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When children encounter objects, design constrains andaffords action and cognition. An observational study in thewild revealed how manipulable objects afforded greatercomplexity of cognitive outcomes, including testing causeand-effect and expressing abstract ideas about phenomena inthe natural world. Evidence comes from video analysis ofchildren’s speech, gesture, and action when using a widerange of natural history exhibits. In the museum—anenvironment expressly designed for learning—childrensought information with their moving bodies, eyes and hands.They explored sensorimotor contingencies, looking whiletouching, pushing, and pulling; they probed the perceptualaffordances of different types of museum media, includinggraphic panels, specimens, models, and interactive exhibits.Children spoke more about the museum’s content when theytouched the exhibits, but the content of their speech changeddepending on the object’s affordances for interaction. Withstatic specimens and models, children most often referred toobjects’ concrete properties. With interactive exhibits,children’s speech involved references to dynamic relationsamong exhibit elements. Use of abstract speech and iconicgestures also suggests that they perceived interactive exhibitsas representations of objects and phenomena beyond the hereand-now. In summary, when children used interactiveexhibits, the content of their speech was relational,representational, and at times, both representational andrelational; they employed modes of conceptualization notseen when using non-interactive exhibits.

This article develops a microsociological framework of cognition, interaction, and creativity to identify group processes that alternatively facilitate automatic and deliberate cognitive processes in ways that drive the creative process forward. Analyzing interactions and cognitive processes by drawing on ethnographic observations and video recordings of 46 songwriting sessions, I find individuals sustain awareness of their collaborators’ cognitive processes and interact with others to, alternatively, sustain the automatic cognitive processes of their collaborators and compel them to be more deliberate. When new musical ideas provoke enthusiastic reactions among multiple members in a collaborative group, this moment of resonance can lead to “resonance in motion” if it is punctuated by a subsequent moment of resonance. The microsociological framework advanced in this article synthesizes sociological dual-process models with the distributed cognition framework to enhance future analysis and theorizing in sociology and social psychology on cognition, interaction, creativity, and cultural production. [ABSTRACT FROM AUTHOR]

This article aims to study the processes of instrumentationand instrumentalization information through theuse of ICT for the organization of collective work within anSME with only 20 workers as an adaptive response to a globalmarket context. We present a case study carried out in 2018in a small organization, with headquarters in Paris-France,specialized in mountmaking (soclage). We will focus on theuse of new communication and information technologies as atechnological infrastructure for the collective organization ofwork in order to meet a demand that may be local, regionalor global. The methods used in this study were specific to theergonomics of organizations, cognitive ergonomics and the digitalhumanities. From the clues of an organizational analysis, andwith the use of techniques of interviews, observation and dataanalysis, the activity of 20 workers was studied throughout theproductive mountmaking process, emphasizing the organizationof collective activity and arbitration processes that use digitaltools such as email, Google calendars and WhatsApp conversations.The results of the study show the preponderant role ofICTs as infrastructures for the dynamics of information typeartifacts that allow the organization of collective work whenit is dispersed in time and space, a recurrent aspect in theprovision of a service Worldwide. They also show how the use ofthese technologies generates virtual cooperation and negotiationspaces that facilitate arbitrations to face the demands of theactivity and facilitate the development of a collective of work. Byway of conclusion, we show how the cognitive technologies usedto study the use of digital tools, methods of natural languageprocessing, semantic analysis and classification of information,are a resource for the creation of adaptable and ergonomic toolsappropriate to the organization and its workers. This perspectivecan facilitate continuous improvement and human developmentwithin organizations.

Although research on presence in virtual environments has increased in the last few decades due to the rise of immersive technologies, it has not examined how it is achieved in distributed cognitive systems. To this end, we examine the sense of presence on the Martian landscape experienced by scientific team members in the Mars Exploration Rover (MER) mission (2004–2018). How this was achieved is not obvious because the sensorimotor coupling that typically underlies presence in mundane situations was absent. Nonetheless, we argue that the Three-Level model can provide a framework for exploring how presence was achieved. This account distinguishes between proto-presence, core-presence, and extended-presence, each level dependent on being able to respond effectively to affordances at a particular level of abstraction, operating at different timescales. We maintain that scientists' sense of presence on Mars involved core-presence and extended-presence rather than proto-presence. Extended-presence involved successfully establishing distal intentions (D-intentions) during strategic planning, i.e., long term conceptual goals. Core-presence involved successfully enacting proximal intentions (P-intentions) during tactical planning by carrying out specific actions on a particular target, abstracting away from sensorimotor details. This was made possible by team members “becoming the rover,” which enhanced their ability to identify relevant affordances revealed through images. We argue, however, that because Mars exploration is a collective activity involving shared agency by a distributed cognitive system, the experience of presence was a collective presence of the team through the rover.

