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The Ecological Approach to Visual Perception
01 Jan 1979-
TL;DR: The relationship between Stimulation and Stimulus Information for visual perception is discussed in detail in this article, where the authors also present experimental evidence for direct perception of motion in the world and movement of the self.
Abstract: Contents: Preface. Introduction. Part I: The Environment To Be Perceived.The Animal And The Environment. Medium, Substances, Surfaces. The Meaningful Environment. Part II: The Information For Visual Perception.The Relationship Between Stimulation And Stimulus Information. The Ambient Optic Array. Events And The Information For Perceiving Events. The Optical Information For Self-Perception. The Theory Of Affordances. Part III: Visual Perception.Experimental Evidence For Direct Perception: Persisting Layout. Experiments On The Perception Of Motion In The World And Movement Of The Self. The Discovery Of The Occluding Edge And Its Implications For Perception. Looking With The Head And Eyes. Locomotion And Manipulation. The Theory Of Information Pickup And Its Consequences. Part IV: Depiction.Pictures And Visual Awareness. Motion Pictures And Visual Awareness. Conclusion. Appendixes: The Principal Terms Used in Ecological Optics. The Concept of Invariants in Ecological Optics.
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TL;DR: In this paper, the authors propose a paradigm for managing the dynamic aspects of organizational knowledge creating processes, arguing that organizational knowledge is created through a continuous dialogue between tacit and explicit knowledge.
Abstract: This paper proposes a paradigm for managing the dynamic aspects of organizational knowledge creating processes. Its central theme is that organizational knowledge is created through a continuous dialogue between tacit and explicit knowledge. The nature of this dialogue is examined and four patterns of interaction involving tacit and explicit knowledge are identified. It is argued that while new knowledge is developed by individuals, organizations play a critical role in articulating and amplifying that knowledge. A theoretical framework is developed which provides an analytical perspective on the constituent dimensions of knowledge creation. This framework is then applied in two operational models for facilitating the dynamic creation of appropriate organizational knowledge.
17,196 citations
TL;DR: In this paper, the authors propose a conceptual framework for educational technology by building on Shulman's formulation of pedagogical content knowledge and extend it to the phenomenon of teachers integrating technology into their pedagogy.
Abstract: Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.
7,328 citations
Cites background from "The Ecological Approach to Visual P..."
...Initially, our attempts to develop master’s level courses in educational technology were grounded in situated cognition theory (Brown, Collins, & Duguid, 1989), a theoretical perspective that acknowledges that knowing is an activity that is codetermined by individual–environment interactions (Gibson, 1986; Roschelle & Clancey, 1992; Young, 1993)....
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...…courses in educational technology were grounded in situated cognition theory (Brown, Collins, & Duguid, 1989), a theoretical perspective that acknowledges that knowing is an activity that is codetermined by individual–environment interactions (Gibson, 1986; Roschelle & Clancey, 1992; Young, 1993)....
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TL;DR: A perceptual theory of knowledge can implement a fully functional conceptual system while avoiding problems associated with amodal symbol systems and implications for cognition, neuroscience, evolution, development, and artificial intelligence are explored.
