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distributed primate cognition: A review

Animal cognition 2001年第4期3卷 167-183页

作者： Johnson, C.M. Department of Cognitive Science University of California San Diego 92093-0515 United States

A model of "distributed cognition" is contrasted with the "mental representation" model exemplified by Tomasello and Call's Primate cognition. Rather than using behavior as a basis for inferences to invisible mental events such as intentions, the distributed approach treats communicative interactions as, themselves, directly observable cognitive events. Similar to a Vygotskian approach, this model characterizes cognition as "co-constructed" by the participants. This approach is thus particularly suitable for studying primates (including humans), whose reliance on multiparty negotiations can undermine the researcher's ability to extrapolate from observable outcomes back to individual intentions. Detailed (e.g., frame-by-frame) analyses of such interactions reveal cross-species differences in the relevant media of information flow (e.g., behavioral coordination, relative gaze) as well as in the flexibility and complexity of the trajectories observed. Plus, with its focus on dynamics, the distributed approach is especially useful for modeling developmental and evolutionary processes. In discussing enculturation and the ontogeny of imitation, its emphasis is on changes in how expert and novice participate in such events, rather than how either may represent them. Primate cognitive evolution is seen as involving changes in context sensitivity, multi-tasking, and the coordination of social attention. Humans in particular - in, especially, the context of teaching - are seen as having specialized in linking co-perception with the refined sensory-motor coordination that enables them to translate observed behavior into strategically similar action. Highlighting the continuity between human and nonhuman development, this promising, complementary model enables us to tap the richness of micro-ethology as a cognitive science. © Springer-Verlag 2001.

关键词： distributed cognition Mental represenation Primates Social behavior

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Machine learning and human learning: a socio-cultural and -material perspective on their relationship and the implications for researching working and learning

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AI & SOCIETY 2025年第2期40卷 325-338页

作者： Guile, David Popov, Jelena UCL Inst Educ Dept Educ Practice & Soc 20 Bedford Way London WC1H 0NT England

The paper adopts an inter-theoretical socio-cultural and -material perspective on the relationship between human + machine learning to propose a new way to investigate the human + machine assistive assemblages emerging in professional work (e.g. medicine, architecture, design and engineering). Its starting point is Hutchins's (1995a) concept of 'distributed cognition' and his argument that his concept of 'cultural ecosystems' constitutes a unit of analysis to investigate collective human + machine working and learning (Hutchins, Philos Psychol 27:39-49, 2013). It argues that: (i) the former offers a way to reveal the cultural constitution of and enactment of human + machine cognition and, in the process, the limitations of the computational and connectionist assumptions about learning that underpin, respectively, good old-fashioned AI and deep learning;and (2) the latter offers a way to identify, when amplified with insights from Socio-Materialism and Cultural-Historical Activity Theory, how ML is further rearranging and reorganising the distributed basis of cognition in assistive assemblages. The paper concludes by outlining a set of conjectures researchers that could use to guide their investigations into the ongoing design and deployment of HL + ML assemblages and challenges associated with the interaction between HL + ML.

关键词： distributed cognition Activity theory Socio-material perspective Machine learning Human learning Learning theories

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Science Teacher Perceptions of the State of Knowledge and Education at the Advent of Generative Artificial Intelligence Popularity

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SCIENCE & EDUCATION 2025年第2期34卷 893-912页

作者： Garofalo, Salvatore G. Farenga, Stephen J. CUNY Queens Coll 65-30 Kissena Blvd Queens NY 11367 USA

The purpose of this study was to gauge the attitudes towards artificial intelligence (AI) use in the science classroom by science teachers at the start of generative AI chatbot popularity (March 2023). The lens of distributed cognition afforded an opportunity to gather thoughts, opinions, and perceptions from 24 secondary science educators as well as three AI chatbots. Purposeful sampling was used to form the initial science educator focus groups, and both human and AI participants individually responded to an attitudes survey as well as an epistemic cognition questionnaire over a 2-week period. In addition to participating in the study, AI-specifically OpenAI's ChatGPT-was used to create two of the three survey instruments and served as an analysis tool for the qualitative results of this mixed-methods study. Results from the qualitative data suggest that secondary science educators are cautiously optimistic about the inclusion of AI in the classroom;however, there is a need to modify teacher preparation to incorporate AI training. Further, ethical concerns were identified about plagiarism, knowledge generation, and what constitutes original thinking with AI use. A one-way ANOVA revealed that there was a significant effect of subject taught on attitudes towards AI in the classroom p < 0.05 level for the four conditions: F(3, 23) = 6.743, p = .002. The partial eta squared of 0.47 indicates a large effect size with practical significance. This study serves as an artifact of knowledge about knowledge at the beginning of a technological revolution.

