Cognition, communication and interaction: transdisciplinary perspectives on interactive technology
Saved in:
| Format: | Book |
|---|---|
| Language: | English |
| Published: |
London
Springer
2008
|
| Series: | Human-computer interaction series
|
| Subjects: | |
| Online Access: | Inhaltsverzeichnis Klappentext |
| Item Description: | Includes bibliographical references |
| Physical Description: | XXIII, 591 S. Ill. 25 cm |
| ISBN: | 9781846289279 9781846289262 1846289262 |
Staff View
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| 245 | 1 | 0 | |a Cognition, communication and interaction |b transdisciplinary perspectives on interactive technology |c Satinder Gill, ed. |
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Record in the Search Index
| _version_ | 1804137604980932608 |
|---|---|
| adam_text | Contents
Preface
.......................................................................................................................
v
Part I Communication and Interaction
................................................................1
1.
Knowledge as Embodied Performance
..............................................................3
Satinder P. Gill
1.1
Introduction
..................................................................................................3
L2 Knowledge as Embodied Performance
........................................................5
2.1
Knowledge as Performance: Example of Consultancy
.....................5
2.2
Cognition in Communication: Example of Underwriters
Performance
.....................................................................................7
1.3
Experiential Knowledge and the Distributed Setting
...................................7
1.4
Multi-modal Systems: Complexity of Knowledge as Embodied
Performance
...............................................................................................
Ю
1.5
Limits of Presence in the Distributed Setting
............................................11
1.6
Communication and Presence in the Virtual Environment
........................15
1.7
Body Moves: Rhythmic Synchrony and Coordination in
Interaction
..................................................................................................16
1.8
Musicality and Entrainment in Human Interaction
....................................21
1.9
Conclusion: Cognition and Knowledge Transformation in
Communication
..........................................................................................23
1.10.
Reflections
.................................................................................................25
2.
Cognitive Technology
Technological Cognition
....................................................................................31
Jacob L. Mey
3. Knowledge in
Co-Action
Social Intelligence in Collaborative Design Activity
.......................................38
Satinder P. Gill and
Jan Borchers
3.1
Introduction: Knowledge in Co-action
.......................................................39
3.2
The Studies
................................................................................................40
3.3
Parallel Coordinated Moves and Collaborative Activity
...........................42
3.4
Examples from the Case Studies
................................................................43
3.4.1
The
Haptic
Connection
.....................................................................43
3.4.2
Narrative and Virtual Space
.............................................................45
3.4.3
Engagement Space
...........................................................................45
3.4.4
Engagement Space and Zones of Interaction
...................................46
3.4.5
Parallel Coordinated Actions
...........................................................48
3.5
Discussion
..................................................................................................51
3.6
Conclusions
................................................................................................53
4.
Degrees of Engagement in Interactive Workspaces
........................................56
Renate Fruchter
4.1
Introduction
................................................................................................56
4.2
Bricks
&
Bits
&
Interaction
....................................................................58
4.3
High Fidelity Ubiquitous Knowledge Capture and Reuse
.........................59
4.4
The FISHBOWL Scenario
.........................................................................61
4.5
Data Collection and Analysis
.....................................................................64
4.6
Degrees of Engagement and Zones of Interaction
.....................................65
4.7
Preliminary Observations
...........................................................................66
4.8
Discussion
..................................................................................................67
5.
The Nature of Virtual Communities
.................................................................70
Daniel Memmi
5.1
Introduction
................................................................................................70
5.2
Types of Communities
...............................................................................72
5.2.1
The Notion of Community
..............................................................72
5.2.2
A Classical Distinction
....................................................................72
5.3
Recent Social Evolution
.............................................................................74
5.4
Computer-Mediated Communities
.............................................................75
5.4.1
A Common Approach
......................................................................75
5.4.2
Typical Virtual Characteristics...
.....................................................76
5.4.3
Benefits of Virtual Communication
.................................................77
5.5
Discussion
..................................................................................................78
5.5.1
Diversity of Social Groups
..............................................................78
5.5.2
Practical Recommendations
............................................................79
5.5.3
Social Networks
...............................................................................80
5.6
Conclusion
.................................................................................................81
6.
Use Discourses in System Development
Can Communication be Improved
?........___..........__...................................83
Carl Martin Allwood and David
Hakken
6.1
Introduction: Use : Useful or Useless?
.....................................................83
6.1.1
The Four Use Discourses
................................................................85
6.2
Discourses on Use Among Practising Systems Developers
.......................85
6.2.1
Extensive Discourse on Users
........................................................85
6.2.2
Discourse Intensive and Cumulative as Well
.................................86
6.2.3
Factors That Make it Harder to Involve Users
................................87
6.2.4
Wide Diversity in Actual User Involvement
..................................88
6.3
The Use Discourse of Academic Theorists: The Scandinavian
School
.......................................................................................................89
6.3.1
Use and Nordic vs. American Theoretical Discourses on
System Development
......................................................................89
6.3.2
Theorists Reflexive Critiques of the Scandinavian School
...........90
6.3.3
Continuing Research in the Tradition of the Scandinavian
Approach
........................................................................................92
6.4
The Usability Approach to Information System Development
..................93
6.4.1
Typical and Possible Usability Discourses
.....................................94
6.4.2
Critiques of Usability Use Talk
......................................................94
6.4.3
Some Innovative Usability Approaches
.........................................95
6.4.4
Ethnography among Practitioners, Scandinavian Theorists
and Usability Researchers
...............................................................97
6.5
Social and Political Analyses of the Nordic Approach to System
Development
..............................................................................................98
6.5.1
Recent Critiques of User Involvement
............................................98
6.5.2
Mixed Views: The Extent and Impact of Users Varies
..................99
6.6
Reconstructing Use?
................................................................................100
6.6.1
Is it Advisable to Attempt to Rescue the Use Discourse?
..........101
6.6.2
Principles on which to Reconstruct Use Discourse
1 :
Users, not User
.............................................................................102
6.6.3
Principle
2:
Take the Limits of System Development into
Account and Differentiate User Participation
...............................102
6.6.4
Principle
3:
Differentiate Expectations in Relation to
Differentially Relevant National/Cultural Contexts
.....................103
6.6.5
Principle
4:
Acknowledge the Impact of Professional
Politics
..........................................................................................106
6.6.6
Principle
5:
Anticipate the Likely Continued Relevance of
Policy
............................................................................................107
6.7
Summary
..................................................................................................108
7.