Abstract: Prior to the twentieth century, theories of knowledge were inherently perceptual. Since then, developments in logic, statis- tics, and programming languages have inspired amodal theories that rest on principles fundamentally different from those underlying perception. In addition, perceptual approaches have become widely viewed as untenable because they are assumed to implement record- ing systems, not conceptual systems. A perceptual theory of knowledge is developed here in the context of current cognitive science and neuroscience. During perceptual experience, association areas in the brain capture bottom-up patterns of activation in sensory-motor areas. Later, in a top-down manner, association areas partially reactivate sensory-motor areas to implement perceptual symbols. The stor- age and reactivation of perceptual symbols operates at the level of perceptual components - not at the level of holistic perceptual expe- riences. Through the use of selective attention, schematic representations of perceptual components are extracted from experience and stored in memory (e.g., individual memories of green, purr, hot). As memories of the same component become organized around a com- mon frame, they implement a simulator that produces limitless simulations of the component (e.g., simulations of purr). Not only do such simulators develop for aspects of sensory experience, they also develop for aspects of proprioception (e.g., lift, run) and introspec- tion (e.g., compare, memory, happy, hungry). Once established, these simulators implement a basic conceptual system that represents types, supports categorization, and produces categorical inferences. These simulators further support productivity, propositions, and ab- stract concepts, thereby implementing a fully functional conceptual system. Productivity results from integrating simulators combinato- rially and recursively to produce complex simulations. Propositions result from binding simulators to perceived individuals to represent type-token relations. Abstract concepts are grounded in complex simulations of combined physical and introspective events. Thus, a per- ceptual theory of knowledge can implement a fully functional conceptual system while avoiding problems associated with amodal sym- bol systems. Implications for cognition, neuroscience, evolution, development, and artificial intelligence are explored.
5,259 citations
Cites methods from "The Ecological Approach to Visual P..."
...Another factor could be more recent criticisms of imagery in philosophy, some of which will be addressed later (e.g., Dennett 1969; Fodor 1975; Geach 1957)....
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...It follows that if human conceptualizations are indeterminate, perceptual representations cannot represent them (e.g., Dennett 1969; but see Block 1983)....
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...Similarly, conscious states typically follow unconscious states when processing sensations and initiating actions, rather than preceding them (Dennett & Kinsbourne 1992; Libet 1982; 1985)....
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...For general treatments of this approach, see Dennett (1969), Newell and Simon (1972), Fodor (1975), Pylyshyn (1984), and Haugeland (1985)....
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TL;DR: Standard alphabetical procedures for organizing lexical information put together words that are spelled alike and scatter words with similar or related meanings haphazardly through the list.
Abstract: Standard alphabetical procedures for organizing lexical information put together words that are spelled alike and scatter words with similar or related meanings haphazardly through the list. Unfortunately, there is no obvious alternative, no other simple way for lexicographers to keep track of what has been done or for readers to find the word they are looking for. But a frequent objection to this solution is that finding things on an alphabetical list can be tedious and time-consuming. Many people who would like to refer to a dictionary decide not to bother with it because finding the information would interrupt their work and break their train of thought.
5,038 citations
Cites background from "The Ecological Approach to Visual P..."
...They resemble the functional utilities or action possibilities that Gibson (1979) called ‘affordances.’...
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01 Jan 2011
TL;DR: To understand the central claims of evolutionary psychology the authors require an understanding of some key concepts in evolutionary biology, cognitive psychology, philosophy of science and philosophy of mind.
Abstract: Evolutionary psychology is one of many biologically informed approaches to the study of human behavior. Along with cognitive psychologists, evolutionary psychologists propose that much, if not all, of our behavior can be explained by appeal to internal psychological mechanisms. What distinguishes evolutionary psychologists from many cognitive psychologists is the proposal that the relevant internal mechanisms are adaptations—products of natural selection—that helped our ancestors get around the world, survive and reproduce. To understand the central claims of evolutionary psychology we require an understanding of some key concepts in evolutionary biology, cognitive psychology, philosophy of science and philosophy of mind. Philosophers are interested in evolutionary psychology for a number of reasons. For philosophers of science —mostly philosophers of biology—evolutionary psychology provides a critical target. There is a broad consensus among philosophers of science that evolutionary psychology is a deeply flawed enterprise. For philosophers of mind and cognitive science evolutionary psychology has been a source of empirical hypotheses about cognitive architecture and specific components of that architecture. Philosophers of mind are also critical of evolutionary psychology but their criticisms are not as all-encompassing as those presented by philosophers of biology. Evolutionary psychology is also invoked by philosophers interested in moral psychology both as a source of empirical hypotheses and as a critical target.
4,670 citations