By Barbara Gorayska, Jonathon P. Marsh, Jacob L. Mey (auth.), Meurig Beynon, Chrystopher L. Nehaniv, Kerstin Dautenhahn (eds.)
Cognitive know-how: tools of brain Cognitive know-how is the learn of the influence of know-how on human cog- tion, the externalization of know-how from the human brain, and the pragmatics of instruments. It promotes the view that people should still boost tips on how to p- dict, examine, and optimize features of human-tool courting in a way that respects human wholeness. particularly the improvement of latest instruments similar to digital environments, new desktop units, and software program instruments has been too little eager about the affects those applied sciences could have on human cog- tive and social capacities. Our instruments swap what we're and the way we relate to the area round us. they should be built in a fashion that either extends human services whereas making sure a suitable cognitive t among organism and device. The crucial subject matter of the CT 2001 convention and quantity is asserted in its identify: tools of brain. Cognitive know-how is worried with the interplay among worlds: that of the brain and that of the computer. In technological know-how and engineering, this - teraction is frequently explored by means of posing the query: how can expertise be top adapted to human cognition? yet because the heritage of technological advancements has regularly proven, cognition is additionally shaped by means of know-how. applied sciences as varied as writing, electrical energy new release, and the silicon chip all illustrate the profound and dynamic effect of expertise upon ourselves and our conceptions of the world.
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Additional info for Cognitive Technology: Instruments of Mind: 4th International Conference, CT 2001 Coventry, UK, August 6–9, 2001 Proceedings
But they are not well-suited to deductive logic, planning, and the typical tasks of sequential reason. They are, roughly speaking, “Good at Frisbee, Bad at Logic” – a cognitive profile that is at once familiar and alien. Familiar, because human intelligence clearly has something of that flavor. , etc. A powerful hypothesis, which I first encountered in Rumelhart, Smolensky, McClelland and Hinton (1986), is that we transcend these limits, in large part, by combining the internal operation of a connectionist, pattern-completing device with a variety of external operations and tools which serve to reduce various complex, sequential problems to an ordered set of simpler pattern-completing operations of the kind our brains are most comfortable with.
One of the reasons for the blind acceptance of such an “institutional truth” is that Software Engineering has become dominated by the life-cycle model of design, which dictates the way in which system “development” is rationalized, discussed and criticized. Within this model, there is the assumption that “the system” exists in some embryonic form from the very start of the process, and that the task of the designer is to nurture development and allow maturity to be reached in good health. Typically, the system equivalent of “DNA” is encoded into a “requirements document”, which presumably captures the notion of the “systemness” that will be evident in the mature adult of the species.
Or consider, to take a superficially very different kind of case, the role of sketching in certain processes of artistic creation. ]" (op cit p. 180). The question the authors pursue is: why the need to sketch? Why not simply imagine the final artwork “in the mind’s eye” and then execute it directly on the canvas? The answer they develop, in great detail and using multiple real case-studies, is that human thought is constrained, in mental imagery, in some very specific ways in which it is not constrained during on-line perception.