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2. The personal view of a cognitive artifact. Under this view, that of the individual person who must use the artifact, the view of the task has changed: thus, the artifact does not enhance cognition it changes the task. New things have to be learned, and old procedures and information may no longer be required: The person's cognitive abilities are unchanged.
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... In this section we explain some general aspects of the methodology we use for these mathematical lessons. Following the "learn by doing" strategy, teachers and students fold origami models and explore these cognitive artifacts (see [5]) in two different ways: ...
... However, from the learner's point of view, such a cognitive artefact is positioned as another tool with a personal view of its effectiveness ( Fig. 1 and Fig. 2). Donald A. Norman (1991: 3) provides the following illustrative example: consider a to-do list. Such a checklist, for example, developed for aircraft pilots, enhances the cognitive abilities of pilots and improves their memory. ...
[full article, abstract in English; abstract in Lithuanian] The article examines the modern computer-based educational environment and the requirements of the possible cognitive interface that enables the learner’s cognitive grounding by incorporating abductive reasoning into the educational process. Although the main emphasis is on cognitive and physiological aspects, the practical tools for enabling computational thinking in a modern constructionist educational environment are discussed. The presented analytical material and developed solutions are aimed at education with computers. However, the proposed solutions can be generalized in order to create a computer-free educational environment. The generalized paradigm here is pragmatism, considered as a philosophical assumption. By designing and creating a pragmatist educational environment, a common way of organizing computational thinking that enables constructionist educational solutions can be found.
... Conforme Norman (1991), representações têm o potencial de tornar a cognição humana mais eficaz. O autor explica que ao representar percepções, experiências e pensamentos, o ser humano simplifica a realidade e dá origem a novas experiências, insights e criações. ...
Neste estudo, investigamos o processo colaborativo de produção de representações gráficas de síntese por alunos de pós-graduação (mestrado e doutorado em Design). Para tanto, adotamos uma abordagem de coleta de dados mediada, com a produção de relatórios de processo por um estudante apontado pelo próprio grupo a cada encontro de produção de RGS. Para a tabulação dos relatórios de processo, utilizamos mapofluxogramas e análise qualitativa dos relatórios. Os resultados permitiram delimitar estágios do processo de produção das RGSs e atividades transversais ao processo (e.g., avaliação, surgimento de ideias, dúvidas). Relacionamos, por fim, os estágios e as atividades transversais aos hábitos mentais propostos por Hyerle (2008), com vistas a combinar os aspectos operacionais e cognitivos da produção de RGSs. Palavras-chave: representação gráfica; pensamento visual; educação. Abstract In this study, we investigated the collaborative process of producing graphic representations for synthesis by postgraduates (MSc and DSc Design students). In order to achieve such purpose, we adopted a mediated-data-collection approach, in which a student appointed by the group produced a process report for each RGS production meeting. Data treatment included the production of sequential line charts and qualitative analysis of the student-produced reports. Results allowed us to delineate the main stages within RGS collaborative production and identify across-the-process activities (e.g., evaluation, emerging ideas and doubts). At last, we associated RGS production stages and across-the-process activities to Hyerle´s (2008) habits of the mind, with an aim of combining operational and cognitive aspects of RGS production.
... Human-computer interaction (HCI) is a field where the relationship between human and computes are studied. Norman (1991) is a proponent of the cognitive approach in the field, and he explains that there are two different view of artefacts-devices that "maintain, display or operate upon information" in order to, for example, assist us in cognitive tasks. The system view involves us seeing the actor, the task and the artifice as a whole, whereas the actor's capacity is increased. ...
... The system view involves us seeing the actor, the task and the artifice as a whole, whereas the actor's capacity is increased. From the personal view, however, which is the view of the actor, his capacity is not enhanced by the artefact, but the task itself is changed (Norman 1991). If we take this approach to the introduction of artefacts in general, we see that the different perspectives give us different views on issues of automation and the introduction of AI in industry. ...
... This does not seem likely to occur if we use computers to autonomously replace us, instead of merely assisting us with the tasks performed. Norman's (1991) idea from the personal view of cognitive artefacts, that tasks change and that the capacities humans must then use is affected, seems more relevant in this case. This means that we will practice other abilities than before, and the net effect may of course be both positive and negative. ...
Human beings have used technology to improve their efficiency throughout history. We continue to do so today, but we are no longer only using technology to perform physical tasks. Today, we make computers that are smart enough to challenge, and even surpass, us in many areas. Artificial intelligence—embodied or not—now drive our cars, trade stocks, socialise with our children, keep the elderly company and the lonely warm. At the same time, we use technology to gather vast amounts of data on ourselves. This, in turn, we use to train intelligent computers that ease and customise ever more of our lives. The change that occurs in our relations to other people, and computers, change both how we act and how we are. What sort of challenges does this development pose for human beings? I argue that we are seeing an emerging challenge to the concept of what it means to be human, as (a) we struggle to define what makes us special and try to come to terms with being surpassed in various ways by computers, and (b) the way we use and interact with technology changes us in ways we do not yet fully understand.
... According to his finding, human can overcome these limits, creating and using artifacts that scaffold them in performing cognitive tasks. According to Norman [1991], "personal view" and "system view" of cognitive artifacts are not same. Cognitive artifacts enhance cognition by allowing human to accomplish cognitive tasks faster and with less errors by transforming cognitive tasks. ...
... The simulation results of the intrinsic and germane load show similar trends, while extraneous load varies with a variety of instructional presentations (e.g., R-MAP camera operation may have two different ways). The confluence of the cognitive load (gap) from different channels (system and design) is then compared to provide a justification for a decision [70][71][72]. The average cognitive load, which can be achieved from both cases, gives an important indication (trend) of the user-centered design ( Figure 10) and cognitive ability design ( Figure 9C), which are useful for further analyses, such as data mining and machine learning for user adoption. ...