关键词： Artificial intelligence Secondary science education distributed cognition Epistemic cognition

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Beyond the extended mind: new arguments for extensive enactivism

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SYNTHESE 2025年第3期205卷 1-25页

作者： Sganzerla, Lorena Hutto, Daniel D. Kirchhoff, Michael D. Univ Wollongong Sch Liberal Arts Fac Arts Social Sci & Humanities Wollongong NSW 2522 Australia

Clark and Chalmers (Analysis 58:7-19, 1998) landmark paper, The Extended Mind, launched a thousand ships and changed the contours of the larger sea of theorizing about cognition. Over the past twenty-six years, it has led to intense philosophical debates about of the constitutive bounds of mind and cognition and generated multiple waves of work taking the form of various attempts to clarify and defend its core thesis. The extended mind thesis states that under certain (specialized and particular) conditions cognitive processes may be constituted by resources distributed across the brain, the body, and the environment. The extended mind thesis is part of a larger family of theoretical frameworks such as embodied cognition, distributed cognition, and various versions of enactivism (Gallagher in South J Philos 56: 421-447, 2018;Hutchins in cognition in the wild, The MIT Press, 1995;Varela et al. in The embodied mind: cognitive science and human experience, The MIT Press, 1991;Di Paolo in Topoi 28:9-21, 2009;Hutto and Myin in Radicalizing enactivism: basic minds without content, The MIT Press, 2013;Hutto and Myin in Evolving enactivism: basic minds meet content, The MIT Press, 2017). In this paper we revive and clarify the commitments of Radical Enactivism's Extensive Enactivism, compare it to alternatives, and provide new arguments and analyses for preferring it over what is on offer from other members of the extended-distributed-enactive family of positions.

关键词： Autonomous enactivism Computation Extended mind distributed cognition Information processing Mental fictionalism Radical enactivism Representation

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Deleting and sorting files is beneficial - But only when you fully let go

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COMPUTERS IN HUMAN BEHAVIOR REPORTS 2025年 18卷

作者： Goebel, Kyra Niessen, Cornelia Friedrich Alexander Univ Erlangen Nurnberg Inst Psychol Nagelsbachstr 49c D-91052 Erlangen Germany

Being surrounded by and having to work with large numbers of data files is a challenge many employees are facing in the increasingly complex world of work. The systematic organization of the work environment - that is, regularly sorting and deleting data files - is important to prevent distractions and enable focused work. However, following the concept of distributed cognition, related thoughts and insecurities also need to be addressed. Using a combination of controlled laboratory research (Think/No-Think paradigm) and an experience sampling approach (NLevel1 = 1,476, NLevel2 = 158), the present study examined effects of the interplay between sorting/ deleting files and the ability to control thoughts on mental effort, task focus, and work performance. Multilevel modeling results revealed several cross-level interactions: For people with lower thought control ability, deleting files resulted in higher mental effort and lower task performance. Sorting files led to higher task focus and work performance, but only for people with higher thought control ability. Overall, sorting and deleting seem to be beneficial when people are also able to successfully control thoughts. These findings underscore the importance of considering both external and internal factors in workplace organization, advocating for multifaceted interventions to support individuals in cluttered work environments.

关键词： distributed cognition Thought control ability Deleting Sorting Office clutter Experience sampling

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The psychology of memory, extended cognition, and socially distributed remembering

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PHENOMENOLOGY AND THE COGNITIVE SCIENCES 2010年第4期9卷 521-560页

作者： Sutton, John Harris, Celia B. Keil, Paul G. Barnier, Amanda J. Macquarie Univ Macquarie Ctr Cognit Sci Sydney NSW 2109 Australia

This paper introduces a new, expanded range of relevant cognitive psychological research on collaborative recall and social memory to the philosophical debate on extended and distributed cognition. We start by examining the case for extended cognition based on the complementarity of inner and outer resources, by which neural, bodily, social, and environmental resources with disparate but complementary properties are integrated into hybrid cognitive systems, transforming or augmenting the nature of remembering or decision-making. Adams and Aizawa, noting this distinctive complementarity argument, say that they agree with it completely: but they describe it as "a non-revolutionary approach" which leaves "the cognitive psychology of memory as the study of processes that take place, essentially without exception, within nervous systems." In response, we carve out, on distinct conceptual and empirical grounds, a rich middle ground between internalist forms of cognitivism and radical anti-cognitivism. Drawing both on extended cognition literature and on Sterelny's account of the "scaffolded mind" (this issue), we develop a multidimensional framework for understanding varying relations between agents and external resources, both technological and social. On this basis we argue that, independent of any more "revolutionary" metaphysical claims about the partial constitution of cognitive processes by external resources, a thesis of scaffolded or distributed cognition can substantially influence or transform explanatory practice in cognitive science. Critics also cite various empirical results as evidence against the idea that remembering can extend beyond skull and skin. We respond with a more principled, representative survey of the scientific psychology of memory, focussing in particular on robust recent empirical traditions for the study of collaborative recall and transactive social memory. We describe our own empirical research on socially distributed remembering, aimed

关键词： Extended cognition distributed cognition Collaborative recall Memory Social memory Transactive memory

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How Do Scientists Think? Contributions Toward a Cognitive Science of Science

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TOPICS IN COGNITIVE SCIENCE 2025年第1期17卷 7-33页

