There are a variety of cognitive forms in network games such as the problem-based cognition construction the cognitive flaming based on AI challenge the activity based cognitive interaction the task based cognition re...
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ISBN:
(纸本)9783642145322
There are a variety of cognitive forms in network games such as the problem-based cognition construction the cognitive flaming based on AI challenge the activity based cognitive interaction the task based cognition retention, and the growth based cognitive apprenticeship etc Meanwhile based on the frequent interactions and distributed cognition among the players there is an ecological field of learning with large amount of information symbols biggish interaction groups and free space for activities etc Its main functions are reflected in the situated tasks the negotiated process the collaborative environments and the real time feedback etc
In this paper we investigate how technology can help the navigator to a better performance. We use three examples based on observations onboard three ships to show, how technology can support the work of the navigator...
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ISBN:
(纸本)9789513863395
In this paper we investigate how technology can help the navigator to a better performance. We use three examples based on observations onboard three ships to show, how technology can support the work of the navigator and thereby enhance the performance. Our analysis is based on the paradigm of distributed cognition. The analysis shows that information persistence and information availability are essential parameters in optimization of the performance. Therefore the designer of maritime equipment could benefit from identifying need for persistence and need for availability. Some information which could be a great help to the navigator could in fact already be present as data in the cognitive system, but because it has not yet been processed, transferred, recorded or displayed in the right way it is not persistent enough or not available when needed for the navigator to use it and take advantage of it.
In earlier works, I have argued that it is useful to think of much scientific activity, particularly in experimental sciences, as involving the operation of distributed cognitive systems, as these are understood in th...
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In earlier works, I have argued that it is useful to think of much scientific activity, particularly in experimental sciences, as involving the operation of distributed cognitive systems, as these are understood in the contemporary cognitive sciences. Introducing a notion of distributed cognition, however, invites consideration of whether, or in what way, related cognitive activities, such as knowing, might also be distributed. In this paper I will argue that one can usefully introduce a notion of distributed cognition without attributing other cognitive attributes, such as knowing, let alone having a mind or being conscious, to distributed cognitive systems. I will first briefly introduce the cognitive science understanding of distributed cognition, partly so as to distinguish full-blown distributed cognition from mere collective cognition.1.
Analyzing online group activities against the backdrop of an increasingly connected world, this empirical paper extends the concept of "distributed cognition" as a theoretical lens for explaining why some In...
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ISBN:
(纸本)9780615663463
Analyzing online group activities against the backdrop of an increasingly connected world, this empirical paper extends the concept of "distributed cognition" as a theoretical lens for explaining why some Internet-based collectives are more generative than others. These so-called Internet-based generative collectives-groups of people with shared interests or goals who mutually engage in generative acts-evolve around three processes of distributed cognition, namely reflection, interaction, and representation. Using Q-methodology, the relations between these three dimensions of distributed cognition and the generative capacity of Internet-based collectives is explored. The findings of a Q-factor analysis reveal that processes of distributed cognition lie at the heart of generative collectives. Furthermore, depending on how enabling the underlying structure and available technology of a collective is, an environment emerges in which the processes of interaction, reflection, and representation can flourish, thereby maximizing the collective's generative capacity. Finally, implications for practice and future research are discussed.
At issue is the usefulness of a concept of distributed cognition for the philosophy of science. I have argued for the desirability of regarding scientific systems such as the Hubble Space Telescope as distributed cogn...
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In this article we use a hybrid methodology to better understand the skilful performance of sports teams as an exemplar of distributed cognition. We highlight key differences between a team of individual experts (an a...
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In this article we use a hybrid methodology to better understand the skilful performance of sports teams as an exemplar of distributed cognition. We highlight key differences between a team of individual experts (an aggregate system) and an expert team (an emergent system), and outline the kinds of shared characteristics likely to be found in an expert team. We focus on the way that shared knowledge contributes to expert team performance. In particular, we suggest that certain kinds of shared knowledge (both embodied and declarative) and shared skill, potentially developed through a team's history of playing and training together, facilitate successful coordination. These kinds of shared knowledge and skill may be less developed in a team of experts without a shared history. Exploring the expert performance of sports teams informs our understanding of distributed cognition and collaboration more generally and creates avenues for further philosophical and empirical investigation.
Through a study of collaborative writing at a student advocacy nonprofit, this article explores how writers distribute their text planning across tools, artifacts, and gestures, with a particular focus on how embodied...
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Through a study of collaborative writing at a student advocacy nonprofit, this article explores how writers distribute their text planning across tools, artifacts, and gestures, with a particular focus on how embodied representations of texts are present in text planning. Findings indicate that these and other representations generated by the writers move through a spectrum of durability, from provisional to more persistent representations. The author argues that these findings offer useful insights into the relationships among distributed cognition, materiality, embodiment, and text planning and have implications for practitioners and students of writing. Additionally, the author recommends that scholars further investigate the ways in which embodied representations of texts are generated through lived experiences with the materials of writing.
Over a 13-month period, the Schome Park Programme operated the first 'closed' (i.e. protected) Teen Second Life(1) project in Europe. The project organised diverse educational events that centred on use of a v...
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Over a 13-month period, the Schome Park Programme operated the first 'closed' (i.e. protected) Teen Second Life(1) project in Europe. The project organised diverse educational events that centred on use of a virtual world and an associated asynchronous forum and wiki. Students and staff together exploited the affordances of the environment to develop skills and enhance community spirit. One popular activity, initiated by students, involved sailing boats around the project's virtual island, a technically challenging task for beginners. This paper studies the records of one of these sailing regattas. Organising and implementing this event involved considerable technical and interactional challenges. We analyse the following: How do people work together, including through the use of (virtual) artefacts, to solve problems? What particular qualities of the literacy practices surrounding the regatta appear to us to involve learning? Simultaneously, we contribute to the development of methodologies for studying learning in virtual worlds by employing a virtual literacy ethnography. Findings include a diversity of creative approaches that are used when solving problems, the significance of adult behaviour in authentically modelling learning and the value of humour in fostering a learning community. The notion of distributed cognition has implications for characterising learning and analytical approaches to analysis.
The devastating effects of dementia result from cognitive degradation, in particular, working-memory (short-term memory) and planning processes. In supporting people with dementia, carers must take over these cognitiv...
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ISBN:
(纸本)9781614995661;9781614995654
The devastating effects of dementia result from cognitive degradation, in particular, working-memory (short-term memory) and planning processes. In supporting people with dementia, carers must take over these cognitive functions on behalf of the other person. This is an exhausting job. Technology may be able to offer assistance here. Its development will be encouraged by viewing cognition as a distributed process, and not just as something that happens inside one person's head. This paper argues for this approach, with examples from existing technical and non-technical systems of support for people with dementia which have been proven to work.
cognition may require access to past events, for example to understand undesirable outcomes or diagnose failures. When cognition is distributed between multiple participants, a particular representational challenge oc...
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