Hutchins, E. (1995): Cognition in the Wild, Cambridge Mass. & London, MIT Press.  Home/Search   Document Not in Database   Summary   Related Articles   Check

....SmartGraphics 02 Hawthorne, NY, USA Copyright 2001 ACM X XXXXX XX X XX XX . 5.00. ment of cognitive artifacts, which act analogously to simple tools in the physical world, to amplify capabilities (e.g. written lists as memory extensions) or to translate problems into more manageable form [10, 17]. Software environments have also taken lessons from environments for physical tools for example, a blacksmith s shop [12] a carpenter s workbench [8] or a chef s kitchen [1] by incorporating some of the same design properties: effective use of space [13] conceptual organization that ....

....as a foundation for improving software environments. We must therefore develop our own foundation. This section organizes some of the basic concepts of tool use; our account is based on research in anthropology [12] animal cognition [11, 23] experimental psychology [28] cognitive psychology [10], social psychology [22] situated cognition [1] and design disciplines [16, 19] Figure 1 summarizes the discussion points we will make in this section. We first observe that physical tools are persistent artifacts. This point has been made most strongly by Beck in research on nonhuman primate ....

[Article contains additional citation context not shown here]

E. Hutchins. Cognition in the Wild. MIT Press, Cambridge, MA, 1995.

....to high level changes in state. For example, a wearable computer user might use a calendar differently in the middle of a conversation with another person than when walking down the street al..one. Cognitive models such as Situated Action [14] Activity Theory [6] and Distributed Cognition [3] consider the user s context. While there are significant differences in the details of these theories, they all take into account the greater context of the user [7] Context and user ingenuity can change use even more Figure 3. The Twiddler2 one handed chording keyboard with mouse. ....

E. Hutchins. Cognition in the Wild. MIT Press, 1995.

....setting supposes that the application cum device, as an artifact in the environment, is useful for completing some human directed task. Hutchins characterizes such artifacts by their ability to efficaciously store, superimpose, and relate multiple representations of information about a task [11]. The artifact then can reduce a person s cognitive effort to recognize important relationships and recall key information, thus permitting the person to allocate unused cognitive resources to other aspects of the task. A classic example artifact is the alidade, which combines a compass, a prism, ....

E. Hutchins. Cognition in the Wild. MIT Press, Cambridge, 1995.

....ORGANIZATIONAL LEARNING MAY BE DESCRIBED as the process through which organizational members develop the ability to discover when organizational changes are required and what changes can be undertaken which they believe will succeed [14, p. 78] Theories of Situated Organizational Learning [20, 24, 29] provide a conceptual lens through which we can examine attempts by organizations to transform the nature of action within organizations. Adopting this perspective has several implications. First, from a situated organizational learning perspective, knowledge in the firm is viewed as emergent, ....

.... links to other players with related information and related roles, and mediating artifacts such as division of labor, rules, and technologies aiding the task [3] Task performance is indicated as being reliable due to the redundancies and correction capabilities inherent in the distributed system [24]. Adopting the situated organizational learning perspective consequently moves the locus of the examination of issues related to knowledge from the individual to the activity system within organizations engaged in ongoing processes of situated learning. Second, learning is viewed as occurring in ....

Hutchins, E. Cognition in the Wild. Cambridge, MA: MIT Press, 1995.

....augmentation extending people s cognitive abilities by scaffolding cognitive activities with appropriate models and visualizations of information. This human machine symbiosis was also championed by other early visionaries such as Licklider and Bush [2] In Cognition in the Wild, Hutchins [9] also describes cognition as a partnership between human thought and the external world. Kirsh [11] provides many examples of people manipulating their physical environment to minimize the complexities of internal mental calculations. Current research in ubiquitous and wearable computing has ....

Hutchins, E. Cognition in the Wild, MIT Press, 1995

....permission and or a fee. CHI 2003, April 5 10, 2003, Ft. Lauderdale, Florida, USA. Copyright 2003 ACM 1 58113 630 7 03 0004. 5.00. The literature on workplace studies and CSCW suggests that actual information use in the workplace is embedded in a complex web of heterogeneous resources [1, 6, 11]. Practitioners use of documents, tools and conversations are intertwined in a temporally unfolding manner and made possible by their extensive knowledge of the environment [5] In his ethnographic study of service technicians, Orr [9] argued that informal, everyday conversations and the telling ....

Hutchins, E. Cognition in the Wild. MIT Press, Cambridge MA, 1995.

.... monitor, and manage multiple activities [20] The goal of our research is to leverage large projected interactive surfaces to support innate human abilities such as peripheral awareness, and human cognitive practices such as multi tasking and offloading information into the physical environment [10] Our system, Kimura, separates the user s desktop into two parts, the focal display on the desktop monitor, and the peripheral displays projected on the office walls, as shown 3 [2 UIST 01 41 Figure 2: One montage design. Items spiral out from the center based on relative importance. in ....

