[[_Anotacions]] tags:: #marc_teoric #Distributed_Cognition # Hollan2000 # Distributed cognition: toward a new foundation for human-computer interaction research ## Anotacions [[Hollan2000]] "The theory of distributed cognition, like any cognitive theory, seeks to understand the organization of cognitive systems. Unlike traditional theories, however, it extends the reach of what is considered cognitive beyond the individual to encompass interactions between people and with resources and materials in the environment." ([James D. Hollan et al 2000:2](zotero://open-pdf/library/items/KH3HEE6M?page=2)) _Definició de la teoria de cognició distribuïda ([note on p.2](zotero://open-pdf/library/items/KH3HEE6M?page=2))_ "Distributed cognition looks for cognitive processes, wherever they may occur, on the basis of the functional relationships of elements that participate together in the process. A process is not cognitive simply because it happens in a brain, nor is a process noncognitive simply because it happens in the interactions among many brains." ([James D. Hollan et al 2000:2](zotero://open-pdf/library/items/KH3HEE6M?page=2)) _Els processos cognitius es poden donar amb la interacció amb l'altres persones i/o elements. ([note on p.2](zotero://open-pdf/library/items/KH3HEE6M?page=2))_ "The second principle that distinguishes distributed cognition concerns the range of mechanisms that may be assumed to participate in cognitive processes." ([James D. Hollan et al 2000:2](zotero://open-pdf/library/items/KH3HEE6M?page=2)) _Rang de mecanismes que formen part del procés cognitiu ([note on p.2](zotero://open-pdf/library/items/KH3HEE6M?page=2))_ "—Cognitive processes may be distributed across the members of a social group. —Cognitive processes may involve coordination between internal and external (material or environmental) structure. —Processes may be distributed through time in such a way that the products of earlier events can transform the nature of later events." ([James D. Hollan et al 2000:3](zotero://open-pdf/library/items/KH3HEE6M?page=3)) _Els 3 tipus de distribució de processos cognitius: -entre persones -entre persona i estructura externa -els productes d'ara poden transformar els propers ([note on p.3](zotero://open-pdf/library/items/KH3HEE6M?page=3))_ "social organization is itself a form of cognitive architecture." ([James D. Hollan et al 2000:4](zotero://open-pdf/library/items/KH3HEE6M?page=4)) "Distributed cognition means more than that cognitive processes are socially distributed across the members of a group. It is a broader conception that includes phenomena that emerge in social interactions as well as interactions between people and structure in their environments. This perspective highlights three fundamental questions about social interactions: (1) how are the cognitive processes we normally associate with an individual mind implemented in a group of individuals, (2) how do the cognitive properties of groups differ from the cognitive properties of the people who act in those groups, and (3) how are the cognitive properties of individual minds affected by participation in group activities?" ([James D. Hollan et al 2000:4](zotero://open-pdf/library/items/KH3HEE6M?page=4)) _3 questions que haurà de respondre l'investigació d'aquesta tesi. Possibles casos a estudiar: Grup laboratori (grup d'especialistes d'informàtica desenvolupadors del web). Grup DAM (grup d'informàtics, estudiants els processos cognitius entre ells i amb el web). Grup FEP-DAM (mestres en formació, amb informàtics de cicles amb un entorn gamificat projectat sobre un web propi) ([note on p.4](zotero://open-pdf/library/items/KH3HEE6M?page=4))_ "For the design of work environments, this means that work materials are more than mere stimuli for a disembodied cognitive system. Work materials from time to time become elements of the cognitive system itself. Just as a blind person's cane or a cell biologist's microscope is a central part of the way they perceive the world, so well-designed work materials become integrated into the way people think, see, and control activities, part of the distributed system of cognitive control." ([James D. Hollan et al 2000:5](zotero://open-pdf/library/items/KH3HEE6M?page=5)) _ellaboratori a forma part del procés cognitiu ([note on p.5](zotero://open-pdf/library/items/KH3HEE6M?page=5))_ "A third tenet of the theory of distributed cognition is that the study of cognition is not separable from the study of culture, because agents live in complex cultural environments. This means, on the one hand, that culture emerges out of the activity of human agents in their historical contexts, as mental, material and social structures interact, and on the other hand, that culture in the form of a history of material artifacts and social practices, shapes cognitive processes, particularly cognitive processes that are distributed over agents, artifacts, and environments." ([James D. Hollan et al 2000:5](zotero://open-pdf/library/items/KH3HEE6M?page=5)) _Quina és la relació entre cultura i cognició en l'aliança FEP-DAM? ([note on p.5](zotero://open-pdf/library/items/KH3HEE6M?page=5))_ "The ethnography of distributed cognitive systems retains an interest in individual minds, but adds to that a focus on the material and social means of the construction of action and meaning. It situates meaning in negotiated social practices, and attends to the meanings of silence and the absence of action in context as well as to words and