A Pattern Approach to Interaction Design
....................................................114
Jan Borchers
7.1
Introduction
..............................................................................................114
7.1.1
Pattern languages as Lingua Franca
............................................115
7.2
A Brief History of Pattern Languages
......................................................115
7.2.1
Patterns in Urban Architecture
.....................................................115
7.2.2
Patterns in Software Engineering
................................................116
7.2.3
Patterns in HCI
............................................................................117
7.2.4
Patterns in the Application Domain
.............................................118
7.3
Using Pattern Languages in Interdisciplinary Design
..............................118
7.3.1
A Formal Hypertext Model of a Pattern Language
......................118
7.3.2
Using Patterns in the Usability Engineering Life Cycle
...............120
7.4
Example: Designing Interactive Music Exhibits
......................................122
7.4.1
The WorldBeat Project
.................................................................122
7.4.2
Musical Design Patterns
...............................................................123
7.4.3
Interaction Design Patterns
...........................................................125
7.4.4
Software Design Patterns
..............................................................127
7.4.5
Reusing the Pattern Language
......................................................128
7.4.6
Pattern Use in Education
..............................................................129
7.5
Conclusions and Further Research
...........................................................129
8.
CSCW Design Reconceptualised Through Science Studies
..........................132
Casper Bruun Jensen
8.1
Introduction
..............................................................................................132
8.2
Design Process: Anti-Technicist Vision
..................................................133
8.3
Design Process: Further Specification
.....................................................134
8.4
Performativity, Representation, Normativity
...........................................134
8.4.1
Performativity
.............................................................................134
8.4.2
Representation
............................................................................135
8.4.3
Normativity
.................................................................................136
8.5
CSCW and Design
...................................................................................137
8.6
The Analyses
............................................................................................139
8.7
Activity, Activity Theory, CSCW
............................................................140
8.8
CSCW and Technicist Tendencies
...........................................................141
8.9
CSCW and Performativity
.......................................................................142
8.10
CSCW and Representing the Other
.........................................................143
8.11
Conclusion
...............................................................................................144
9.
Designing for Work Place Learning
...............................................................148
Thomas Binder
9.1
Introduction
..............................................................................................148
9.2
What is Learning Work?
..........................................................................149
9.3
Instructional Learning: The Problem of Context and
Contextualisation
.....................................................................................150
9.4
Formalised Learning, The Problem of Practice and Participation
...........152
9.5
Informal Learning, the Problem of Dialogue and
Reflexivity
.................154
9.6
Community Learning and Ladders of Reflection
.....................................157
9.7
Learning with Computers
........................................................................161
9.8
Computers as the Materialisation of Legitimate Learning
Opportunities
...........................................................................................162
9.9
Computers as Resources for Dialogue
.....................................................165
9.10
Educational Design as Prototypical Learning
..........................................168
9.11
(More Than) User Participation in Design of Learning Materials
...........169
9.12
Creating Discourse, But What About Factory Regimes?
.........................171
10.
The Narrative Aspect of Scenario Building
How Story Telling May Give People a Memory of the Future
____.....___174
Lauge Baungaard
Rasmussen
10.1
Introduction
..............................................................................................174
10.2
Concepts and Functions of Stories
...........................................................176
10.3
Techniques
and Steps of Scenario Story Building
...................................180
10.4
What Makes Strong and Weak Scenario Stories?
....................................189
10.5
Conclusions and Perspectives
..................................................................192
11.
Narration, Discourse, and Dialogue
Issues in the Management of Intercultural Innovation
.................................195
Parthasarathi Banerjee
11.1
Introduction
..............................................................................................195
11.2
The Real Challenge
..................................................................................197
11.3
The Problem and the Argument
...............................................................199
11.3.1
The End of a Tacit-Codified Schema of a Knowledge
Division
......................................................................................199
11.3.2
An Utterance as a Possibility or as a Mode of Practical Life
........199
11.3.3
Innovation as an Imagination of Possibilities or a
Suggestion on Generalised Meaning
..........................................200
11.3.4
Innovation as a Goal-Directed Drama or as an Unfolding
Narrative without a Goal
............................................................201
11.3.5
Our Argument in Adumbration
.....................................................201
11.3.6
Limits to Universal Claim, and an Expanse of Diversity
..............202
11.4
An End of the Tacit-Codified Schema of the Knowledge-Division
.........202
11.5
An Utterance as a Possibility or as a Mode of Practical Life
...................204
11.6
Innovation as Imaginations about Possibilities or Suggestions on
Generalised Meanings
..............................................................................206
11.7
Innovation as Goal Directed Drama or as an Unfolding Narrative
Without a Goal
.........................................................................................207
11.8
Conclusions: Limits to Universal Claims, an Expanse of Diversity
........209
12.
Rethinking the Interaction Architecture
........................................................213
Karamjit S. Gill
12.1
Introduction
..............................................................................................213
12.2
User Interfacing
-
The Problem and the Challenge
.................................216
12.3
Interfacing Tools
-
A Challenge
..............................................................216
12.4
Techno-Centric Focus of
е
-Health...........................................................
217
12.5
The Problem with the Technical Solution
................................................218
12.5.1
Conceptual Gap
...........................................................................219
12.5.2
Design Gap
..................................................................................220
12.5.3
Methodological gap
.....................................................................221
12.5.4
Application Gap
...........................................................................222
12.6
Conceptualising the User Interface
..........................................................224
12.7
Rethinking the Interaction Architecture
...................................................225
12.8
Towards the Symbiotic Interface
.............................................................227
12.9
The User and the User Interface
..............................................................228
12.10
The User and the Actuality-Reality Gap
..................................................229
12.11
Valorisation of Interaction Spaces
...........................................................230
12.12
Summary
..................................................................................................233
13.
Towards a General Theory of the Artifcial
....................................................235
Massimo Negrotti
13.1
The Icarus
Syndrome
...............................................................................235
13.2
The Concept of the Artificial: Fiction and
Reali
ty
...................................237
13.3
Copies of Reality
..................................................................................239
13.4
The First Step Toward the Artificial: The Observation
...........................241
13.5
Eyes and Mind: The Representations
.......................................................243
13.6
The Exemplar: Background and Foreground
...........................................245
13.7
What is, Essentially, a Rose?
...................................................................247
13.8
Reality Does not Make a Discount
..........................................................250
13.9
The Difficult Synthesis of the Observation Levels
..................................253
13.10
Emergency and Transfiguration: i.e. Something Occurs Always
.........255
13.11
Classification of the Artificial
..................................................................258
13.12
A Note about Automatisms
......................................................................260
13.13
Conclusion
...............................................................................................262
Part II Knowledge and Cognition
.......................................................................267
14.
The
Socratic
and Platonic Basis of Cognitivism
............................................269
Hubert L. Dreyfus
14.1
What is Cognitivism
................................................................................269
14.2
A Phenomenology of Skilled Behaviour
..................................................272
14.3
The Sources of Cognitivism
.....................................................................276
14.4
Conclusion
...............................................................................................280
15.
