distributed cognition (DCog) is a member of the family of situativity theories that widens the lens of cognition from occurring solely inside the head to being socially, materially and temporally distributed within a ...
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distributed cognition (DCog) is a member of the family of situativity theories that widens the lens of cognition from occurring solely inside the head to being socially, materially and temporally distributed within a dynamic system. The concept of extending the view of cognition to outside the head of a single health professional is relatively new in the healthcare system. DCog has been increasingly used by researchers to describe many ways in which health professionals perform in teams within structured clinical environments to deliver healthcare for patients. In this Guide, we expound ten central tenets of the macro (grand) theory of DCog (1. cognition is decentralized in a system;2. The unit of analysis is the system;3. Cognitive processes are distributed;4. Cognitive processes emerge from interactions;5. Cognitive processes are interdependent;6. Social organization is a cognitive architecture;7. Division of labour;8. Social organization is a system of communication;9. Buffering and filtering;10. Cognitive processes are encultured) to provide theoretical insights as well as practical applications to the field of health professions education.
distributed cognition is widely recognized as an approach to the study of all cognition. It identifies the distribution of cognitive processes between persons and technology, among people, and across time in the devel...
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distributed cognition is widely recognized as an approach to the study of all cognition. It identifies the distribution of cognitive processes between persons and technology, among people, and across time in the development of the social and material contexts for thinking. This paper suggests an ectoderm-centric perspective as the basis for distributed cognition, and in so doing redefines distributed cognition as the ability of an organism to interact with its environment for the purpose of satisfying its most basic physiological (internal and external) and social needs in order to survive and sustain itself. Underlying this ectoderm-centric perspective is a proposed theory of reactive and interactive learning.
This paper gives a characterization of distributed cognition (cl-cog) and explores ways that the framework might be applied in studies of science. I argue that a system can only be given a d-cog description if it is t...
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This paper gives a characterization of distributed cognition (cl-cog) and explores ways that the framework might be applied in studies of science. I argue that a system can only be given a d-cog description if it is thought of as performing a task. Turning our attention to science, we can try to give a global d-cog account of science or local cl-cog accounts of particular scientific projects. Several accounts of science can be seen as global d-cog accounts: Robert Merton's sociology of scientific norms, Philip Kitcher's 20th-century account of cognitive labor, and Kitcher's 21st-century notion of well-ordered science. Problems that arise for them arise just because of the way that they attribute a function to science. The paper concludes by considering local d-cog accounts. Here, too, the task is the crux of the matter.
Elite video game competition provides a setting for studying how digitally connected teams handle massive amounts of information that no individual could manage on their own. This article discusses observations of the...
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Elite video game competition provides a setting for studying how digitally connected teams handle massive amounts of information that no individual could manage on their own. This article discusses observations of the University of California, Irvine's scholarship League of Legends teams' practices and competitions from fall 2016 through spring 2017. The observations explore the nature of distributed cognition of time and temporal information in a high-pressure, competitive environment. The capacity and strategies of these teams to maintain high levels of coordination, while sitting at desktops for hours at a time, can provide insight into how other kinds of teams might learn to collaborate skillfully in networked settings.
Close air support is characterized by aircraft delivering munitions onto ground targets. I applied Hutchins’s theory of distributed cognition to understand how the trajectories of munitions were specified. In the bas...
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Close air support is characterized by aircraft delivering munitions onto ground targets. I applied Hutchins’s theory of distributed cognition to understand how the trajectories of munitions were specified. In the baseline case, the aircrew specifies the munitions’ entire trajectory. With alternative options enabled by information and communications technologies, the joint terminal attack controller (JTAC) specifies the munitions’ impact point, time on target, and even the direction and angle of impact. The desire to affect the trajectories increases the amount and specialization of equipment and training placed onto the JTAC, aircraft, and aircrew. The analysis was important to the people who advance and sustain the capabilities of close air support by identifying the effects that are desired and developing new and better ways of providing those effects.
Even though information visualization (InfoVis) research has matured in recent years, it is generally acknowledged that the field still lacks supporting, encompassing theories. In this paper, we argue that the distrib...
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Even though information visualization (InfoVis) research has matured in recent years, it is generally acknowledged that the field still lacks supporting, encompassing theories. In this paper, we argue that the distributed cognition framework can be used to substantiate the theoretical foundation of InfoVis. We highlight fundamental assumptions and theoretical constructs of the distributed cognition approach, based on the cognitive science literature and a real life scenario. We then discuss how the distributed cognition framework can have an impact on the research directions and methodologies we take as InfoVis researchers. Our contributions are as follows. First, we highlight the view that cognition is more an emergent property of interaction than a property of the human mind. Second, we argue that a reductionist approach to study the abstract properties of isolated human minds may not be useful in informing InfoVis design. Finally we propose to make cognition an explicit research agenda, and discuss the implications on how we perform evaluation and theory building.
The field of distributed cognition has been accused of being overly concerned with the "dogma of harmony," valuing smoothness and success and neglecting moments of failure, contingency, noise, and chaos. Thi...
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The field of distributed cognition has been accused of being overly concerned with the "dogma of harmony," valuing smoothness and success and neglecting moments of failure, contingency, noise, and chaos. This paper examines this proposition through a historical case study. Performances, whether theatrical or cinematic, depend upon deploying powerful cognitive, affective and symbolic technologies, tools that can that at times elude or escape full control. I ask whether the use of such technologies-including verbal, gestural, visual (lighting, cinematic technologies such as the close-up and montage);aural (song, music, score);material (costumes, props)-can at times work against the aims and interests of both creators and audiences. My case study is the question of chauvinism and pro-war sentiment in productions of Henry V.
Problem solving is an important skill in the knowledge economy. Research indicates that the development of problem solving skills works better in the context of instructional approaches centered on real-world problems...
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Problem solving is an important skill in the knowledge economy. Research indicates that the development of problem solving skills works better in the context of instructional approaches centered on real-world problems. But students need scaffolding to be successful in such instruction. In this paper I present a conceptual framework for understanding the effects of scaffolding. First, I discuss the ultimate goal of scaffolding-the transfer of responsibility-and one way that scholars have conceptualized promoting this outcome (fading). Next, I describe an alternative way to conceptualize transfer of responsibility through the lens of distributed cognition and discuss how this lens informs how to promote transfer of responsibility. Then I propose guidelines for the creation of problem solving scaffolds to support transfer of responsibility and discuss them in light of the literature.
We are quickly passing through the historical moment when people work in front of a single computer, dominated by a small CRT and focused on tasks involving only local information. Networked computers are becoming ubi...
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Even though it has been argued that scientific cognition is distributed, there is no consensus on the exact nature of distributed cognition. This paper aims to characterize distributed cognition as appropriate for phi...
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Even though it has been argued that scientific cognition is distributed, there is no consensus on the exact nature of distributed cognition. This paper aims to characterize distributed cognition as appropriate for philosophical studies of science. I first classify competing characterizations into three types: the property approach, the task approach, and the system approach. It turns out that the property approach and the task approach are subject to criticism. I then argue that the most preferable way to understand distributed cognition in science is provided by the system approach that takes a distributed-cognitive system as the unit of analysis. I clarify this position by considering possible objections and replies.
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