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although research on presence in virtual environments has increased in the last few decades due to the rise of immersive technologies, it has not examined how it is achieved in distributed cognitive systems. To this end, we examine the sense of presence on the Martian landscape experienced by scientific team members in the Mars Exploration Rover (MER) mission (2004–2018). How this was achieved is not obvious because the sensorimotor coupling that typically underlies presence in mundane situations was absent. Nonetheless, we argue that the Three-Level model can provide a framework for exploring how presence was achieved. This account distinguishes between proto-presence, core-presence, and extended-presence, each level dependent on being able to respond effectively to affordances at a particular level of abstraction, operating at different timescales. We maintain that scientists' sense of presence on Mars involved core-presence and extended-presence rather than proto-presence. Extended-presence involved successfully establishing distal intentions (D-intentions) during strategic planning, i.e., long term conceptual goals. Core-presence involved successfully enacting proximal intentions (P-intentions) during tactical planning by carrying out specific actions on a particular target, abstracting away from sensorimotor details. This was made possible by team members "becoming the rover," which enhanced their ability to identify relevant affordances revealed through images. We argue, however, that because Mars exploration is a collective activity involving shared agency by a distributed cognitive system, the experience of presence was a collective presence of the team through the rover. [ABSTRACT FROM AUTHOR]

My book Abductive Cognition. The Epistemological and Eco-Cognitive Dimensions of Hypothetical Reasoning (2009) basically refers to all kinds of human hypothetical cognition, also of creative kind. During the research related to the preparation of that book I soon had the opportunity to examine the studies regarding the human process of continuous delegation and distribution of cognitive functions to the environment to lessen cognitive limitations, also and especially in the case of what has been called 'manipulative abduction'. These design activities are closely related to the process of cognitive niche construction, which I will specifically address in this article. Niche construction should be regarded as a second major participant, after natural selection, in evolution. Indeed, by altering their environment and partly controlling some of the energy and matter fluxes in their ecosystems, organisms are capable of changing some of the natural selective pressures in their local environments (also affecting other ones). The question I plan to answer is the following: we need to hypothesize a fundamental role of non-genetic (or extragenetic) information in the evolution, but what kind of evolution could we obtain in this case? I will illustrate that in building various mediating structures, humans transform the environment and create cognitive niches. Thus, humans and other non-human animals become ecological engineers and chance seekers, involved in the processing, the alteration, and even the creation of external structures to reduce or suppress their cognitive limitations. Hence, this article will address a detailed analysis of the role of extragenetic information in evolution and what this process of selection selects for purposeful organisms, so niche-constructing ones. [ABSTRACT FROM AUTHOR]

Drawing on contemporary work that traces cognition to embodiment, we present a model of cognition in organisations. In so doing, we add a middle ground to previous models: far from opposing macro to micro, we focus on how the meso influences complex adaptive dynamics. Taking peer‐review as an exemplar, we show that organisational needs can be fulfilled by orchestrated coordination. Constrained by brains and bodies (the micro domain) that attune to structural constraints (the macro domain), human beings use material culture – artefacts, language, practices, etc. – to animate what we call social organising in the meso domain. The resulting coordination can anticipate organisational goals such that, as demonstrated in the case of peer‐review, social organising regulates epistemic practice. Flexible, embodied activity enables reviewers and to meet the aims of organised science by pooling the expertise of those involved. They use multi‐scalar dynamics that are mediated by material, temporal and spatial resources that, when concerted, constrain and enable organisational cognition. [ABSTRACT FROM AUTHOR]