Cockpit Cognition: Education, The Military and Cognitive
Engineering
.......................................................................................................283
Douglas Noble
15.1
Introduction
..............................................................................................283
15.1.1
Public Education s New Mandate: How to Think, How to
Learn
.............................................................................................283
15.1.2
The Need for a Deeper Analysis
...................................................284
15.1.3
The Military Demand for Intelligent Technologies
......................285
15.2
The Background
.......................................................................................286
15.2.1
Militarized Pedagogy: Military Origins of Educational
Innovation
.....................................................................................286
15.2.2
Militarized Mind: The Military Origins of Artificial
Intelligence and Cognitive Science
..............................................288
15.3
Educational Technology Meets Cognitive Science
..................................290
15.3.1
A New Phase of Military Funding
................................................290
15.3.2
The Reasons for the Wedding of Cognitive Science and
Education Technology
..................................................................291
15.3.3
Explanation of Military Sponsorship
............................................291
15.4
Cognitive Engineering: Redesigning Mind
..............................................293
15.4.1
Cockpit Cognition: Augmentation of Intellect through
Man/Machine Symbiosis
..............................................................294
15.4.2
Cognitive Process Instruction: Thinking Skills, Learning
Strategies, and Metacognition
......................................................296
15.5
Conclusion: The Role of Education Revisited
.........................................300
15.6
Conclusions
..............................................................................................303
16.
Two Legs, Thing Using and Talking
The Origins of the Creative Engineering Mind
.............................................309
F.T. Evans
16.1
Introduction
..............................................................................................309
16.2
History, Creativity
-
and Did We Invent Technology?
...........................310
16.3
Innate Technology
-
An Alternative Hypothesis
.....................................314
16.4
Two Legs
-
Some Theories Considered
..................................................316
16.5
Two Legs
-
An Alternative Suggestion
...................................................317
16.6
The Thing Using Mind
.............................................................................318
16.7
Talking
.....................................................................................................322
16.8
Some Implications of the Thing Using Mind
...........................................325
16.9
Conclusion
...............................................................................................334
17.
Rule-Following and Tacit Knowledge
............................................................338
Kjell
S.
Johannessen
16.1
Introduction
..............................................................................................338
16.2
Wisdom, Science, and Craft
.....................................................................340
16.3
The Dream of the Precise Language
.....................................................340
16.4
Language as Science
................................................................................341
16.5
Tacit Dimension of Language
..................................................................342
16.6
To Follow a Rule: The Concept of Practice
..........................................343
16.7
Tacit Knowledge: The Limits of its Expression
......................................345
16.8
Modelling Positivism: Towards a Pragmatic Perspection of Tacit
Knowledge
...............................................................................................346
16.9
Understanding Reality
.............................................................................348
16.10
The Limitation of the Rule
....................................................................349
16.11
The Social Context
...................................................................................351
16.12
Conclusions
..............................................................................................351
18.
Seeing and Seeing-As
.......................................................................................353
Ben Tilghman
18.1
Introduction
..............................................................................................353
18.2
Problems and Perplexities
........................................................................354
18.3
Seeing, Seeing-As and Aspect Perception
...............................................355
18.4
Seeing and Interpreting
............................................................................357
18.5
The Complexity of Perception
.................................................................359
18.6
Understanding Lions and Understanding People
.....................................360
18.7
Conclusion
...............................................................................................362
19.
The Practice of the Use of Computers
A Paradoxical Encounter between Different Traditions of
Knowledge
........................................................................................................364
Bo Göranzon
19.1
Paradoxical Views of Knowledge in the Age of Enlightenment
..............364
19.2
On Following Rules
.................................................................................366
19.3
What is a Computer?
................................................................................366
19.4
Boat Builder on the West Coast of Sweden
.............................................367
19.5
Judging Light on Photography
.................................................................368
xix
19.6
Technology
and Culture
...........................................................................369
19.7
Routine
Practice and Development Practice
............................................370
19.8
Error Location in a Computer Program
...................................................370
19.9
Three Categories of Knowledge
..............................................................371
19.10
An Epistemological Error
........................................................................372
19.11
Conclusion
...............................................................................................372
20.
The Contribution of Tacit Knowledge to Innovation
....................................376
Jacqueline
Senker
20.1
Introduction
..............................................................................................376
20.2
Tacit Knowledge
......................................................................................377
20.2
Why is Tacit Knowledge Important?
.......................................................380
20.3
Tacit Knowledge in Emerging Technologies
...........................................382
20.4
The Codification of Tacit Knowledge
.....................................................386
20.5
Conclusion
...............................................................................................389
21.
The Nurse as an Engineer
The Theory of Knowledge in Research in the Care Sector
..........................393
Ingela Josefson
21.1
Introduction
..............................................................................................393
21.2
Two Irreconcilable Traditions
..................................................................393
21.3
Systems Theory in Medical Care
.............................................................396
21.4
Expertsystems
........................................................................................397
21.5
The Theory of Knowledge for Practitioners
............................................399
21.6
The Concept of Practice
...........................................................................401
21.7
Who Draws the Boundary Between Man and Machine?
.........................402
21.8
Conclusion
...............................................................................................403
22.
The Role of Craft Language in Learning
Waza
....................................405
Китіко
¡kuta
22.1
Introduction
..............................................................................................405
21.2
The Goal of Learning
Waza
-
Kata
and Katachi
...........................406
21.3
How can
Kata
be Mastered?
.................................................................407
21.4
The Effect of Using Craft Language from the Point of View of
Mastering
Kata
.....................................................................................409
21.5
Conclusion
...............................................................................................411
23.
Building a Pedagogy around Action and Emotion
Experiences of Blind Opera of Kolkata
..........................................................415
Biswatosh Saha and Shubhashis Gangopadhyay
23.1
Introduction
..............................................................................................416
23.2
Skill Formation and the Pedagogy
...........................................................417
23.2.1
Sensory Skills of the Blind
..........................................................420
23.2.2
Towards a Multi-Sensory Cognition of the Body and
Space
.....................................................................................................420
23.3
Drama Therapy and Emotional Memory Games
.....................................424
23.4
Conclusion: On a Speculative Note
.........................................................428
Part III Aesthetics, Ethics, and Design
................................................................431
24.
Ethics and Intellectual Structures
..................................................................433
Howard Rosenbrock
24.1
Introduction
..............................................................................................433
24.2
An Historical Parallel
...............................................................................435
24.3
The Scientific Belief System
...................................................................436
24.4
Technology
..............................................................................................439
24.5
Equivalent Myths
.....................................................................................440
25.
