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"distributed cognition"
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Situated Entrepreneurial Cognition in Corporate Incubators and Accelerators: The Business Model as a Boundary Object
The cognitive perspective in entrepreneurship research has predominantly evolved around the static conceptions of cognition at the level of individual reasoning. Recently, the emerging stream of situated entrepreneurial cognition asserts that the environment substantially influences the inherent knowledge structures of entrepreneurial reasoning. It claims that the context indoctrinates the perceptions and beliefs underlying decision making, thus authoring entrepreneurial cognition to derive from the recursive interaction between the mind and the respective environment. Drawing on this perspective, this article follows a narrative approach investigating the unfolding dynamics between the entrepreneurial cognition and contextual factors in a business model design. Using textual accounts from 34 episodic interviews with entrepreneurs from corporate entrepreneurship initiatives, we applied a constant comparative method identifying main themes in the data. Our findings show that entrepreneurial cognition is embedded, grounded, and distributed. We provide evidence that the situated entrepreneurial cognition results from the recursive interplay of material objects, bodily interactions, and agents spanning a social system. Our findings suggest that the unilateral consideration of authored cognitive systems falls short in capturing the holistic nature of entrepreneurial cognition. Thus, our findings further empirically ground situated entrepreneurial cognition by placing the entrepreneur at the nexus of individual and context. Finally, this article reveals the business model as a central boundary object connecting and focalizing a variety of influences on the situated entrepreneurial cognition in its social context.
Paper
Learning design to support student-AI collaboration: perspectives of leading teachers for AI in education
Preparing students to collaborate with AI remains a challenging goal. As AI technologies are new to K-12 schools, there is a lack of studies that inform how to design learning when AI is introduced as a collaborative learning agent to classrooms. The present study, therefore, aimed to explore teachers’ perspectives on what (1) curriculum design, (2) student-AI interaction, and (3) learning environments are required to design student-AI collaboration (SAC) in learning and (4) how SAC would evolve. Through in-depth interviews with 10 Korean leading teachers in AI in Education (AIED), the study found that teachers perceived capacity and subject-matter knowledge building as the optimal learning goals for SAC. SAC can be facilitated through interdisciplinary learning, authentic problem solving, and creative tasks in tandem with process-oriented assessment and collaboration performance assessment. While teachers expressed instruction on AI principles, data literacy, error analysis, AI ethics, and AI experiences in daily life were crucial support, AI needs to offer an instructional scaffolding and possess attributes as a learning mate to enhance student-AI interaction. In addition, teachers highlighted systematic AIED policy, flexible school system, the culture of collaborative learning, and a safe to fail environment are significant. Teachers further anticipated students would develop collaboration with AI through three stages: (1) learn about AI, (2) learn from AI, and (3) learn together. These findings can provide a more holistic understanding of the AIED and implications for the educational policies, educational AI design as well as instructional design that are aimed at enhancing SAC in learning.
Journal Article
Scattered Storage: How to Distribute Stock Keeping Units All Around a Mixed-Shelves Warehouse
Scattered storage is a storage assignment strategy where single items are isolated and distributed all around the shelves of a warehouse. This way, the probability of always having some items per stock-keeping units close-by is increased, which is intended to reduce the unproductive walking time during order picking. Scattered storage is especially suited if each order line demands just a few items, so that it is mainly applied by business-to-consumer online retailers. This paper formulates a storage assignment problem supporting the scattered storage strategy. We provide and test suited solution procedures and investigate important managerial aspects, such as the frequency with which refilling the shelves should be executed.
The online appendix is available at
https://doi.org/10.1287/trsc.2017.0779
.
Journal Article
Timely Reading
This is a theoretical paper which presents a Distributed Cognition (DCog) perspective on reading that supplements existing approaches to account for phenomena that appear contradictory. The DCog approach moves understandings of reading beyond the individualistic, mental processing of text to a consideration of reading as situated, embodied material engagement that draws on multiple timescales. Drawing on the field of cognitive anthropology, the DCog framework situates reading within an ecology of three closely connected dimensions: 1) mind-body-material environment coordination, 2) distribution across a social group, and 3) distribution across time. By integrating cognitive, affective, sensory-motor, and cultural dimensions, this framework provides a robust approach to understanding contemporary reading practices in complex multimedia environments. The resulting conceptualisation of reading accounts for seeming disparities in existing empirical research without the need for ad hoc adjustments as new reading ecologies emerge, for instance with digitisation. It is also sufficiently simple to promote communication of research findings to practitioners in the field.