作者： Nersessian, Nancy J. Georgia Inst Technol Coll Comp Atlanta GA 30332 USA Georgia Inst Technol Sch Publ Policy Atlanta GA 30332 USA Harvard Univ Harvard Grad Sch Educ Learning Sci Cambridge CA USA

Scientific thinking is one of the most creative expressions of human cognition. This paper discusses my research contributions to the cognitive science of science. I have advanced the position that data on the cognitive practices of scientists drawn from extensive research into archival records of historical science or collected in extended ethnographic studies of contemporary science can provide valuable insight into the nature of scientific cognition and its relation to cognition in ordinary contexts. I focus on contributions of my research on analogy, model-based reasoning, and conceptual change and on how scientists enhance their natural cognitive capacities by creating modeling environments that integrate cognitive, social, material, and cultural resources. I provide an outline of my trajectory from a physicist to a philosopher of science to a hybrid cognitive scientist in my quest to understand the nature of scientific thinking.

关键词： Scientific cognition Conceptual change Analogy Mental simulation Model-based reasoning distributed cognition Ethnography Qualitative methods

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Collaborative Design Capacity for Enactment Framework: An Analytic Tool for Conceptualizing Pedagogical Design Capacity Within Social Context

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SCIENCE EDUCATION 2025年第2期109卷 339-354页

作者： Ellingson, Charlene Roehrig, Gillian Rochester STEM Acad Rochester MN 55902 USA Univ Minnesota Twin Cities Dept Curriculum & Instruct Minneapolis MN USA

This study examines an urban middle school teacher design team's capacity for creating integrated science, technology, engineering, and mathematics curricula. Using Brown's pedagogical design capacity (PDC) theory, which highlights interactions between personal and curricular resources, this paper introduces an extended framework that includes social interactions as key influences on teachers' design abilities. Findings show that individual teachers' spontaneous curriculum modifications were adopted by the team, becoming collective resources for ongoing redesign and improving their design capacity. Teachers effectively used each other as resources to address unexpected challenges in integrating science, engineering, and mathematics concepts. Three types of social interactions were identified as collaborative resources: (i) Storytelling: sharing experiences to make abstract concepts actionable for curriculum development;(ii) Protocols: structured methods to address curricular problems related to integration;and (iii) Assessment "for" curriculum redesign: using assessment tools to inform and improve the curriculum. The Collective Design Capacity for Enactment framework is introduced to describe PDC within a social context, highlighting the importance of social interactions in bridging curriculum use and development, thus extending the literature on PDC.

关键词： collaborative curriculum design curriculum theory distributed cognition pedagogical design capacity

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Knowledge processes in virtual teams: consolidating the evidence

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BEHAVIOUR & INFORMATION TECHNOLOGY 2014年第5期33卷 486-501页

作者： Fang, Yulin Kwok, Ron Chi-Wai Schroeder, Andreas City Univ Hong Kong Dept Informat Syst Hong Kong Hong Kong Peoples R China Univ Buckingham Sch Business Buckingham MK18 1EG England

This article takes stock of the current state of research on knowledge processes in virtual teams (VTs) and consolidates the extent research findings. Virtual teams, on the one hand, constitute important organisational entities that facilitate the integration of diverse and distributed knowledge resources. On the other hand, collaborating in a virtual environment creates particular challenges for the knowledge processes. The article seeks to consolidate the diverse evidence on knowledge processes in VTs with a specific focus on identifying the factors that influence the effectiveness of these knowledge processes. The article draws on the four basic knowledge processes outlined by Alavi and Leidner (2001) (i.e. creation, transferring, storage/retrieval and application) to frame the investigation and discuss the extent research. The consolidation of the existing research findings allows us to recognise the gaps in the understanding of knowledge processes in VTs and identify the important avenues for future research.

关键词： knowledge management virtual community distributed cognition

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When decision support systems fail: Insights for strategic information systems from Formula 1

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JOURNAL OF STRATEGIC INFORMATION SYSTEMS 2018年第3期27卷 221-236页

作者： Aversa, Paolo Cabantous, Laure Haefliger, Stefan City Univ London Cass Business Sch London England

Decision support systems (DSS) are sophisticated tools that increasingly take advantage of big data and are used to design and implement individual- and organization-level strategic decisions. Yet, when organizations excessively rely on their potential the outcome may be decision-making failure, particularly when such tools are applied under high pressure and turbulent conditions. Partial understanding and unidimensional interpretation can prevent learning from failure. Building on a practice perspective, we study an iconic case of strategic failure in Formula 1 racing. Our approach, which integrates the decision maker as well as the organizational and material context, identifies three interrelated sources of strategic failure that are worth investigation for decision-makers using DSS and big data: (1) the situated nature and affordances of decision-making;(2) the distributed nature of cognition in decision-making;and (3) the performativity of the DSS. We outline specific research questions and their implications for firm performance and competitive advantage. Finally, we advance an agenda that can help close timely gaps in strategic IS research.

关键词： DSS Affordances Big data Strategic information system Decision-making distributed cognition Performativity Practice theory Ferrari Formula 1

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