Organisational Spaces and Intelligent Machines
A Metaphorical Approach to Ethics
...............................................................443
Lim
Montano Hirose
25.1
Introduction
..............................................................................................443
25.2
Division of Labour: The Forms of Solidarity
..........................................444
25.3
Scientific Management: Man-Machine or Machine-Man?
......................446
25.4
Human Relations: Towards Self-Regulation?
..........................................447
25.5
Postmodern Organisations: An Ordered Intelligence?
.............................450
25.6
Conclusions
..............................................................................................452
26.
On Human-Machine Symbiosis
......................................................................457
Mike Cooky
26.1
Introduction
..............................................................................................457
26.2
Technology and Skill
...............................................................................458
26.3
Common Sense and Tacit Knowledge
.....................................................459
26.4
The Acquisition of Skill
...........................................................................461
26.5
Human-Machine Interaction
....................................................................463
26.6
Why Suppress the Intellect
......................................................................464
26.7
Too Old at
24...........................................................................................466
26.8
Lack of Foresight
.....................................................................................466
26.9
Creative Minds
.........................................................................................467
26.10
Competence, Skill and Training
............................................................468
26.10.1
The Origins of Design
.................................................................468
26.11
Holistic Design
.........................................................................................470
26.12
Rules For Design
......................................................................................472
26.13
The Master Masons
..................................................................................473
26.14
Separation of Theory from Practice
.........................................................473
26.15
Consumer Incompetence
..........................................................................474
26.16
Apprenticeships and Training
..................................................................475
26.17
A Challenge for the 21s Century
.............................................................477
26.18
Stimulus
...................................................................................................478
26.19
The Industrial Future
................................................................................479
26.20
A Tool Rather Than a Machine
................................................................480
26.21
Overstructuring
........................................................................................482
26.22
Educate Not Train
....................................................................................483
26.23
Imagination
..............................................................................................484
XXI
27.
What Goes on When a Designer Thinks?
......................................................486
Gustaf
Östberg
27.1
Designing as Thinking
.............................................................................486
27.2
Not Only Thinking
...................................................................................487
27.3
The Difficulty of Talking About Thinking
..............................................488
27.4
Relating to the Unthinkable
.....................................................................488
27.5
Thinking as Navigation
............................................................................490
27.6
Thinking as Vision
...................................................................................491
27.7
Thinking as Botanising
............................................................................491
27.8
Thinking in Several Dimensions
..............................................................492
27.9
Association and Creativity
....................................................................493
27.10
Design as Speech
.....................................................................................493
27.11
Design as Metaphorising
.......................................................................494
27.12
Design and Management
..........................................................................494
27.13
Cultural Imprinting
..................................................................................495
27.14
Education and Cultivation
........................................................................495
27.15
Afterword
.................................................................................................496
27.16
Metaphor and Rhetoric
.............................................................................497
27.17
Design and Design
...................................................................................498
27.18
Design as a Model for Work in General
...................................................499
27.19
Design as Life
..........................................................................................500
28.
Multimedia Archiving of Technological Change in a Traditional
Creative Industry
A Case Study of the Dhokra Artisans of Bankura, West Bengal
.................501
David Smith and Rajesh Kochhar
28.1
Introduction
..............................................................................................501
28.2
The
Cire
Perdue Technique
.....................................................................503
28.3
The Origins of the
Cire
Perdue Craft in India
..........................................503
28.4
The Dhokra Makers of Bankura, West Bengal
........................................504
28.5
The Dhokra-Making Tradition as Practised in Bikna Village
..................506
28.5.1
The Creative Process
....................................................................506
28.5.2
The Casting Technology Prior to August
2001............................507
28.5.3
Becoming an Artisan: Growing up in Bikna
.................................508
28.5.4
Modelling Problems
.....................................................................509
28.6
The Impact of a New Technology on the Dhokra Craft
...........................509
28.6.1
The New Furnace
........................................................................510
28.6.2
Netai
Karmakar
s
Factory
........................................................510
28.6.3
Art, Craft or Industry?
.................................................................511
28.6.4
The Introduction of the New Furnace into Bikna
........................511
28.6.5
How the Craft has Changed
........................................................512
28.6.6
A New Creative Confidence
.......................................................513
28.6.7
New Opportunities
......................................................................513
28.7
The Future of the Dhokra Craft in Bikna
.................................................513
28.7.1
Education and the Way Forward
..................................................514
28.7.2
Anant Kamarkar: The New Generation
........................................514
28.8
Bankurahorse.com
...................................................................................515
28.9
Summary and Conclusions
......................................................................515
xxii
29.
Databases are Us
..............................................................................................517
Victoria
Vesna
29.1
Introduction
..............................................................................................517
29.2
Guinea Pig
В
and the
Chronofile
.............................................................519
29.3
Libraries/Museums, Text/Image Databasing
...........................................521
29.4
MEMEX and the World Brain
.................................................................522
29.5
Xanadu
.....................................................................................................524
29.6
Digital Library Projects-Ghost of Alexandria
.......................................525
29.7
Corbis Image Library
...............................................................................526
29.8
Archiving the Internet
..............................................................................528
29.9
Bodies as Databases
-
The Visible Human Project
.................................529
29.10
The Human Genome Project
....................................................................530
29.11
Database Art Practice
...............................................................................531
30.
Leonardo s Choice
The Ethics of Artists Working with Genetic Technologies
...........................536
Carol Gigliotti
30.1
Is Thinking in Art Always Radical?
........................................................538
30.2
Anthropocentrism, Ecocentrism, and Animal Life
..................................542
30.3
Theories of Aesthetics and Ethics
and the Realities of Animal Life
.............................................................544
31.
Poetics of Performance Space
.........................................................................549
Sha,
Xin-Wei
31.1
Introduction
..............................................................................................549
31.2
Starting Questions
....................................................................................551
31.3
Spiraling Concepts
...................................................................................552
31.4
Events
.....................................................................................................552
31.5
[Representations of] Lifeworld
................................................................553
31.6
Reality and the Imaginary
........................................................................556
31.7
Responsive Media Research at the Topological Media Lab
....................557
31.8
Media Choreography
...............................................................................558
31.9
A Word on Method, Design Heuristic
.....................................................559
31.10
What s at Stake?
.......................................................................................561
31.11
Art All the Way Down
.............................................................................562
31.12
Enactment and Enchantment in Living Matter
.........................................564
32.
Ethics is Fragile, Goodness is Not
...................................................................567
Fernando Leal
32.1
Dr
Frankenstein s Ethical Legacy: Five Examples
..................................567
32.2
Is Technology Neutral?
