarify for managers what is the best course of action to take when automating information-intensive tasks and processes.
6 citations
TL;DR: In this article, an artificial intelligence algorithm for supervised learning (J48) was used to analyze the data of 336 participants with the aim of obtaining classification rules (patterns) of internet use.
Abstract: In the latest years information technologies have impacted society changing the way human beings learn, and because of that it is necessary to study the intimate relationship between humans and their technological tools. On this path the extended mind thesis posits human cognition as a process that occurs in conjunction between biological and non-biological components, furthermore Connectivism is stated as a learning theory for the digital age. Based on such approaches this work presents a summary of a research whose objective was to know how people extend their cognitive processes with the aim of learning through the internet. Methodologically, an artificial intelligence algorithm for supervised learning (J48) was used to analyze the data of 336 participants with the aim of obtaining classification rules (patterns) of internet use. Finally, the results show that people who report visiting specialized websites, read electronic books and take into account the spelling of the resources they are looking at on the internet are the ones with optimal strategies for learning online.
6 citations