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: The authors argued that human learning is a kind of moral becoming, where a person is an expression of what it means to be human within a particular moral space, and that learning is fundamentally a moral phenomenon.
Abstract: Within hermeneutic theory, human identity has been conceptualized as a form of self-interpretation, situated within value-laden practices that offer moral points of reference and standards for cultural engagement. Central to the notion of identity, from this perspective, is a kind of practical-moral position-taking in which a person is an expression of what it means to be human within a particular moral space. This article extends this argument by showing the connection between self-interpretation and situated learning, suggesting that human learning is a type of moral becoming. To do so, the article will, first, offer a review of situated learning scholarship that has drawn a connection between learning and identity; second, show how the adequation of learning and identity is entailed within the broader hermeneutic claim that identity is a moral self-interpretation; and third, argue that learning is fundamentally a moral phenomenon. This argument raises possibilities regarding practical and conceptual is...
18 citations
TL;DR: The methodology highlights the necessity to consider constraints and dependencies in the work and the work environment as a basis for team design, particularly those dependencies that arise within the dynamics of the team’s collective activities.
Abstract: This paper presents a three-phase computational methodology for making informed design decisions when determining the allocation of work and the interaction modes for human-robot teams. The methodo...
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TL;DR: The article outlines a methodology for requirement gathering by mapping the relations of actors, software and their use along identifiable action situations and called for a dialogue between socio-technical-spatial contexts of public service and specific actions taking place within it.
Abstract: Adapting and changing the systems and technologies involved in civic engagement with local government is among the key challenges of collaborative technologies for political participation In such contexts, both existing sets of technologies and ingrained, often formalised practices, the ‘rules of the game’, constrain any opportunity for intervention Additionally, ‘civic’ and expert groups with conflicting agendas and divergent demands on public choices assert their influence in these transformation programmes The article argues that established methods in collaborative systems design have thus far overlooked the role of recurring actions involved in public participation as well as the formal rules and ingrained practices that construct them Yet, such patterns present a valuable resource for design interventions Thus, based on an institutional approach, the article outlines a methodology for requirement gathering by mapping the relations of actors, software and their use along identifiable action situations The method called for a dialogue between socio-technical-spatial contexts of public service and specific actions taking place within it Drawing on a case of organising civic engagement in urban planning, the article discusses how to find and trace existing practices across social settings, information technologies and material contexts where engagements take place The approach underscores the existing institutional contexts in inspiring, opening and constraining the opportunities to support ‘civics’
18 citations
TL;DR: The authors explores how personalized learning, as tied to 1:1 technology initiatives, prompts changes in teachers' classrooms and practices, and explores how to apply personalized learning in the broader context of neoliberalism.
Abstract: Situated within the broader context of neoliberalism, this article explores how personalized learning, as tied to 1:1 technology initiatives, prompts changes in teachers’ classrooms and practices. ...
18 citations
28 Feb 2015
TL;DR: This study studies the example of a policeman counseling a homeowner on how to prevent burglary and proposes supporting such collaboration with a tablet-based application that is centered on pictures of the physical environment, called SmartProtector.
Abstract: This paper explores unique challenges of mobile consultancy and offers a picture-centric solution. We study the example of a policeman counseling a homeowner on how to prevent burglary. As in a stationary set-up, consultants and clients collaborate to co-create solutions to match the clients' problems. Concurrently, in a mobile set-up, problem and solution information are bound to the physical environment of the house. Moving through the house, both clients and consultants forget crucial location-bound information, severely impairing their collaboration. We propose supporting such collaboration with a tablet-based application that is centered on pictures of the physical environment, called SmartProtector. In an evaluation, we show that both clients and consultants remember substantially more information when using the SmartProtector. With this study, we contribute to the ongoing research discussion on collaborative memory, memory aid systems and mobile collaboration, highlighting the roles of pictures and their large potential to enhance collaborative work practices.
18 citations