............................................................................571
32.3
Normal Responsible Behaviour: A Neglected Quantity
..........................574
32.4
Conclusion
...............................................................................................577
Contributors
...........................................................................................................581
ХХШ
Gill
(Ed)
Cognition, Communication
and interaction
Cognition, Communication and Interaction examines the theoretical and
methodological research issues that underlie the design and use of
interactive technology. Present interactive designs are addressing the
multi-modality of human interaction and the multi-sensory dimension of
hov/
we engage with each other.This book aims to provide a trans-
disciplinary research framework and methodology for interaction design.
The analysis directs attention to three human capacities that our
engagement with interactive technology has made salient and open to
constant redeftmtion.These capacities are human cognition, communication
and interaction.
In this book, examination of these capacities is embedded in understanding
the following foundations for design: concepts of communication and
interaction and their application (Part
1);
conceptions of knowledge and
cognition fPart
2);
the
raie
of aesthetics and ethics in design (Part
3).
|
| adam_txt |
Contents
Preface
.
v
Part I Communication and Interaction
.1
1.
Knowledge as Embodied Performance
.3
Satinder P. Gill
1.1
Introduction
.3
L2 Knowledge as Embodied Performance
.5
2.1
Knowledge as Performance: Example of Consultancy
.5
2.2
Cognition in Communication: Example of Underwriters'
Performance
.7
1.3
Experiential Knowledge and the Distributed Setting
.7
1.4
Multi-modal Systems: Complexity of Knowledge as Embodied
Performance
.
Ю
1.5
Limits of Presence in the Distributed Setting
.11
1.6
Communication and Presence in the Virtual Environment
.15
1.7
Body Moves: Rhythmic Synchrony and Coordination in
Interaction
.16
1.8
Musicality and Entrainment in Human Interaction
.21
1.9
Conclusion: Cognition and Knowledge Transformation in
Communication
.23
1.10.
Reflections
.25
2.
Cognitive Technology
Technological Cognition
.31
Jacob L. Mey
3. Knowledge in
Co-Action
Social Intelligence in Collaborative Design Activity
.38
Satinder P. Gill and
Jan Borchers
3.1
Introduction: Knowledge in Co-action
.39
3.2
The Studies
.40
3.3
Parallel Coordinated Moves and Collaborative Activity
.42
3.4
Examples from the Case Studies
.43
3.4.1
The
Haptic
Connection
.43
3.4.2
Narrative and Virtual Space
.45
3.4.3
Engagement Space
.45
3.4.4
Engagement Space and Zones of Interaction
.46
3.4.5
Parallel Coordinated Actions
.48
3.5
Discussion
.51
3.6
Conclusions
.53
4.
Degrees of Engagement in Interactive Workspaces
.56
Renate Fruchter
4.1
Introduction
.56
4.2
"Bricks
&
Bits
&
Interaction"
.58
4.3
High Fidelity Ubiquitous Knowledge Capture and Reuse
.59
4.4
The FISHBOWL Scenario
.61
4.5
Data Collection and Analysis
.64
4.6
Degrees of Engagement and Zones of Interaction
.65
4.7
Preliminary Observations
.66
4.8
Discussion
.67
5.
The Nature of Virtual Communities
.70
Daniel Memmi
5.1
Introduction
.70
5.2
Types of Communities
.72
5.2.1
The Notion of Community
.72
5.2.2
A Classical Distinction
.72
5.3
Recent Social Evolution
.74
5.4
Computer-Mediated Communities
.75
5.4.1
A Common Approach
.75
5.4.2
Typical Virtual Characteristics.
.76
5.4.3
Benefits of Virtual Communication
.77
5.5
Discussion
.78
5.5.1
Diversity of Social Groups
.78
5.5.2
Practical Recommendations
.79
5.5.3
Social Networks
.80
5.6
Conclusion
.81
6.
'Use' Discourses in System Development
Can Communication be Improved
?._._.83
Carl Martin Allwood and David
Hakken
6.1
Introduction: 'Use': Useful or Useless?
.83
6.1.1
The Four Use Discourses
.85
6.2
Discourses on Use Among Practising Systems Developers
.85
6.2.1
Extensive Discourse on Users
.85
6.2.2
Discourse Intensive and Cumulative as Well
.86
6.2.3
Factors That Make it Harder to Involve Users
.87
6.2.4
Wide Diversity in Actual User Involvement
.88
6.3
The Use Discourse of Academic Theorists: The Scandinavian
School
.89
6.3.1
'Use' and Nordic vs. American Theoretical Discourses on
System Development
.89
6.3.2
Theorists' Reflexive Critiques of the Scandinavian School
.90
6.3.3
Continuing Research in the Tradition of the Scandinavian
Approach
.92
6.4
The Usability Approach to Information System Development
.93
6.4.1
Typical and Possible Usability Discourses
.94
6.4.2
Critiques of Usability Use Talk
.94
6.4.3
Some Innovative Usability Approaches
.95
6.4.4
Ethnography among Practitioners, Scandinavian Theorists
and Usability Researchers
.97
6.5
Social and Political Analyses of the Nordic Approach to System
Development
.98
6.5.1
Recent Critiques of User Involvement
.98
6.5.2
Mixed Views: The Extent and Impact of Users Varies
.99
6.6
Reconstructing Use?
.100
6.6.1
Is it Advisable to Attempt to Rescue the 'Use' Discourse?
.101
6.6.2
Principles on which to Reconstruct Use Discourse
1 :
Users, not User
.102
6.6.3
Principle
2:
Take the Limits of System Development into
Account and Differentiate User Participation
.102
6.6.4
Principle
3:
Differentiate Expectations in Relation to
Differentially Relevant National/Cultural Contexts
.103
6.6.5
Principle
4:
Acknowledge the Impact of Professional
Politics
.106
6.6.6
Principle
5:
Anticipate the Likely Continued Relevance of
Policy
.107
6.7
Summary
.108
7.
A Pattern Approach to Interaction Design
.114
Jan Borchers
7.1
Introduction
.114
7.1.1
Pattern languages as Lingua Franca
.115
7.2
A Brief History of Pattern Languages
.115
7.2.1
Patterns in Urban Architecture
.115
7.2.2
Patterns in Software Engineering
.116
7.2.3
Patterns in HCI
.117
7.2.4
Patterns in the Application Domain
.118
7.3
Using Pattern Languages in Interdisciplinary Design
.118
7.3.1
A Formal Hypertext Model of a Pattern Language
.118
7.3.2
Using Patterns in the Usability Engineering Life Cycle
.120
7.4
Example: Designing Interactive Music Exhibits
.122
7.4.1
The WorldBeat Project
.122
7.4.2
Musical Design Patterns
.123
7.4.3
Interaction Design Patterns
.125
7.4.4
Software Design Patterns
.127
7.4.5
Reusing the Pattern Language
.128
7.4.6
Pattern Use in Education
.129
7.5
Conclusions and Further Research
.129
8.