actions [Hutchins and Palen 1997]." ([James D. Hollan et al 2000:6](zotero://open-pdf/library/items/KH3HEE6M?page=6)) "Since the cognitive properties of systems that are larger than an individual play out in the activity of the people in them, a cognitive ethnography must be an event-centered ethnography. We are interested not only in what people know, but in how they go about using what they know to do what they do" ([James D. Hollan et al 2000:6](zotero://open-pdf/library/items/KH3HEE6M?page=6)) "Cognitive ethnography is not any single data collection or analysis technique. Rather it brings together many specific techniques, some of which have been developed and refined in other disciplines (e.g., interviewing, surveys, participant observation, and video and audio recording). Which specific technique is applied depends on the nature of the setting and the questions being investigated. Because of the prominence of events and activity in the theory, we give special attention to video and audio recording and the analysis of recordings of events [Goodwin and Goodwin 1996; Suchman 1987]. In human-computer interaction settings we expect automated recording of histories of interaction [Hill and Hollan 1994] to become an increasingly important source of data. The theory holds that cognitive activity is constructed from both internal and external resources, and that the meanings of actions are grounded in the context of activity. This means that in order to understand situated human cognition, it is not enough to know how the mind processes information. It is also necessary to know how the information to be processed is arranged in the material and social world. This, in turn, means that there is no substitute for technical expertise in the domain under study. This is why participant observation is such an important component of cognitive ethnography." ([James D. Hollan et al 2000:6](zotero://open-pdf/library/items/KH3HEE6M?page=6)) _Definició etnografia cognitiva. ([note on p.6](zotero://open-pdf/library/items/KH3HEE6M?page=6))_ "The approach to human-computer interaction we propose here requires researchers to make a real commitment to a domain. If one is to talk to experts in a meaningful way about their interactions with structure in their task environments, one must know what that structure is and how it" ([James D. Hollan et al 2000:6](zotero://open-pdf/library/items/KH3HEE6M?page=6)) _ellaboratori.cat? ([note on p.6](zotero://open-pdf/library/items/KH3HEE6M?page=6))_ "may be organized. One must also know the processes actors engage in and the resources they use to render their actions and experiences meaningful. This perspective provides new insights for the design of conceptually meaningful tools and work environments. It implies that their design should take into account the ways actors can achieve coordination with the dynamic behavior of active work materials." ([James D. Hollan et al 2000:7](zotero://open-pdf/library/items/KH3HEE6M?page=7)) _Això pretén ellaboratori ([note on p.7](zotero://open-pdf/library/items/KH3HEE6M?page=7))_ "While digital display design is an important research topic, and one with which we are concerned, what we are proposing is more fundamental: a research framework that integrates distributed cognition theory with methods for design of digital work materials." ([James D. Hollan et al 2000:7](zotero://open-pdf/library/items/KH3HEE6M?page=7)) _Article clau en el marc teòric que desenvolupa el concepte: cognició distribuïda ([note on p.7](zotero://open-pdf/library/items/KH3HEE6M?page=7))_ "Fig. 1. Integrated research activity map." ([James D. Hollan et al 2000:8](zotero://open-pdf/library/items/KH3HEE6M?page=8)) _Afegir Figura ([note on p.8](zotero://open-pdf/library/items/KH3HEE6M?page=8))_ "Distributed cognition theory identifies a set of core principles that widely apply. For example, —people establish and coordinate different types of structure in their environment —it takes effort to maintain coordination —people off-load cognitive effort to the environment whenever practical —there are improved dynamics of cognitive load-balancing available in social organization." ([James D. Hollan et al 2000:8](zotero://open-pdf/library/items/KH3HEE6M?page=8)) _Adaptar a l'Aliança FEP-DAM ([note on p.8](zotero://open-pdf/library/items/KH3HEE6M?page=8))_ "While the skills required to do this are not normally part of a curriculum in cognitive science, they are as essential as the methods of experimental design." ([James D. Hollan et al 2000:9](zotero://open-pdf/library/items/KH3HEE6M?page=9)) _Clau en la idea del nostre projecte col·laboratiu ([note on p.9](zotero://open-pdf/library/items/KH3HEE6M?page=9))_ "While the study of cognition in the wild can answer many kinds of questions about the nature of human cognition in real workplaces, the richness of real-world settings places limits on the power of observational methods" ([James D. Hollan et al 2000:9](zotero://open-pdf/library/items/KH3HEE6M?page=9)) _In the wild o real world, on estem nosaltres? ([note on p.9](zotero://open-pdf/library/items/KH3HEE6M?page=9))_ "Design enters the story in several ways. First, ethnography offers clever ways of getting things done that can be incorporated in new designs. New uses can be found for old strategies, and techniques effective in one setting may be transferred to another. Experiments can refine the theory of distributed cognition which in turn can be applied to improve design. Finally, since the design