....The current significance rating is a measure of how much time was spent on a particular item, weighted by how recently it was used. i 3 (2 UIST 01 45 Preserving Spatial Relationships. Since the spatial organization of documents on the desktop is often visually salient for recall [10] an iconic rendering of this relationship may be easily recognizable by the user. As shown in Figure 5, document images in the montage are placed akiu to where they were on the desktop display, and their sizes are also relatively the same. Additionally, the stacking order of the documents is ....

Hutchins, E. (1995) Cognition in the Wild, Cronbridge, MA, MIT Press.

....process available in the community. The openness of the produced system, the development process, and the communications among members in OSS communities enables learning by watching and invites learning by doing, and thereby is directly related to the learning experience of the people involved [9]. Although all OSS communities are open to certain forms of participation and access, the different control structure inherent in each OSS community due to considerations of system quality [13] creates different degrees of openness that allows the legitimate participation and access of community ....

Hutchins, E. Cognition in the Wild. The MIT Press, Cambridge, MA, 1994.

....by arguing how it addresses the six desiderata from the previous section. 3. 1 Core Theory of Cognitive Advantage The central tenet of DC theory is that cognition is not a process localized to an individual human mind, but one that is spread out amongst possibly many humans and artifacts [11]. Various artifacts, including computers, can therefore be viewed as parts of a single cognitive system. Critically, DC argues that a cognitive system will operate better or worse depending upon whether the appropriate external artifacts are available, and depending upon how they are designed. ....

....or embody the processing, or having a user process symbols externally. An example of the former is a type checking compiler. Type checking compilers externalize the test of constraints on a program [5] An example of the latter is the manipulation of a slide rule to compute a mathematical function [11]. Substitution. The principle underlying substitution is the fact that computing facilities can be adapted specially to restricted sets of tasks. The specialization means that they can be made more efficient. In computing terms, it means they compute fewer functions or operate over a restricted ....

[Article contains additional citation context not shown here]

E. L. Hutchins. Cognition in the Wild. MIT Press, 1995.

....the approximations are what we want. For instance, Newtonian mechanics, though approximate, is frequently just fine for ordinary mechanical engineering. Moreover, it has been argued that relatively little deep scientific knowledge is needed to make useful observations. For instance, Hutchins [320], in his work on DC, argued that little of the internal psychology of the Useful Theory is Impossible behaviour is too complex should be able to approximate iteratively refine deepen theories shallow models are still useful build broad brush theories there is no hope for the theory ....

....it. Certainly it takes only a few moments of reflection to realize some of the many ways human thinking and human artifacts are inextricably codependent. Yes, co dependent. Our cognitive culture depend on them, and the cognitive artifacts owe their existence and form to our cognitive needs [320]. Where would we be without written language, without the wealth of books that fill our libraries, or, in light of technology updates, the flurry of emails that many of us rely on in daily work There can be little doubt that artifacts significantly impact our mental lives. The thinking work of ....

[Article contains additional citation context not shown here]

Hutchins, E. L. Cognition in the Wild. MIT Press, 1995.

....earning their status in the community. This might be by the newcomer being accepted and gradually working his her way to full participation. It is possible for a team to become a CoP as informal relationships begin to develop and the source of legitimation changes in emphasis. Hutchins [16] [17] provides an account of how a formally structured team may also function as a CoP in his study of a navigation team on an American warship. There is a formal structure to the team provided by military rankings. However, when the team gets a new officer the informal CoP provides the forum for the ....

....of literature that may help us understand how CoPs share soft knowledge in a distributed environment. The field of Distributed Cognition is concerned with representations of knowledge in teams. Distributed Cognition focuses on a representation of knowledge and its implementation. Hutchins [16] [17] uses the example of team navigation on a modern naval vessel as being work distributed across a team. He provides examples of computational artefacts, for example an alidade and a nautical slide rule, which, in his view embody the knowledge of previous generations. These artefacts are used as ....

[Article contains additional citation context not shown here]

Hutchins E. (1995). Cognition in the Wild MIT Press

.... Brooks of MIT built robots which demonstrate that logical representation of knowledge is not necessary for the embodied action of locomotion [14] The anthropologist Edwin Hutchins showed that real world cognition is often distributed over individuals, rather than localized in a single individual [15], one example being navigation on large ships. There is also a growing body of work showing that, rather than cognition being rational and disembodied, emotion plays a central role [16] All these developments are deeply inconsistent with cognitivism, though the significance of work done before ....

Edwin Hutchins. Cognition in the Wild. MIT, 1995.

....the design of interactive systems in many ways. The tool metaphor has driven the development of cognitive artifacts, which act analogously to simple tools in the physical world, to amplify capabilities (e.g. written lists as memory extensions) or to translate problems into more manageable form [9, 15]. Software environments have also taken lessons from environments for physical tools for example, a blacksmith s shop [11] a carpenter s workbench [7] or a chef s kitchen [2] by incorporating some of the same design properties: effective use of space [12] conceptual organization that ....