CSCW Design Reconceptualised Through Science Studies
.132
Casper Bruun Jensen
8.1
Introduction
.132
8.2
Design Process: Anti-Technicist Vision
.133
8.3
Design Process: Further Specification
.134
8.4
Performativity, Representation, Normativity
.134
8.4.1
Performativity
.134
8.4.2
Representation
.135
8.4.3
Normativity
.136
8.5
CSCW and Design
.137
8.6
The Analyses
.139
8.7
Activity, Activity Theory, CSCW
.140
8.8
CSCW and Technicist Tendencies
.141
8.9
CSCW and Performativity
.142
8.10
CSCW and Representing the Other
.143
8.11
Conclusion
.144
9.
Designing for Work Place Learning
.148
Thomas Binder
9.1
Introduction
.148
9.2
What is Learning Work?
.149
9.3
Instructional Learning: The Problem of Context and
Contextualisation
.150
9.4
Formalised Learning, The Problem of Practice and Participation
.152
9.5
Informal Learning, the Problem of Dialogue and
Reflexivity
.154
9.6
Community Learning and Ladders of Reflection
.157
9.7
Learning with Computers
.161
9.8
Computers as the Materialisation of Legitimate Learning
Opportunities
.162
9.9
Computers as Resources for Dialogue
.165
9.10
Educational Design as Prototypical Learning
.168
9.11
(More Than) User Participation in Design of Learning Materials
.169
9.12
Creating Discourse, But What About Factory Regimes?
.171
10.
The Narrative Aspect of Scenario Building
How Story Telling May Give People a Memory of the Future
_._174
Lauge Baungaard
Rasmussen
10.1
Introduction
.174
10.2
Concepts and Functions of Stories
.176
10.3
Techniques
and Steps of Scenario Story Building
.180
10.4
What Makes Strong and Weak Scenario Stories?
.189
10.5
Conclusions and Perspectives
.192
11.
Narration, Discourse, and Dialogue
Issues in the Management of Intercultural Innovation
.195
Parthasarathi Banerjee
11.1
Introduction
.195
11.2
The Real Challenge
.197
11.3
The Problem and the Argument
.199
11.3.1
The End of a Tacit-Codified Schema of a Knowledge
Division
.199
11.3.2
An Utterance as a Possibility or as a Mode of Practical Life
.199
11.3.3
Innovation as an Imagination of Possibilities or a
Suggestion on Generalised Meaning
.200
11.3.4
Innovation as a Goal-Directed Drama or as an Unfolding
Narrative without a Goal
.201
11.3.5
Our Argument in Adumbration
.201
11.3.6
Limits to Universal Claim, and an Expanse of Diversity
.202
11.4
An End of the Tacit-Codified Schema of the Knowledge-Division
.202
11.5
An Utterance as a Possibility or as a Mode of Practical Life
.204
11.6
Innovation as Imaginations about Possibilities or Suggestions on
Generalised Meanings
.206
11.7
Innovation as Goal Directed Drama or as an Unfolding Narrative
Without a Goal
.207
11.8
Conclusions: Limits to Universal Claims, an Expanse of Diversity
.209
12.
Rethinking the Interaction Architecture
.213
Karamjit S. Gill
12.1
Introduction
.213
12.2
User Interfacing
-
The Problem and the Challenge
.216
12.3
Interfacing Tools
-
A Challenge
.216
12.4
Techno-Centric Focus of
е
-Health.
217
12.5
The Problem with the Technical Solution
.218
12.5.1
Conceptual Gap
.219
12.5.2
Design Gap
.220
12.5.3
Methodological gap
.221
12.5.4
Application Gap
.222
12.6
Conceptualising the User Interface
.224
12.7
Rethinking the Interaction Architecture
.225
12.8
Towards the Symbiotic Interface
.227
12.9
The User and the User Interface
.228
12.10
The User and the Actuality-Reality Gap
.229
12.11
Valorisation of Interaction Spaces
.230
12.12
Summary
.233
13.
Towards a General Theory of the Artifcial
.235
Massimo Negrotti
13.1
The Icarus
Syndrome
.235
13.2
The Concept of the Artificial: Fiction and
Reali
ty
.237
13.3
"Copies" of Reality
.239
13.4
The First Step Toward the Artificial: The Observation
.241
13.5
Eyes and Mind: The Representations
.243
13.6
The Exemplar: Background and Foreground
.245
13.7
What is, Essentially, a Rose?
.247
13.8
Reality Does not Make a Discount
.250
13.9
The Difficult Synthesis of the Observation Levels
.253
13.10
Emergency and Transfiguration: i.e. "Something Occurs Always"
.255
13.11
Classification of the Artificial
.258
13.12
A Note about Automatisms
.260
13.13
Conclusion
.262
Part II Knowledge and Cognition
.267
14.
The
Socratic
and Platonic Basis of Cognitivism
.269
Hubert L. Dreyfus
14.1
What is Cognitivism
.269
14.2
A Phenomenology of Skilled Behaviour
.272
14.3
The Sources of Cognitivism
.276
14.4
Conclusion
.280
15.
Cockpit Cognition: Education, The Military and Cognitive
Engineering
.283
Douglas Noble
15.1
Introduction
.283
15.1.1
Public Education's New Mandate: How to Think, How to
Learn
.283
15.1.2
The Need for a Deeper Analysis
.284
15.1.3
The Military Demand for Intelligent Technologies
.285
15.2
The Background
.286
15.2.1
Militarized Pedagogy: Military Origins of Educational
Innovation
.286
15.2.2
Militarized Mind: The Military Origins of Artificial
Intelligence and Cognitive Science
.288
15.3
Educational Technology Meets Cognitive Science
.290
15.3.1
A New Phase of Military Funding
.290
15.3.2
The Reasons for the Wedding of Cognitive Science and
Education Technology
.291
15.3.3
Explanation of Military Sponsorship
.291
15.4
Cognitive Engineering: Redesigning Mind
.293
15.4.1
Cockpit Cognition: Augmentation of Intellect through
Man/Machine Symbiosis
.294
15.4.2
Cognitive Process Instruction: Thinking Skills, Learning
Strategies, and Metacognition
.296
15.5
Conclusion: The Role of Education Revisited
.300
15.6
Conclusions
.303
16.
Two Legs, Thing Using and Talking
The Origins of the Creative Engineering Mind
.309
F.T. Evans
16.1
Introduction
.309
16.2
History, Creativity
-
and Did We Invent Technology?
.310
16.3
Innate Technology
-
An Alternative Hypothesis
.314
16.4
Two Legs
-
Some Theories Considered
.316
16.5
Two Legs
-
An Alternative Suggestion
.317
16.6
The Thing Using Mind
.318
16.7
Talking
.322
16.8
Some Implications of the Thing Using Mind
.325
16.9
Conclusion
.334
17.