Ignorance is easily representable as a cognitive property of more than just individual subjects: groups, crowds, and even populations can share the same ignorance regarding particular concepts and ideas. Nevertheless, according to some theories that refer to the extension, distribution, and situatedness of human cognition, ignorance is hardly a state that can be extended, distributed, and situated in the same way in which knowledge is in our eco-cognitive environment. In order to understand how these contradictory takes can come across in a coherent description of ignorance, in this paper I aim at analyzing the impact of the agent's ignorance in her ecological and cognitive environment, as well as the effect that the surrounding context has on the agent's epistemological successes and downfalls. To this end I will adopt the cognitive and empirically sensitive perspectives of the distributed cognition, the extended mind and cognitive niches construction theories, which will help me address and answer three topical questions: (a) adopting the theories about the extended mind, the distributed cognition, and the cognitive significance of affordances can we describe ignorance as extended and distributed in spaces, artifacts, and other people? (b) extending or distributing ignorance in one's eco-cognitive environment has the same cognitive and ecological impact of extending or distributing knowledge? (c) can we recognize instantiations of externalized or distributed ignorance? I will argue that by acknowledging the extended, distributed, and situated dimension of ignorance in cognitive niches we could recognize the impact that our ignorance and uncertainty has on how we manipulate and organize our environment and also how our eco-cognitive frameworks affect the perception of our epistemological states. [ABSTRACT FROM AUTHOR]

The ‘distributed cognition’ research program, initiated by Edwin Hutchins, has contributed to the development of the ‘course of action’ research program from 1987 until now. Edwin Hutchins has recently recognized the proximity between his last researches, developed in terms of embodied and distributed cognition, and the enaction paradigm, followed by this ‘course of action’ research program. The question of the definition of an "augmented ‘course of action’ research program" is now raised. Such "program" should, in relation with this enaction paradigm, deepen and synthetize the past contributions of the ‘distributed cognition’ research program to the ‘course of action’ research program and add new contributions from it. Such deepening, synthesis, and renewal of the contributions to the ‘course of action’ research program are made easy by the mutual contribution and addition of different theoretical and methodological results obtained by the two research programs. We will present here our personal answer to this question.

The ‘distributed cognition’ research program, initiated by Edwin Hutchins, has contributed to the development of the ‘course of action’ research program from 1987 to the present day. Edwin Hutchins having recently recognized the close relationship between his latest research, developed in terms of embodied and distributed cognition, and his research on the enaction paradigm, of which this ‘course of action’ research program is a part, the question now arises of the definition of an “augmented ‘course of action’ research program”. In relation to this enaction paradigm, such a program should go into greater depth and provide a new synthesis of the ‘distributed cognition’ research program’s past contributions to the ‘course of action’ research program and integrate its new contributions. This in-depth analysis, synthesis and renewal of the contributions to the ‘course of action’ research program are facilitated by the mutual contribution and addition of different theoretical and methodological results obtained by the two research programs over recent decades. In this paper we will present our personal view of the answer to this question.

The ‘distributed cognition’ research program, initiated by Edwin Hutchins, has contributed to the development of the ‘course of action’ research program from 1987 to the present day. Edwin Hutchins having recently recognized the close relationship between his latest research, developed in terms of embodied and distributed cognition, and that on the enaction paradigm, of which this ‘course of action’ research program is a part, the question now arises of the definition of an “augmented ‘course of action’ research program”. In relation to this enaction paradigm, such a program should go into greater depth and provide a new synthesis of the ‘distributed cognition’ research program’s past contributions to the ‘course of action’ research program and integrate its new contributions. This in-depth analysis, synthesis and renewal of the contributions to the ‘course of action’ research program are facilitated by the mutual contribution and addition of different theoretical and methodological results obtained by the two research programs over recent decades. In this paper we will present our personal view of the answer to this question.

