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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
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Journal ArticleDOI
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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Book ChapterDOI
01 Nov 2014
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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Journal ArticleDOI
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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Journal ArticleDOI
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

Journal ArticleDOI
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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DOI
01 Jan 2020
TL;DR: Palavras-chave et al. as discussed by the authors focused on the modelo de flipped classroom and a abordagem cognicao distribuida, which surgem como propostas metodologicas com o intuito de transformar a sala de aula.
Abstract: Com a entrada na era digital o sistema educacional atual foi considerado ineficiente e uma nova abordagem e novos metodos de ensino sao propostos. Estudos contemplam a insercao das TICs na educacao, apontam beneficios e vantagens dessa insercao; porem, apresentam lacunas teoricas. Este estudo enfoca o modelo de flipped classroom e a abordagem cognicao distribuida, que surgem como propostas metodologicas com o intuito de transformar a sala de aula. O estudo teorico tem o objetivo de discorrer e refletir sobre essas novas propostas educacionais e as possiveis necessidades de insercao das TICs no processo ensino aprendizagem em funcao da mudanca cultural. Faz-se uma reflexao critica sobre a insercao das TICs no sistema educacional e acredita-se que ainda ha lacunas sobre o tipo e a composicao do potencial de desenvolvimento cognitivo proporcionado pelas midias digitais. Acredita-se que a simples implantacao das midias digitais nao seja a solucao para reformular a educacao e sugerimos que pesquisas futuras possam minimizar as lacunas teoricas e praticas, necessarias para a implantacao de dinâmicas de mudanca mais flexiveis no sistema educacional. Palavras-chave: Educacao. TICs. Era digital. Flipped classroom . Cognicao distribuida

2 citations

Journal ArticleDOI
01 Jul 2019
TL;DR: In this article, the concept of competence is introduced in the context of badminton, and the authors analyze the dynamiques de transformation des composantes de l'experience vecue de l’eleve, i.e., engagement, representation, connaissances, and interpretation.
Abstract: L’introduction du concept de competence dans les programmes scolaires a engendre une transformation des conceptions du savoir, passant de savoirs consideres comme universels a des savoirs d’action et d’experience ayant une pertinence contextuelle. Nous entendons par competence un savoir agir competent, construit et mobilise dans une famille de situations complexes. A travers le cadre theorique et methodologique du cours d’action, l’objectif est d’etudier l’activite experientielle d’une eleve lors d’un cycle de badminton oriente vers la recherche du desequilibre. Il s’agit d’analyser les dynamiques de transformation des composantes de l’experience vecue de l’eleve : l’Engagement, le Representamen, les Connaissances (le Referentiel et l’Interpretant). Les resultats mettent en evidence une transformation de son activite entre les Seances 2 et 3 en passant du renvoi du volant et du respect des regles, a la recherche du desequilibre par l’utilisation des ressources de la situation. La discussion porte sur les conditions susceptibles de contribuer a developper un agir competent : a) les traits de familiarite entre les situations ; b) l’utilisation des artefacts ; et c) les interactions sous forme de questionnements.

2 citations

Journal ArticleDOI
TL;DR: The authors argued that anthropologists should not despair because of the effectiveness of participant observation as a research tool, and pointed out that the questions they need to ask are the same as those of anthropologists.
Abstract: reconstructing the unique historical specificity of each individual when seeking archaeological explanations. Bloch asks whether anthropologists should despair. He suggests that they should not because of the effectiveness of participant observation as a research tool. The corollary is that prehistoric archaeologists—and especially those who study modern humans—probably should despair. Participant observation is unavailable to them, but the questions they need to ask are the same as those of anthropologists, and Bloch provides the most compelling framework about how to undertake such work. So, Professor Bloch, what is an archaeologist supposed to do?

2 citations

Journal ArticleDOI
30 Apr 2016
TL;DR: The city-limit sign designating “what is possible” was flattened by a fast-moving experience, a vehicle driven by a swami, speeding towards a new horizon.
Abstract: Jan R. Markle, M.A., C.B.T. Missed the conference luncheon this year? You missed an astounding demonstration. It started out with the usual: eating, chatting and listening to business reports amid chocolate cake guilt. But these mundane aspects were soon eclipsed by the appearance of Mitsumasa Kawakami, billed as a Japanese Swami. With an interpreter, Kawakami entertainingly described how he went from a body builder, “Mr. Japan” in 1972, to a Yogic Master with over 30 years of practice. Looking younger than his reported 62 years, Kawakami then stepped onto a stage, which was covered with Indian print cloth. He closed his eyes a few moments and then his assistant handed him what looked like a BBQ skewer. Holding the skewer near his neck, it appeared he paused, and then slowly, the point of the skewer emerged from the skin of his throat. Just when you’re thinking, “that’s gotta’ hurt” (some in the audience were visibly distressed), he opened his mouth and placed another skewer beneath his tongue. The mind recoiled, but sure enough, the skewer slowly began to appear from the top of his tongue. Showing no signs of pain, he then calmly pushed a second one through a different spot. With his eyes still closed, he gestured to now allow people to flash their cameras and record what the mind was surely having trouble comprehending: a man pierced with sharp steel but showing no signs of pain. As he withdrew the skewers, his assistant took each one, wiped it and held up the gauze to show there was no blood. No pain, no blood. Someone in the audience asked, “How do you do it?” His answer was, “I become one with the metal and ask my cells to move aside.” Erik Peper, Ph.D., professor at SF State University and Director, Institute for Holistic Healing Studies has studied Kawakami during the last four years. Although Kawakami’s piercing was not monitored, Dr. Peper has recorded similar displays and found a complete lack of physiological arousal. “He’s aware of it but he doesn’t respond to it,” Dr. Peper reports. “At best he feels a cool sensation. He somehow has learned that they’re just stimuli ... so it doesn’t activate pain, fear or arousal...and yet he has perfect pain threshold, so if you touch him with a pin ... he’s normal.” The next day, according to Dr. Peper, there were no holes in the tongue and, even though the skewers were not sterilized, the tissues were completely healed. “To believe” is to hold an opinion. “To know” is to perceive or experience directly. For the onlookers, as the skewers entered, belief in voluntary control shifted to knowing. The city-limit sign designating “what is possible” was flattened by a fast-moving experience, a vehicle driven by a swami, speeding towards a new horizon. As for next year’s luncheon? Be there. Who knows which belief we’ll be transforming next? INSIDE

2 citations

Book ChapterDOI
01 Jan 2021
TL;DR: In this paper, a critical look at the concept of shared meaning as it is generally used and proposes an empirical study of how group cognition is constituted in practice, in order to understand how meanings and understandings can be shared by multiple individuals.
Abstract: Recent research on instructional technology has focused increasingly on the potential of computer support to promote collaborative learning, shared understanding, and collaborative knowledge building. Sociocultural theories have been imported from cognate fields to suggest that cognition and learning take place at the level of groups and communities as well as individuals. Various positions on this issue have been proposed, and a number of theoretical perspectives have been recommended. In particular, the concept of common ground has been developed to explain how meanings and understandings can be shared by multiple individuals. This Investigation takes a critical look at the concept of shared meaning as it is generally used and proposes an empirical study of how group cognition is constituted in practice.

2 citations