Rule-Following and Tacit Knowledge
.338
Kjell
S.
Johannessen
16.1
Introduction
.338
16.2
Wisdom, Science, and Craft
.340
16.3
The Dream of the 'Precise Language'
.340
16.4
Language as Science
.341
16.5
Tacit Dimension of Language
.342
16.6
To Follow a Rule: The 'Concept of Practice'
.343
16.7
Tacit Knowledge: The Limits of its Expression
.345
16.8
Modelling Positivism: Towards a Pragmatic Perspection of Tacit
Knowledge
.346
16.9
Understanding Reality
.348
16.10
The Limitation of the'Rule'
.349
16.11
The Social Context
.351
16.12
Conclusions
.351
18.
Seeing and Seeing-As
.353
Ben Tilghman
18.1
Introduction
.353
18.2
Problems and Perplexities
.354
18.3
Seeing, Seeing-As and Aspect Perception
.355
18.4
Seeing and Interpreting
.357
18.5
The Complexity of Perception
.359
18.6
Understanding Lions and Understanding People
.360
18.7
Conclusion
.362
19.
The Practice of the Use of Computers
A Paradoxical Encounter between Different Traditions of
Knowledge
.364
Bo Göranzon
19.1
Paradoxical Views of Knowledge in the Age of Enlightenment
.364
19.2
On Following Rules
.366
19.3
What is a Computer?
.366
19.4
Boat Builder on the West Coast of Sweden
.367
19.5
Judging Light on Photography
.368
xix
19.6
Technology
and Culture
.369
19.7
Routine
Practice and Development Practice
.370
19.8
Error Location in a Computer Program
.370
19.9
Three Categories of Knowledge
.371
19.10
An Epistemological Error
.372
19.11
Conclusion
.372
20.
The Contribution of Tacit Knowledge to Innovation
.376
Jacqueline
Senker
20.1
Introduction
.376
20.2
Tacit Knowledge
.377
20.2
Why is Tacit Knowledge Important?
.380
20.3
Tacit Knowledge in Emerging Technologies
.382
20.4
The Codification of Tacit Knowledge
.386
20.5
Conclusion
.389
21.
The Nurse as an Engineer
The Theory of Knowledge in Research in the Care Sector
.393
Ingela Josefson
21.1
Introduction
.393
21.2
Two Irreconcilable Traditions
.393
21.3
Systems Theory in Medical Care
.396
21.4
Expertsystems
.397
21.5
The Theory of Knowledge for Practitioners
.399
21.6
The Concept of Practice
.401
21.7
Who Draws the Boundary Between Man and Machine?
.402
21.8
Conclusion
.403
22.
The Role of "Craft Language" in Learning
"Waza"
.405
Китіко
¡kuta
22.1
Introduction
.405
21.2
The Goal of Learning
"Waza"
-
"Kata"
and "Katachi"
.406
21.3
How can
"Kata"
be Mastered?
.407
21.4
The Effect of Using "Craft Language" from the Point of View of
Mastering
"Kata"
.409
21.5
Conclusion
.411
23.
Building a Pedagogy around Action and Emotion
Experiences of Blind Opera of Kolkata
.415
Biswatosh Saha and Shubhashis Gangopadhyay
23.1
Introduction
.416
23.2
Skill Formation and the Pedagogy
.417
23.2.1
Sensory Skills of the Blind
.420
23.2.2
Towards a Multi-Sensory Cognition of the Body and
Space
.420
23.3
Drama Therapy and Emotional Memory Games
.424
23.4
Conclusion: On a Speculative Note
.428
Part III Aesthetics, Ethics, and Design
.431
24.
Ethics and Intellectual Structures
.433
Howard Rosenbrock
24.1
Introduction
.433
24.2
An Historical Parallel
.435
24.3
The Scientific Belief System
.436
24.4
Technology
.439
24.5
Equivalent Myths
.440
25.
Organisational Spaces and Intelligent Machines
A Metaphorical Approach to Ethics
.443
Lim
Montano Hirose
25.1
Introduction
.443
25.2
Division of Labour: The Forms of Solidarity
.444
25.3
Scientific Management: Man-Machine or Machine-Man?
.446
25.4
Human Relations: Towards Self-Regulation?
.447
25.5
Postmodern Organisations: An Ordered Intelligence?
.450
25.6
Conclusions
.452
26.
On Human-Machine Symbiosis
.457
Mike Cooky
26.1
Introduction
.457
26.2
Technology and Skill
.458
26.3
Common Sense and Tacit Knowledge
.459
26.4
The Acquisition of Skill
.461
26.5
Human-Machine Interaction
.463
26.6
Why Suppress the Intellect
.464
26.7
Too Old at
24.466
26.8
Lack of Foresight
.466
26.9
Creative Minds
.467
26.10
Competence, Skill and 'Training'
.468
26.10.1
The Origins of Design
.468
26.11
Holistic Design
.470
26.12
Rules For Design
.472
26.13
The Master Masons
.473
26.14
Separation of Theory from Practice
.473
26.15
Consumer Incompetence
.474
26.16
Apprenticeships and Training
.475
26.17
A Challenge for the 21s'Century
.477
26.18
Stimulus
.478
26.19
The Industrial Future
.479
26.20
A Tool Rather Than a Machine
.480
26.21
Overstructuring
.482
26.22
Educate Not Train
.483
26.23
Imagination
.484
XXI
27.
What Goes on When a Designer Thinks?
.486
Gustaf
Östberg
27.1
Designing as Thinking
.486
27.2
Not Only Thinking
.487
27.3
The Difficulty of Talking About Thinking
.488
27.4
Relating to the Unthinkable
.488
27.5
Thinking as Navigation
.490
27.6
Thinking as Vision
.491
27.7
Thinking as Botanising
.491
27.8
Thinking in Several Dimensions
.492
27.9
Association and 'Creativity'
.493
27.10
Design as Speech
.493
27.11
Design as 'Metaphorising'
.494
27.12
Design and Management
.494
27.13
Cultural Imprinting
.495
27.14
Education and Cultivation
.495
27.15
Afterword
.496
27.16
Metaphor and Rhetoric
.497
27.17
Design and Design
.498
27.18
Design as a Model for Work in General
.499
27.19
Design as Life
.500
28.