Orientation: Computers, especially in the form of information and communication technologies (ICT), have changed the procedures through which bookkeeping and accounting are accomplished in business. Modern debates centre on the veracity and methodology of including of ICT in accounting education. This study assessed the impact of one method of integrating ICT in accounting education, as adopted by the University of Johannesburg (UJ) in one diploma offering. This method has been termed ‘subject integrated information and communication technologies’ (SIICT). Research purpose: The purpose of this study was to evaluate the impact that the integration of ICT into certain subjects (SIICT) has had on selected key role players of the diploma in Accounting. This section of the study evaluates this impact on the students by comparing the outcomes of two cohorts of students. Motivation for the study: In 2011, UJ replaced National Diploma offerings in Accounting with a new diploma in Accounting that integrated ICT into two core subjects. This impact study evaluated the integration, which used a theoretical model of integration that was untested in its application. Research approach/design and method: This case study, designed as an impact study, tested the impact of integrating ICT into the core modules of the diploma. Data collection was based on a mixed-method data collection model and included research questionnaires to the students, recorded observations of lecturers, interviews with lecturers and a document investigation. Main findings: The students were positively impacted through (1) completing their studies in a shorter time, (2) the time to obtain employment being shortened, (3) fewer students studying further and (4) experiencing a greater sense of work preparedness and confidence during interviews. Practical/managerial implications: The average time that students spend studying is shorter, freeing university resources and costing the student less money. Different methods of study are applied, and the students are more engaged as the subjects become more ‘real to life’. Contribution/value-add: Employers’ acceptance of the changes and the student comments reflect an earlier engagement with work at their place of employment.

Cognition is claimed to be extended by a wide array of items, ranging from notebooks to social institutions. Although the connection between individuals and these items is usually referred to as “coupling,” the difference between notebooks and social institutions is so vast that the meaning of “coupling” is bound to be different in each of these cases. In this paper I argue that the radical difference between “artifact-extended cognition” and “socially extended cognition” is not sufficiently highlighted in the literature. I argue that there are two different senses of “cognitive extension” at play, that I shall label, respectively, “implementation extension” and “impact extension.” Whereas implementation extension is a causal-functional notion, impact-extension hinges on social normativity that is connected with organization and action coordination. I will argue that the two kinds of cognitive extension are different enough to warrant separate labels. Because the most salient form of social extension of cognition involves the reciprocal co-constitution of cognitive capacities, I will propose to set it apart from other types of extended cognition by using the label “symbiotic cognition.”

In contemporary art, the curator plays an important role in the production of artistic meaning through exhibition-making. Although sociology has tended to see this work as the exercise of tacit or embodied knowledge, curatorial knowledge and plans may be elaborated and altered by the situated actions of exhibition installation. While curators know a successful installation “when they see it,” this depends on the indexical particularities of artworks and environments which cannot be predicted in advance. In demonstrating the practical ways in which culture is mobilized in situations of object (inter)action, this paper emphasizes the “making” in artistic meaning-making.

Andy Clark famously stated that humans are capable of transferring some of their cognitive functions into the environment in particular circumstances – he named it the “extended mind theory”. This theory has been widely debated since its first appearance in the paper Clark coauthored with Chalmers in 1998, however the idea that we use the environment as cognitive scaffolding was never contested; the possibility of placement of the cognitive processes per se outside the body is the topic of discussion. I will not try to weigh in on the debate in the cognitive sciences, I am rather going to look into the segments that are been agreed upon and test their applicability for the medium of image. If we start from the broad agreement of different theories about the location of the mind – that the environment makes a part of the human cognition – we should try to investigate the role of images in cognitive environment. I will narrow my research to the role of images in religious cognition. My aim is to compare two religious systems, ancient Roman religion and Brazilian Candomblé, that are far apart in time and space but connected through shared conceptualization of the imagistic mode of religiosity (Whitehouse). I will look into the concept of (iconographic) mistake through the lens of cognitive science, and try to present a different way to view it, in the light of the notion of images as a part of the system of religious cognition.

The objective of this research was to explore the function of smartphones in the modes of cognition. The research question refers to the modes of cognition associated with the use of mobile devices in a university course. To answer this inquiry, we used an exploratory type study, with a qualitative approach and design of case study with multiple units. The sample consisted of 53 students of the degree in Engineering in Business Management of the Instituto Tecnológico de Hermosillo. To collect the data we used the semi-structured interview, the participant observation, the survey and the analysis of secondary documents. Qualitative data were analyzed using linear and axial coding. The results show the predominance of knowledge modalities such as empirical cognition and distributed cognition, which contrast with the results obtained by other studies on mobile learning and the development of cognitive skills. We conclude that mobile learning induce an empirical cognition, based on the execution of procedures that oscillate between the algorithmic and the heuristic mental activity