process creates new tools for workplaces, there are new structures and interactions to study." ([James D. Hollan et al 2000:9](zotero://open-pdf/library/items/KH3HEE6M?page=9)) _Això és un DBR? Iteracions millorant el disseny ([note on p.9](zotero://open-pdf/library/items/KH3HEE6M?page=9))_ "It documented the social organization of work and showed how learning happened both in individuals and at the organizational level." ([James D. Hollan et al 2000:10](zotero://open-pdf/library/items/KH3HEE6M?page=10)) _Aprendre tant a nivell individual, com a nivell organitzatiu. ([note on p.10](zotero://open-pdf/library/items/KH3HEE6M?page=10))_ "These design alternatives raise a number of important questions that can only be resolved by experimental investigation." ([James D. Hollan et al 2000:11](zotero://open-pdf/library/items/KH3HEE6M?page=11)) _Com aquesta tesi ([note on p.11](zotero://open-pdf/library/items/KH3HEE6M?page=11))_ "3.3 Beyond Direct Manipulation It is possible to create virtual social and material environments that have different properties than real environments. Hollan and Stornetta [1992] discuss how an unquestioned presupposition of the efficacy of imitating" ([James D. Hollan et al 2000:11](zotero://open-pdf/library/items/KH3HEE6M?page=11)) "An important research issue for the field of human-computer interaction is how to move beyond current direct-manipulation interfaces. One key focus of research based on distributed cognition is the nature of representations and the ways that people use representations to do work" ([James D. Hollan et al 2000:12](zotero://open-pdf/library/items/KH3HEE6M?page=12)) _ellaboratori ha millorat la comunicació amb els seus participants a mesura que han passat els anys i s'ha estudiat les interaccions ([note on p.13](zotero://open-pdf/library/items/KH3HEE6M?page=13))_ "As we build richer, more all-encompassing computational environments it becomes more important than ever to understand the ways human agents and their local environments are tightly coupled in the processing loops that result in intelligent action." ([James D. Hollan et al 2000:13](zotero://open-pdf/library/items/KH3HEE6M?page=13)) "—How then can we design representations to facilitate their flexible use?" ([James D. Hollan et al 2000:13](zotero://open-pdf/library/items/KH3HEE6M?page=13)) "—How can we make representations more active so that they help users see what is most relevant to deciding what to do next? —How can we shift the frame of interpretation so as to achieve a better conceptualization of what is going on and what ought to be done?" ([James D. Hollan et al 2000:14](zotero://open-pdf/library/items/KH3HEE6M?page=14)) "One way to address each of these questions is to specifically focus on creation of virtual social and material environments that go beyond mere imitation of the felicitous features of the real world to exploit the felicitous features of a computational world." ([James D. Hollan et al 2000:14](zotero://open-pdf/library/items/KH3HEE6M?page=14)) _Si afegim en un entorn gamificat és exactament el que hem fet (o pretenem fer) ([note on p.14](zotero://open-pdf/library/items/KH3HEE6M?page=14))_ "Individually we adapt through interaction and creating scaffolding; collectively we adapt through culture and intelligent" ([James D. Hollan et al 2000:16](zotero://open-pdf/library/items/KH3HEE6M?page=16)) _coordination. ([note on p.16](zotero://open-pdf/library/items/KH3HEE6M?page=16))_ "Distributed cognition encourages us to look at functional organizations that soften traditional boundaries between what is inside and what is outside." ([James D. Hollan et al 2000:17](zotero://open-pdf/library/items/KH3HEE6M?page=17)) "Distributed cognition encourages exploration of the tight coupling of interface components and cognition. Better understanding of this coupling may help in explaining why zoomable multiscale interfaces seem so compelling and assist in effective design of alternative multiscale representations." ([James D. Hollan et al 2000:17](zotero://open-pdf/library/items/KH3HEE6M?page=17)) "All the work we have discussed above points to one fact: people form a tightly coupled system with their environments. The environment is one's partner or cognitive ally in the struggle to control activity. Although most of us are unaware of it, we constantly create external scaffolding to simplify our cognitive tasks. Helpful workflow analyses must focus on how, when, and why this external scaffolding is created. We think an integrated research environment such as we propose is absolutely crucial to such analyses and as foundation for creating digital environments which make these cognitive alliances as powerful as possible." ([James D. Hollan et al 2000:19](zotero://open-pdf/library/items/KH3HEE6M?page=19)) _Conclusió de l'article ([note on p.19](zotero://open-pdf/library/items/KH3HEE6M?page=19))_ ## Conceptes Marc Teòric ### [[023. Aprenentatge Col·laboratiu]] ### [[Estudi de la Cognicio Distribuida]] ### [[Distributed Cognition]] ### [[Socially Distributed Cognition]] ### [[Embodied Cognition]] ### [[Structurally Distributed Cognition]] ### [[Culture and Cognition]] ### [[Design Patterns]] ## Conceptes Propis ### [[043. Aprenentatge Col·laboratiu]] ### [[Aprenentatge Col·laboratiu Alumnes-Professors]] #### [[Aprenentatge Col·laboratiu entre Alumnes]] ### [[Gamificació com a Infraestructura Frontera]] #### [[Presentació Aprenentatge Col·laboratiu]] #### [[Videojoc, Web o APP com a Objectes Fronteres]]