....as systems for enduser programming. TOOL USE IN THE PHYSICAL WORLD Researchers in a variety of fields, including social psychology [18] anthropology [11] animal cognition [10, 19] experimental psychology [22] artificial intelligence [2] design disciplines [13, 14, 16] and of course HCI [7, 9], have examined the concept of tool use. Descriptions are not always consistent across fields, but a few strong themes recur. We can begin with Beck s definition, widely accepted in non human primate cognition research [3] Thus tool use is the external employment of an unattached environmental ....

[Article contains additional citation context not shown here]

Edwin Hutchins. Cognition in the Wild. MIT Press, Cambridge, MA, 1995.

....without value if it cannot be accessed later. Indeed, it is self evident that the form that information is stored in is of direct relevance to its later use, demonstrated by studies from the field of distributed cognition that show how the representational media is critical to its processing (e.g. [11,17,18]) However, rather than theorise about the cognitive basis of an persistent conversations, we propose that empirical investigation of their use is more likely to be of benefit to designers, and describe the results on one such study in the rest of the paper. An important arena for using ....

Hutchins, E. (1995) Cognition in the Wild. MIT Press: Bradford.

....establishing a solid conceptual understanding of the relations between concepts. Thus in designing the CBT, we adhered to a set of pedagogical principles presented in Table 4. The principles are based on a theory of incremental construction of conceptual understanding that is embodied and situated [4]. In our redesign of the CBT we utilized the concepts and their relations to the conceptual models to build a coherent description of how managed descent mode controls airplane behavior in the descent phase of flight. We begin by describing how the descent path is computed and continue with an ....

Hutchins, E.L. (1995). Cognition in the Wild. Cambridge: MIT Press.

No context found.

Hutchins, E. (1995): Cognition in the Wild, Cambridge Mass. & London, MIT Press.

No context found.

Hutchins, E. (2000): Cognition in the Wild, The MIT Press, Cambridge, MA.

No context found.

Hutchins, Edwin. Cognition in the wild, MIT Press, Cambridge, MA, 1995.

No context found.

E. Hutchins. Cognition in the Wild. MIT Press, 1995.

No context found.

Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.

No context found.

E. L. Hutchins. Cognition in the Wild. MIT Press, 1995.

No context found.

E. Hutchins, Cognition in the Wild. Cambridge, MA: MIT Press, 1995.

No context found.

Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.

No context found.

E. Hutchins. Cognition in the wild. Cambridge, MA: MIT Press, 1995.

No context found.

E. Hutchins, Cognition in the Wild. MIT Press, 1995.

No context found.

Hutchins, E. (1995). Cognition in the wild. MIT Press, Cambridge, Mass.

No context found.

Hutchins, E., Cognition in the wild. 1995, Cambridge, Mass: MIT Press.

No context found.

E. Hutchins, "Cognition in the wild", Cambridge, Mass: MIT Press, 1995.

No context found.

Hutchins, E. (1995) Cognition in the wild. MIT Press: Cambridge, MA.

No context found.

Hutchins, E., Cognition in the Wild, The MIT Press, Cambridge, Massachuetts, 2000

No context found.

Hutchins EL. Cognition in the Wild. MIT Press, 1995

No context found.

E. Hutchins. Cognition in the wild. Cambridge, MA: MIT Press, 1995.

No context found.

Hutchins, E. Cognition in the wild. Boston, MIT Press, 1995

No context found.

Hutchins, E. L. Cognition in the wild, MIT Press, London, 1995.

No context found.

Edwin Hutchins. Cognition in the Wild. MIT Press, 1995.

No context found.

Hutchins, E. Cognition in the Wild. MIT, Cambridge, 1995.

No context found.

Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press

No context found.

Hutchins, E. Cognition in the Wild. MIT, Cambridge, 1995.

No context found.

E. Hutchins, (1995), Cognition in the wild. MIT Press, Cambridge MA.

No context found.

Hutchins, E., Cognition in the Wild. 1996, Cambridge, MA: MIT Press.

No context found.

E. Hutchins, Cognition in the Wild, Cambridge, Mass, The MIT Press, 1995.

No context found.

Hutchins E. (1994) Cognition in the Wild, MIT Press, Cambridge, MA.

No context found.

Hutchins, E. (1995). Cognition in the Wild. Cambridge, MA: MIT Press.

No context found.

Edwin Hutchins. Cognition in the Wild. MIT Press, Cambridge, MA, 1995.

No context found.

E. Hutchins. Cognition in the Wild. MIT Press, Cambridge, MA, 1995.

No context found.

Edwin L. Hutchins, Cognition in the Wild, MIT Press, Cambridge, 1996.

No context found.

E. Hutchins, Cognition in the Wild. MIT Press, Cambridge, 1995

No context found.

Hutchins, Edwin L.: Cognition in the Wild, The MIT Press, Cambridge, Mass., and London, England, 1995.

No context found.

Hutchins E Cognition in the Wild MIT Press, Bradford (1995).

No context found.

Hutchins, Edwin. 1994. Cognition in the Wild. MIT Press.

First 50 documents  Next 50

Online articles have much greater impact   More about CiteSeer.IST   Add search form to your site   Submit documents   Feedback  

CiteSeer.IST - Copyright Penn State and NEC