This article provides rich insights into the process of data generation for discourse analysis from three separate studies of the video recordings of a single science classroom in action. The central claim is that multimodal transcription can contribute to developments in discourse theory. A three-stage reflective heuristic is developed and used in the article to support meta-methodological discussion on different researchers' negotiations with the complexity of the video data. The focus is how the different researchers attended to modalities of meaning making (e.g. speech, learning artefacts, whiteboard notes, gestures, bodily actions) and appropriated, adapted and transformed their theoretical framework in order to construct the transcripts for each study. The three-stage heuristic is shown to facilitate transparency in analytic decision-making and is recommended for promoting much needed discussion on processes of data generation for discourse analysis that draws upon video recordings of action in situ. [ABSTRACT FROM AUTHOR]

Copyright of Megaron is the property of KARE Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, I examine the functions of cognition between monk and environment, focusing on the everyday craft of monasticism at the Burgundian abbey of Cluny. By the eleventh century, Cluny operated at the center of a powerful monastic empire, and its population of monks tirelessly attended to the upkeep and maintenance of the monastery in addition to their primary duties of learning, reading, prayer, and Mass. To study Cluny's everyday cognitive operations, I adopt a dynamic systems-based methodology of analysis composed of extended mind theory, distributed cognition, and cognitive archeology. I apply this dynamic systems-based analysis in the form of three case studies, demonstrating that medieval life at Cluny constituted a computational and cognitive system wherein cognition was distributed spatially between monk and monastery, socially through tradition and culture, and across time through the construction of task settings. [ABSTRACT FROM AUTHOR]

The paper deals with the problem of how mothers and their babies use multi-scalar temporalities to couple their cognitive activity while interacting. Assuming that everyday communication is based on the coordinated behavior of two or more agents, I argue that the crucial cognitive principle which enables such coordination is the overlapping of cognitive expectations and cognitive anticipations performed by interacting people. To address the problem of the genesis of human capacity to expect and to anticipate the actions of others, I analyze a large corpus of video recordings of Russian mothers speaking and playing with their babies from 0 to 4 years old. Being applied to the video data, the method of Cognitive Event Analysis, supported by the use of Elan software, has showed that the baby learns to adjust their vocalizations, gestures, gazes and movements to how a caregiver's activity is directed to the infant from very early on. The multi-scalar perspective in analysis helped to degage "cognitive event pivots" in such interactions--the moments which divide the interaction into two parts: that of before and after. Seeking to attune their behavior to the mother's, the baby tries to imitate it mimetically. If they succeed, they both feel the satisfaction of understanding, which anchors such a "valuable" cognitive result in child cognitive experience. The research led to the conclusion that, while communicating, a mother-child dyad forms two brain-body systems whose coupling amalgamates in the moment and results in distributed cognition achievements. [ABSTRACT FROM AUTHOR]

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This study aims to show the socio-cognitive engineering of the pickpocket craft from the point of view of cognitive ecology. Being a pickpocket has a wider, existential status; studying it goes beyond the field of cognitive sciences. My ambitions are more modest: I try to show that the question about what it is like to be someone like a pickpocket is also a question about the cognitive structure of his or her activity space. In this light, I analyze some aspects of the reality presented in the movie Pickpocket by Robert Bresson. From the ecological point of view, scenes from the old movie present pickpocketing techniques in the context of the opportunities and constraints of a given environment. I claim that studies like this require integrating certain conceptual tools, like distributed cognition approach, ecological psychology, and cognitive studies of design. [ABSTRACT FROM AUTHOR]

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This article offers a framework for understanding how different kinds of memory work together in interaction with people, photographs and other resources. Drawing on evidence from two qualitative studies of photography and memory, as well as literature from cognitive psychology, distributed cognition and media studies, I highlight complexities that have seldom been taken into account in cognitive psychology research. I then develop a 'blended memory' framework in which memory and photography can be interdependent, blending together as part of a wider activity of distributed remembering that is structured by interaction and phenomenology. In contrast to studies of cued recall, which commonly feature isolated categories or single instances of recall, this framework takes account of people's histories of photographic practices and beliefs to explain the long-term convergence of episodic, semantic and inferential memory. Finally, I discuss implications for understanding and designing future memory research. [ABSTRACT FROM AUTHOR]

