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 2015
TL;DR: In this paper, the authors propose un nouvel examen de cette difficulte a travers une contribution de type epistemologique, which constitue, selon nous, le cadre theorique de reference de nombreuses theories en IHM.
Abstract: Depuis ses origines, l'interaction homme-machine est traversee par une tension entre theorie des relations humains-systemes informatiques et pratique qui vise a concevoir de nouveaux systemes interactifs. Malheureusement l'IHM n'est pas encore parvenue a etablir un lien clair entre les deux. Dans cet article nous proposons un nouvel examen de cette difficulte a travers une contribution de type epistemologique. Nous revenons tout d'abord sur le paradigme computationnel qui constitue, selon nous, le cadre theorique de reference de nombreuses theories en IHM. Nous rappelons ensuite un certain nombre de critiques adressees a ce paradigme, en provenance de plusieurs champs disciplinaires, afin de mettre en lumiere ses limites et la necessite de son depassement. Enfin, nous proposons une nouvelle caracterisation de la science de l'IHM et nous esquissons les contours de ce qui pourrait en constituer un nouveau cadre structurant, a partir d'une ontologie fondee sur les processus.
3 citations
TL;DR: Results showed that automated assistance helps users to correct errors spotted by the system and saves time, but also showed that flagging up possible errors may make users less effective in identifying and correcting errors that go unnoticed by thesystem.
Abstract: The present study was designed to ascertain how far flagging up potential errors can improve the automatic interpretation of technical documents. We used the resources model to analyze the supervised retro-conversion of architectural floor plans, from the perspective of distributed cognition. Results showed that automated assistance helps users to correct errors spotted by the system and also saves time. Surprisingly, they also showed that flagging up possible errors may make users less effective in identifying and correcting errors that go unnoticed by the system. Responses to a questionnaire probing the participants’ confidence in the system suggested that they were so trusting that they lowered their vigilance in those areas that had not been signaled by the system, leading to the identification of fewer errors there. Thus, while the participants’ confidence in the automated assistance system led to improved performances in those areas it highlighted, it also meant that areas to which the system did not draw attention were less thoroughly checked.
3 citations
TL;DR: In this paper, a question se pose aujourd’hui de la definition d'un "programme de recherche "cours d'action" augmente, qui, en relation avec ce paradigme de l'enaction, approfondisse et systematise les apports anterieurs de ce programme de recheche ''cognition distribuee'' au programme de Recherche ''Cours d’action'', d'autre part, integre de nouveaux app
Abstract: Le programme de recherche « cognition distribuee », initie par Edwin Hutchins, a contribue au developpement du programme de recherche « cours d’action » de 1987 a nos jours. Edwin Hutchins ayant reconnu recemment la proximite de ses dernieres recherches, menees en termes de cognition incarnee et distribuee, avec celles qui sont commandees par le paradigme de l’enaction, dont font partie les recherches menees dans le cadre de ce programme de recherche « cours d’action », la question se pose aujourd’hui de la definition d’un « programme de recherche “cours d’action” augmente », qui, en relation avec ce paradigme de l’enaction, d’une part, approfondisse et systematise les apports anterieurs de ce programme de recherche « cognition distribuee » au programme de recherche « cours d’action », d’autre part, integre de nouveaux apports de celui-ci. Une telle systematisation, un tel depassement et un tel renouvellement des apports au programme de recherche « cours d’action » peuvent s’appuyer sur la mutualisation et le cumul de divers progres theoriques et methodologiques obtenus par les deux programmes de recherche. Nous allons voir ici quelle reponse nous pouvons apporter personnellement a cette question.
3 citations
20 Nov 2019
TL;DR: Existing understanding of situation awareness in cybersecurity is summarized and additional factors that reflect emerging technology in the domain, incorporate the rising role of automation in cybersecurity, and are relevant to diverse organizations are proposed.
Abstract: Cybersecurity has large-scale versions of the challenges common to sociotechnical systems; in this high-risk, dynamic environment, attacks on organizations and governments are increasing in frequen...
3 citations
02 Sep 2019
TL;DR: The Modelo Educativo para la Educación Obligatoria en Mexico (2017) plantea the inclusion and equidad como the basic transversales of a good education as mentioned in this paper.
Abstract: El reciente Modelo Educativo para la Educacion Obligatoria en Mexico (2017) plantea la inclusion y equidad como principios basicos transversales, por lo cual este trabajo tiene como proposito estudiar los procesos de la educacion cientifica de alumnos con discapacidad visual a nivel educacion basica a fin de identificar los factores que se requieren para lograr una educacion inclusiva de las ciencias. Aunque la educacion cientifica y tecnologica se considera indispensable para la toma de decisiones informadas en la vida cotidiana, no existe documentacion en el contexto mexicano que permita dar cuenta de como sucede esta para los alumnos con alguna discapacidad. El analisis, realizado desde la tradicion cualitativa, busca tambien dar voz a los actores que intervienen en el proceso: estudiantes, docentes, directivos y formadores de docentes. Los datos muestran que se trata de un asunto multifactorial y complejo con areas de oportunidad en la articulacion del curriculo, en la preparacion de los docentes y sus condiciones de trabajo, e incluso en la participacion de la familia en el proceso educativo. Es posible sugerir acciones que ayuden a optimizar la educacion cientifica de los estudiantes con discapacidad visual incluidos en el aula convencional.
3 citations