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.
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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: One of the problematic features of the "skills discourse" is the view that skills are decontextualized bits of knowledge and disposition as discussed by the authors, which makes it difficult to understand how skills such as communication are defined and defined.
Abstract: One of the problematic features of the “skills discourse” is the view that skills are decontextualized bits of knowledge and disposition. Instead, how skills such as communication are defined and u...
24 citations
Dissertation•
04 Dec 2015
TL;DR: In this article, a motricite motrices des eleves is analyzed by a group of enseignants of the Gestalttheorie, and the results of the analysis are presented.
Abstract: Cette these vise l’elaboration d’un cadre d’analyse des conduites motrices des eleves engages dans une tâche motrice en EPS. Cet objectif s’ancre dans le constat d’un deficit de connaissances des enseignants d’EPS en matiere de lecture de la motricite des eleves et de guidage de leurs apprentissages. En appui sur le constat que les enseignants experts percoivent les conduites motrices des eleves indissociablement comme forme et sens, le cadre de la Gestalttheorie a ete retenu pour considerer ces conduites comme des totalites dynamiques et signifiantes. L’ancrage phenomenologique de la Gestalttheorie a conduit a recueillir deux types de donnees empiriques sur le terrain de l’enseignement de trois APSA (gymnastique, natation et danse) : a) des donnees descriptives de type morphologique, relatives aux formes de corps et de mouvements corporels donnes a voir par les eleves ; b) des donnees interpretatives relatives a leur experience vecue, obtenues, d’une part, en faisant des inferences sur le sens de cette experience a partir des formes observees et, d’autre part, en utilisant la retroaction video dans l’esprit de l’explicitation psychophenomenologique pour conduire des entretiens avec les participants. Le traitement des donnees a permis de faire emerger des categories fonctionnelles de la motricite de deux ordres : des categories infraintentionnelles et des categories intentionnelles. Le « remplissement » de ces categories au fil des trois etudes presentees, ainsi que leur mise en relation dans la structure d’ensemble que represente la conduite motrice comme gestalt, ont permis d’etablir une lecture comprehensive de l’organisation motrice des participants et de mettre en evidence la coherence de « comportements privilegies », c’est-a-dire des conduites motrices momentanement adossees certes a un certain « vouloir », mais indissociablement a un certain « pouvoir » actuels. Les resultats montrent qu’avec l’augmentation du degre d’elaboration de l’organisation motrice, les differentes fonctions considerees pour l’analyse s’integrent de plus en plus dans une unite fonctionnelle federee par une visee intentionnelle polarisee par la finalite de l’action. La synthese des resultats montre la possibilite de baliser des elements d’une morphogenese des conduites motrices, dont un aspect generique saillant converge avec le principe de concretisation enonce par Simondon a propos des objets techniques en general.
23 citations
TL;DR: In this paper, the authors historically and conceptually situate distributed cognition by drawing attention to important similarities in assumptions and methods with those of American "functional psychology" as it emerged.
Abstract: We historically and conceptually situate distributed cognition by drawing attention to important similarities in assumptions and methods with those of American “functional psychology” as it emerged...
23 citations
25 Aug 2016
TL;DR: Data collected in this study points to students' lack of working proficiency, especially with regard to creating mathematical inscriptions, as a key aspect in their difficulties in solving ToC assignments.
Abstract: This paper describes a qualitative study investigating how undergraduate CS majors solved assignments from a Theory of Computation (ToC) course in individually-formed study groups. We use Distributed Cognition Theory as the underlying theoretical framework and ask two research questions: 1) How do students use mathematical notations to work on their assignment, and 2) how and by which means do students assure themselves that their approach is correct? We observed 12 undergraduate CS majors tasked with developing a proof for NP-completeness working in three study groups. Data collected in this study points to students' lack of working proficiency, especially with regard to creating mathematical inscriptions, as a key aspect in their difficulties in solving ToC assignments. This result is significant because it highlights the need to reexamine widely used assumptions about reasons for students' difficulties with ToC, e.g., lack of interest due to abstract and theoretical nature of ToC.
23 citations
TL;DR: In this paper, the authors investigate how conventions enable organisational actors to cope with paradoxical tensions in performance appraisal systems and reveal how performance appraisal system can be operated according to different logics.
Abstract: In this paper, we investigate how conventions enable organisational actors to cope with paradoxical tensions in performance appraisal systems. Building on a case study of a performance appraisal system reform in a public sector organisation, we analyse how this organisation enabled superiors to take into account both accountability and professional logic. When new appraisal rules required superiors to rank their employees according to their qualifications but also to show collegiate solidarity, superiors negotiated an organisation-wide understanding of the rules that enabled them to address both logics simultaneously. The study underlines the importance of collective understandings for individual responses to paradoxical tensions and reveals how performance appraisal systems can be operated according to different logics.
23 citations