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Memories of our personal past are the building blocks of our narrative identity. So, when we depend on objects and other people to remember and construct our personal past, our narrative identity is distributed across our embodied brains and an ecology of environmental resources. This paper uses a cognitive niche construction approach to conceptualise how we engineer our memory ecology and construct our distributed narrative identities. It does so by identifying three types of niche construction processes that govern how we interact with our memory ecology, namely creating, editing, and using resources in our memory ecology. It also conceptualises how identity-relevant information in objects and (family) stories is transmitted vertically, i.e., across generations of people. Identifying these processes allows us to better understand the cultural information trajectories that constitute our memory ecologies. In short, what I’ll argue is that our memory ecology scaffolds our narrative identity and that engineering our memory ecology is a form of narrative niche construction. [ABSTRACT FROM AUTHOR]

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Copyright of Activités is the property of ARPACT and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The diagnostic error crisis suggests a shift in how we view clinical reasoning and may be vital for transforming how we view clinical encounters. Building upon the literature, we propose clinical reasoning and error are context-specific and proceed to advance a family of theories that represent a model outlining the complex interplay of physician, patient, and environmental factors driving clinical reasoning and error. These contemporary social cognitive theories (i.e. embedded cognition, ecological psychology, situated cognition, and distributed cognition) can emphasize the dynamic interactions occurring amongst participants in particular settings. The situational determinants that contribute to diagnostic error are also explored. [ABSTRACT FROM AUTHOR]

Traditional teaching and assessment of clinical reasoning has focused on the individual clinician because of the preeminence of the information processing (IP) theory perspective. The clinician's mind has been viewed as the main source of effective or ineffective reasoning, and other participants, the environment and their interactions have been largely ignored. A social cognitive theoretical lens could enhance our understanding of how reasoning and error and the environment are linked. Therefore, a new approach in which the clinical reasoning process is situated and examined within the context may be required. The theories of embodied cognition, ecological psychology, situated cognition (SitCog) and distributed cognition (DCog) offer new insights to help the teacher and assessor enhance the quality of clinical reasoning instruction and assessment. We describe the teaching and assessment implications of clinical reasoning and error through the lens of this family of theories. Direct observation in different contexts focused on individual and team performance, simulation (with or without enhancement of technology), stimulated recall, think-aloud, and modeling are examples of teaching and assessment strategies grounded in this family of social cognitive theories. Educators may consider the instructional design of learning environments and educational tools that promote a situated educational approach to the teaching and assessment of clinical reasoning. [ABSTRACT FROM AUTHOR]

Mathematicians' use of external representations, such as symbols and diagrams, constitutes an important focal point in current philosophical attempts to understand mathematical practice. In this paper, we add to this understanding by presenting and analyzing how research mathematicians use and interact with external representations. The empirical basis of the article consists of a qualitative interview study we conducted with active research mathematicians. In our analysis of the empirical material, we primarily used the empirically based frameworks provided by distributed cognition and cognitive semantics as well as the broader theory of cognitive integration as an analytical lens. We conclude that research mathematicians engage in generative feedback loops with material representations, that they use representations to facilitate the use of experiences of handling the physical world as a resource in mathematical work, and that their use of representations is socially sanctioned and enabled. These results verify the validity of the cognitive frameworks used as the basis for our analysis, but also show the need for augmentation and revision. Especially, we conclude that the social and cultural context cannot be excluded from cognitive analysis of mathematicians' use of external representations. Rather, representations are socially sanctioned and enabled in an enculturation process. [ABSTRACT FROM AUTHOR]

In light of the pervasiveness of collaborative decision making and technology in organizations, this research examines computer mediated collaboration using the lens of social capital. We draw from the Distributed Cognition Theory and others for our socio-technical investigation that incorporates the technical component as the artifact of electronic memory (group memory), and the social component as the history of interactions between members (group history). We study these under the mediating influence of the relational social capital dimensions of relational closeness and relational trust. Our study shows how social capital adds an important flavor to collaborative performance. We highlight how the traditional premise of memory being an unequivocal enhancer of group performance gets altered if one fails to consider the influence of relational social capital in the equation. We propose to practitioners that collaborative technology that offers memory cannot be viewed independently, but as a vehicle that impacts performance through the dynamics of social capital of the group. Most importantly, our research reinforces the need for a novel perspective to collaborative development. With the diaspora of technological advancement, there needs to be a transition in perceiving collaborative development as a concurrent, rather than a sequential, process of discussion and development of group activity. [ABSTRACT FROM AUTHOR]