Journal Article
The narrative self, distributed memory, and evocative objects
In this article, I outline various ways in which artifacts are interwoven with autobiographical memory systems and conceptualize what this implies for the self. I first sketch the narrative approach to the self, arguing that who we are as persons is essentially our (unfolding) life story, which, in turn, determines our present beliefs and desires, but also directs our future goals and actions. I then argue that our autobiographical memory is partly anchored in our embodied interactions with an ecology of artifacts in our environment. Lifelogs, photos, videos, journals, diaries, souvenirs, jewelry, books, works of art, and many other meaningful objects trigger and sometimes constitute emotionally laden autobiographical memories. Autobiographical memory is thus distributed across embodied agents and various environmental structures. To defend this claim, I draw on and integrate distributed cognition theory and empirical research in human-technology interaction. Based on this, I conclude that the self is neither defined by psychological states realized by the brain nor by biological states realized by the organism, but should be seen as a distributed and relational construct.
Journal Article
Intention offloading: Domain-general versus task-specific confidence signals
Intention offloading refers to the use of external reminders to help remember delayed intentions (e.g., setting an alert to help you remember when you need to take your medication). Research has found that metacognitive processes influence offloading such that individual differences in confidence predict individual differences in offloading regardless of objective cognitive ability. The current study investigated the cross-domain organization of this relationship. Participants performed two perceptual discrimination tasks where objective accuracy was equalized using a staircase procedure. In a memory task, two measures of intention offloading were collected, (1) the overall likelihood of setting reminders, and (2) the bias in reminder-setting compared to the optimal strategy. It was found that perceptual confidence was associated with the first measure but not the second. It is shown that this is because individual differences in perceptual confidence capture meaningful differences in objective ability despite the staircase procedure. These findings indicate that intention offloading is influenced by both domain-general and task-specific metacognitive signals. They also show that even when task performance is equalized via staircasing, individual differences in confidence cannot be considered a pure measure of metacognitive bias.
Journal Article
Distributed selves: personal identity and extended memory systems
This paper explores the implications of extended and distributed cognition theory for our notions of personal identity. On an extended and distributed approach to cognition, external information is under certain conditions constitutive of memory. On a narrative approach to personal identity, autobiographical memory is constitutive of our diachronic self. In this paper, I bring these two approaches together and argue that external information can be constitutive of one's autobiographical memory and thus also of one's diachronic self. To develop this claim, I draw on recent empirical work in human-computer interaction, looking at lifelogging technologies in both healthcare and everyday contexts. I argue that personal identity can neither be reduced to psychological structures instantiated by the brain nor by biological structures instantiated by the organism, but should be seen as an environmentally-distributed and relational construct. In other words, the complex web of cognitive relations we develop and maintain with other people and technological artifacts partly determines our self. This view has conceptual, methodological, and normative implications: we should broaden our concepts of the self as to include social and artifactual structures, focus on external memory systems in the (empirical) study of personal identity, and not interfere with people's distributed minds and selves.
Journal Article
Does taking multiple photos lead to a photo-taking-impairment effect?
The photo-taking-impairment effect is observed when photographed information is less likely to be remembered than nonphotographed information. Three experiments examined whether this effect persists when multiple photos are taken. Experiment
1
used a within-subjects laboratory-based design in which participants viewed images of paintings and were instructed to photograph them once, five times, or not at all. Participants’ memory was measured using a visual detail test, and the photo-taking-impairment effect was observed when participants took multiple photos. Experiment
2
examined the photo-taking-impairment effect using a between-subjects design. Participants either photographed all of the paintings they saw once, five times, or not at all, before being tested on their memory for the paintings. The photo-taking-impairment effect was observed in both photo-taking conditions relative to the no photo baseline. Experiment
3
replicated this pattern of results even when participants who took multiple photos were instructed to take five unique photos. These findings indicate that the photo-taking-impairment effect is robust, occurring even when multiple photos are taken, and after nonselective photo-taking.
Journal Article
A Cognição Distribuída como referencial teórico para os estudos de usuários da informação
Partindo das relações já estabelecidas entre as três abordagens dos estudos de usuários da informação e os paradigmas da Ciência da Informação, a influência de perspectivas cognitivas nessas abordagens é apontada. Em seguida, são apresentadas a Cognição Distribuída e duas opções metodológicas a ela vinculadas - a Distributed Cognition for Teamwork e a etnografia cognitiva. Ambas são sugeridas como um quadro teórico-metodológico de elevado potencial para estudos de usuários da informação conforme a abordagem social. A reflexão realizada aponta que esse conjunto teórico-metodológico é indicado para subsidiar estudos de usuários pautados pela abordagem social, entendidos como estudos de práticas informacionais.
Journal Article