... Segundo Norman (1991), a cognição humana se torna mais eficaz com o apoio de representações. Para Krug (2000), a primeira lei de usabilidade é "não me faça pensar", ou seja, o produto deve ser compreendido sem despender de esforço para isso. ...
... The category of memory technologies can be seen as a subcategory of cognitive artifacts. Cognitive artifacts are material objects used to aid not just memory, but all kinds of cognitive tasks and processes such as navigating, calculating, making inferences, and problem-solving (Heersmink, 2013(Heersmink, , 2016cHutchins, 1999;Norman, 1991Norman, , 1993. The current debate in the metaphysics of technology concerning artifact function (e.g. ...
Memory technologies are cultural artifacts that scaffold, transform, and are interwoven with human biological memory systems. The goal of this article is to provide a systematic and integrative survey of their philosophical dimensions, including their metaphysical, epistemological, and ethical dimensions, drawing together debates across the humanities, cognitive sciences, and social sciences. Metaphysical dimensions of memory technologies include their function, the nature of their informational properties, ways of classifying them, and their ontological status. Epistemological dimensions include the truth-conduciveness of external memory, the conditions under which external memory counts as knowledge, and the metacognitive monitoring of external memory processes. Finally, ethical and normative dimensions include the desirability of the effects memory technologies have on biological memory, their effects on self and culture, and their moral status. While the focus in the article is largely philosophical and conceptual, empirical issues such as the way we interact with memory technologies in various contexts are also discussed. We thus take a naturalistic approach in which philosophical and empirical concepts and approaches are seen as continuous.
... This theory states that instruments can indeed support professionals, when these instruments fit seamlessly into the activities of a professional [7]. Extensive research in domains ranging from aviation to medicine shows that the connection between instruments and the professional's routine is of great importance for the successful usage of new tools [8]. For example, a new tool in an aircraft must fit seamlessly into the daily routine of the pilot and his crew to prevent accidents. ...
... Teachers indeed reflected on the data and activated additional pedagogical knowledge to interpret the data as suggested by Verberts' learning analytics process model [5] and Roelofs' pedagogical knowledge bases model [8]. Knowledge on the individual student level was activated more often, but also knowledge on the class level was used by teachers to make sense of the dashboard data. ...
Even though the recent influx of tablets in primary education goes together with the vision that educational technologies will revolutionize education, empirical results supporting this claim are scarce. The adaptive educational technology in this research is used daily in primary classrooms and includes teacher dashboards. While students practice on the tablet, the technology displays real-time data of learner progress and performance in teacher dashboards. This study examines how teachers use the dashboards during lessons applying the Verberts’ learning analytic process model. Teacher dashboard consultations and resulting pedagogical actions were observed in mathematics lessons. In a following stimulated recall interview, a teacher was asked to elaborate on the knowledge he/she activated and his/her reasoning in interpreting the dashboard. The results indicate that teachers consult the dashboard on average 8,3 times per lesson, but great variation among teachers was found. Teachers activate existing knowledge about the class and students to interpret dashboard data. The pedagogical actions teachers take after dashboard consultation are mainly providing individual feedback and additional instruction. The results show that pedagogical actions preformed at teachers’ own initiative are mostly directed to low ability students, whereas actions after consulting the dashboard are more directed at middle and high ability students. These results indicate that extracted learning analytics, in the form of teacher dashboards are indeed influencing teachers’ pedagogical actions in daily classroom activities and may initiate behavior changes in teaching practices.
... To reduce these errors, humans often rely on cognitive artifacts to create lasting accurate memory (Hutchins 1995). This activity, known as distributed cognition, shows that physical objects acting as cognitive artifacts, are particularly effective at reducing incorrect coding errors and forgetfulness (Norman 1991, Nemeth et al. 2004). Items such as notepads, meeting calendars, and shopping lists are examples of cognitive artifacts employed in our everyday lives. ...
... Please provide editor names, publisher location and publisher name for the reference " Norman (1991)." ...
... We focus on assessing the usability of the conversational agent as a potential cognitive artifact, a tool that enhances human capabilities by externalizing aspects of cognition. Cognitive artifacts are defined as "artificial devices designed to maintain, display, or operate upon information in order to serve a representative function" [7]. The purpose of the conversational agent as a cognitive artifact was to enable users, who had minimal training in the CNL knowledge representation, to create a shared and dynamic KB for storing information. ...
Controlled natural language (CNL) has great potential to support human–machine interaction (HMI) because it provides an information representation that is both human readable and machine processable. We investigated the effectiveness of a CNL-based conversational interface for HMI in a behavioral experiment called simple human experiment regarding locally observed collective knowledge (Sherlock). In Sherlock, individuals acted in groups to discover and report information to the machine using natural language (NL), which the machine then processed into CNL. The machine fused responses from different users to form a common operating picture, a dashboard showing the level of agreement for distinct information. To obtain information to add to this dashboard, users explored the real world in a simulated crowdsourced sensing scenario. This scenario represented a simplified controlled analog for tactical intelligence (i.e., direct intelligence of the environment), which is key for rapidly planning military, law enforcement, and emergency operations. Overall, despite close to zero training, 74% of the users inputted NL that was machine interpretable and addressed the assigned tasks. An experimental manipulation aimed to increase user–machine interaction, however, did not improve performance as hypothesized. Nevertheless, results indicate that the conversational interface may be effective in assisting humans with collection and fusion of information in a crowdsourcing context.
