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: It is hypothesized that a cognitive-level information-processing view of the functions of living systems can complement reductive perspectives, improving efficient top-down control of organism-level outcomes and to understand biological patterning as a form of primitive cognition.
Abstract: Brains exhibit plasticity, multi-scale integration of information, computation and memory, having evolved by specialization of non-neural cells that already possessed many of the same molecular components and functions. The emerging field of basal cognition provides many examples of decision-making throughout a wide range of non-neural systems. How can biological information processing across scales of size and complexity be quantitatively characterized and exploited in biomedical settings? We use pattern regulation as a context in which to introduce the Cognitive Lens-a strategy using well-established concepts from cognitive and computer science to complement mechanistic investigation in biology. To facilitate the assimilation and application of these approaches across biology, we review tools from various quantitative disciplines, including dynamical systems, information theory and least-action principles. We propose that these tools can be extended beyond neural settings to predict and control systems-level outcomes, and to understand biological patterning as a form of primitive cognition. We hypothesize that a cognitive-level information-processing view of the functions of living systems can complement reductive perspectives, improving efficient top-down control of organism-level outcomes. Exploration of the deep parallels across diverse quantitative paradigms will drive integrative advances in evolutionary biology, regenerative medicine, synthetic bioengineering, cognitive neuroscience and artificial intelligence. This article is part of the theme issue 'Liquid brains, solid brains: How distributed cognitive architectures process information'.
53 citations
01 Jan 2014
TL;DR: The framework presented in this chapter can provide some structure and facilitate a systematic approach to design and evaluation of interactivity in human-centered visualization tools.
Abstract: Visualization tools can support and enhance the performance of complex cognitive activities such as sense making, problem solving, and analytical reasoning. To do so effectively, however, a human-centered approach to their design and evaluation is required. One way to make visualization tools human-centered is to make them interactive. Although interaction allows a user to adjust the features of the tool to suit his or her cognitive and contextual needs, it is the quality of interaction that largely determines how well complex cognitive activities are supported. In this chapter, interactivity is conceptualized as the quality of interaction. As interactivity is a broad and complex construct, we categorize it into two levels: micro and macro. Interactivity at the micro level emerges from the structural elements of individual interactions. Interactivity at the macro level emerges from the combination, sequencing, and aggregate properties and relationships of interactions as a user performs an activity. Twelve micro-level interactivity elements and five macro-level interactivity factors are identified and characterized. The framework presented in this chapter can provide some structure and facilitate a systematic approach to design and evaluation of interactivity in human-centered visualization tools.
53 citations
18 Nov 2016
TL;DR: In this paper, the authors discuss the real practice of human factors and ergonomics (HF/E), conveying the perspectives and experiences of practitioners and other stakeholders in a variety of industrial sectors, organisational settings and working contexts.
Abstract: This edited book concerns the real practice of human factors and ergonomics (HF/E), conveying the perspectives and experiences of practitioners and other stakeholders in a variety of industrial sectors, organisational settings and working contexts. The book blends literature on the nature of practice with diverse and eclectic reflections from experience in a range of contexts, from healthcare to agriculture. It explores what helps and what hinders the achievement of the core goals of HF/E: improved system performance and human wellbeing. The book should be of interest to current HF/E practitioners, future HF/E practitioners, allied practitioners, HF/E advocates and ambassadors, researchers, policy makers and regulators, and clients of HF/E services and products.
53 citations
TL;DR: Digital organizing of the epistemic and pragmatic features of operations, along with arrangements of these features that respond to the frame problem are examined, pointing to heretofore unexplored reliability challenges associated with digital organizing, alongside several relevant ways to overcome and/or mitigate them.
Abstract: Organizations facing high risks and operating in purely digital domains, such as computer security and many financial services, must meet two, contradictory goals: they need to identify digital threats at scale and speed while also avoiding errors that result from automated processing. Research on high-reliability organizations has identified multiple challenges in reaching these goals simultaneously, because automation often renders organizations’ operations “mindless” and unable to cope gracefully with changing, complex situations characteristic of high-risk domains. In digital operations, a special challenge arises from the “frame problem” connected with the inability of algorithms to adapt to environments not identified within their developers’ initial cognitive frames. An exploratory, theory-generating case study was conducted within a computer security company (F-Secure) to examine how organizations acting in digital domains may achieve high reliability by mitigating the frame problem. This article examines digital organizing of the epistemic and pragmatic features of operations, along with arrangements of these features that respond to the frame problem. Collective mindfulness is identified as emerging in such a sociotechnical setting via a carefully layered, systemic constellation of (human) mindful and (digital) mindless operations while the organization’s core operations remain digital and algorithmic. The findings point to heretofore unexplored reliability challenges associated with digital organizing, alongside several relevant ways to overcome and/or mitigate them.
53 citations
TL;DR: In this paper, the authors introduce a special issue of this journal on the theme of "Conceptual Metaphor and Embodied Cognition in Science Learning." The idea for this issue grew out of a symposium that they organized.
Abstract: We introduce here a special issue of this journal on the theme of ‘Conceptual Metaphor and Embodied Cognition in Science Learning'. The idea for this issue grew out of a symposium that we organized...
52 citations