The outbreak of coronavirus disease 2019 (COVID-19) has presented an unprecedented public health crisis across the globe. Governments have developed different approaches to tackle the complex and intractable challenge, showing variations in their effectiveness and results. South Korea has achieved exceptional performance thus far: It has flattened the curve of new infections and brought the outbreak under control without imposing forceful measures such as lockdowns and travel ban. This commentary addresses the South Korean government's response to COVID-19 and highlights distributed cognition and crisis management capabilities as critical factors. The authors discuss how the South Korean government has cultivated distributed cognition and three core capabilities—reflective-improvement, collaborative, and data-analytical capabilities—after its painful experience with 2015 Middle East respiratory syndrome-coronavirus (MERS-CoV). South Korea's adaptive approaches and its learning path examined in this commentary provide practical implications for managing potential additional waves of COVID-19 and a future public health crisis. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Faculty of Letters / Edebiyat Fakultesi Dergisi is the property of Hacettepe University Faculty of Letters and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While many linguists view language as either a cognitive or a social phenomenon, it is clearly both: a language can live only in individual minds, but it is learned from examples of utterances produced by speakers engaged in communicative interaction. In other words, language is what (Keller 1994. On language change: The invisible hand in language. London: Taylor & Francis) calls a "phenomenon of the third kind", emerging from the interaction of a micro-level and a macro-level. Such a dual perspective helps us understand some otherwise puzzling phenomena, including "non-psychological" generalizations, or situations where a pattern which is arguably present in a language is not explicitly represented in most speakers' minds. This paper discusses two very different examples of such generalizations, genitive marking on masculine nouns in Polish and some restrictions on questions with long-distance dependencies in English. It is argued that such situations are possible because speakers may represent "the same" knowledge at different levels of abstraction: while a few may have extracted an abstract generalization, others approximate their behaviour by relying on memorised exemplars or lexically specific patterns. Thus, a cognitively realistic usage-based construction grammar needs to distinguish between patterns in the usage of a particular speech community (a social phenomenon) and patterns in speakers' minds (a cognitive phenomenon). [ABSTRACT FROM AUTHOR]

Classical works on writing within cognitive science focus either on the aspects of written text production or the role of writing from a developmental and evolutionary perspective (Donald, 1991; Flower & Hayes, 1981; Goody, 1977; Olson, 1996). Studies concerning the practices of writing in real-world settings are carried out within the framework of situated cognition (Klein & Leacock, 2012; Menary, 2007; O'Hara et al., 2002), but they mainly focus on writer-writer or writer-artefact interactions. This paper provides an ethnographic account of writing that is understood as a practice that is distributed in a dynamically changing sociomaterial system. The cognitive task under study involves making decisions concerning the contents of a formal document as well as turning them into written text, both of which are supposed to take place in an informed and collaborative manner. Task performance depends on establishing a dense network of interactions that involves numerous sources of expert knowledge and people from various professional backgrounds who often represent clashing interests. The focus of the study is 1) identifying the resources employed in order to complete the task, 2) determining what functions they perform, 3) describing the ways that they are coordinated within the distributed cognitive system so that as a whole it creates incentives for some actions while constraining others. The analysis reveals how several resources contribute to realisation of cognitive operations while at the same time producing powerful effects upon the organisation of the cultural practices (Hutchins 2008) within the distributed cognitive system. [ABSTRACT FROM AUTHOR]

Waugh's last comic novel The Ordeal of Gilbert Pinfold (1957) takes 'exterior modernism' to a new height, no longer avoiding interiority – as in his interwar fiction – but exteriorising the interior through dissociation. 'The Box', to which the writer-protagonist attributes the source of the tormenting voices, may well be his own mind, an extended – albeit unhealthy – mind that works as a radio: he transmits his thoughts and then receives them as external signals in order to communicate with them. Pinfold's auditory hallucinations are caused by the breakdown of communication. Interestingly, writing is also a dissociative activity. Concerned with the writer's block, the novel reflects on the creative process and illuminates the relationship between madness and creativity. If dissociation, or the splitting of the mind, is a defence against trauma, the traumatic experience Pinfold attempts to suppress is the Second World War. The unusual state of mind accentuates the contingency of Waugh's radio writing; his preferred medium is cinema. [ABSTRACT FROM AUTHOR]