Multimedia Archiving of Technological Change in a Traditional
Creative Industry
A Case Study of the Dhokra Artisans of Bankura, West Bengal
.501
David Smith and Rajesh Kochhar
28.1
Introduction
.501
28.2
The
Cire
Perdue Technique
.503
28.3
The Origins of the
Cire
Perdue Craft in India
.503
28.4
The Dhokra Makers of Bankura, West Bengal
.504
28.5
The Dhokra-Making Tradition as Practised in Bikna Village
.506
28.5.1
The Creative Process
.506
28.5.2
The Casting Technology Prior to August
2001.507
28.5.3
Becoming an Artisan: Growing up in Bikna
.508
28.5.4
Modelling Problems
.509
28.6
The Impact of a New Technology on the Dhokra Craft
.509
28.6.1
The New Furnace
.510
28.6.2
Netai
Karmakar'
s
'Factory'
.510
28.6.3
Art, Craft or Industry?
.511
28.6.4
The Introduction of the New Furnace into Bikna
.511
28.6.5
How the Craft has Changed
.512
28.6.6
A New Creative Confidence
.513
28.6.7
New Opportunities
.513
28.7
The Future of the Dhokra Craft in Bikna
.513
28.7.1
Education and the Way Forward
.514
28.7.2
Anant Kamarkar: The New Generation
.514
28.8
Bankurahorse.com
.515
28.9
Summary and Conclusions
.515
xxii
29.
Databases are Us
.517
Victoria
Vesna
29.1
Introduction
.517
29.2
Guinea Pig
В
and the
Chronofile
.519
29.3
Libraries/Museums, Text/Image Databasing
.521
29.4
MEMEX and the World Brain
.522
29.5
Xanadu
.524
29.6
Digital Library Projects-Ghost of Alexandria
.525
29.7
Corbis Image Library
.526
29.8
Archiving the Internet
.528
29.9
Bodies as Databases
-
The Visible Human Project
.529
29.10
The Human Genome Project
.530
29.11
Database Art Practice
.531
30.
Leonardo's Choice
The Ethics of Artists Working with Genetic Technologies
.536
Carol Gigliotti
30.1
Is Thinking in Art Always Radical?
.538
30.2
Anthropocentrism, Ecocentrism, and Animal Life
.542
30.3
Theories of Aesthetics and Ethics
and the Realities of Animal Life
.544
31.
Poetics of Performance Space
.549
Sha,
Xin-Wei
31.1
Introduction
.549
31.2
Starting Questions
.551
31.3
Spiraling Concepts
.552
31.4
Events
.552
31.5
[Representations of] Lifeworld
.553
31.6
Reality and the Imaginary
.556
31.7
Responsive Media Research at the Topological Media Lab
.557
31.8
Media Choreography
.558
31.9
A Word on Method, Design Heuristic
.559
31.10
What's at Stake?
.561
31.11
Art All the Way Down
.562
31.12
Enactment and Enchantment in Living Matter
.564
32.
Ethics is Fragile, Goodness is Not
.567
Fernando Leal
32.1
Dr
Frankenstein's Ethical Legacy: Five Examples
.567
32.2
Is Technology Neutral?
.571
32.3
Normal Responsible Behaviour: A Neglected Quantity
.574
32.4
Conclusion
.577
Contributors
.581
ХХШ
Gill
(Ed)
Cognition, Communication
and interaction
Cognition, Communication and Interaction examines the theoretical and
methodological research issues that underlie the design and use of
interactive technology. Present interactive designs are addressing the
multi-modality of human interaction and the multi-sensory dimension of
hov/
we engage with each other.This book aims to provide a trans-
disciplinary research framework and methodology for interaction design.
The analysis directs attention to three human capacities that our
engagement with interactive technology has made salient and open to
constant redeftmtion.These capacities are human cognition, communication
and interaction.
In this book, examination of these capacities is embedded in understanding
the following foundations for design: concepts of ''communication and
interaction" and their application (Part
1);
conceptions of "knowledge and
cognition" fPart
2);
the
raie
of aesthetics and ethics in design (Part
3). |
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| callnumber-sort | QA 276.9 H85 |
| callnumber-subject | QA - Mathematics |
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| dewey-raw | 004.019 |
| dewey-search | 004.019 |
| dewey-sort | 14.019 |
| dewey-tens | 000 - Computer science, information, general works |
| discipline | Informatik |
| discipline_str_mv | Informatik |
| format | Book |
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| id | DE-604.BV023284631 |
| illustrated | Illustrated |
| index_date | 2024-07-02T20:41:06Z |
| indexdate | 2024-07-09T21:14:57Z |
| institution | BVB |
| isbn | 9781846289279 9781846289262 1846289262 |
| language | English |
| lccn | 2007936184 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-016469356 |
| oclc_num | 154712196 |
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| owner_facet | DE-355 DE-BY-UBR |
| physical | XXIII, 591 S. Ill. 25 cm |
| publishDate | 2008 |
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| publisher | Springer |
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| series2 | Human-computer interaction series |
| spelling | Cognition, communication and interaction transdisciplinary perspectives on interactive technology Satinder Gill, ed. London Springer 2008 XXIII, 591 S. Ill. 25 cm txt rdacontent n rdamedia nc rdacarrier Human-computer interaction series Includes bibliographical references Human-computer interaction Computerunterstützte Kommunikation (DE-588)4535905-2 gnd rswk-swf Mensch-Maschine-Kommunikation (DE-588)4125909-9 gnd rswk-swf Wahrnehmung (DE-588)4064317-7 gnd rswk-swf Künstliche Intelligenz (DE-588)4033447-8 gnd rswk-swf Künstliche Intelligenz (DE-588)4033447-8 s Mensch-Maschine-Kommunikation (DE-588)4125909-9 s DE-604 Computerunterstützte Kommunikation (DE-588)4535905-2 s Wahrnehmung (DE-588)4064317-7 s 1\p DE-604 Gill, Satinder P. Sonstige oth Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016469356&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016469356&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Klappentext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Cognition, communication and interaction transdisciplinary perspectives on interactive technology Human-computer interaction Computerunterstützte Kommunikation (DE-588)4535905-2 gnd Mensch-Maschine-Kommunikation (DE-588)4125909-9 gnd Wahrnehmung (DE-588)4064317-7 gnd Künstliche Intelligenz (DE-588)4033447-8 gnd |
| subject_GND | (DE-588)4535905-2 (DE-588)4125909-9 (DE-588)4064317-7 (DE-588)4033447-8 |
| title | Cognition, communication and interaction transdisciplinary perspectives on interactive technology |
| title_auth | Cognition, communication and interaction transdisciplinary perspectives on interactive technology |
| title_exact_search | Cognition, communication and interaction transdisciplinary perspectives on interactive technology |
| title_exact_search_txtP | Cognition, communication and interaction transdisciplinary perspectives on interactive technology |
| title_full | Cognition, communication and interaction transdisciplinary perspectives on interactive technology Satinder Gill, ed. |
| title_fullStr | Cognition, communication and interaction transdisciplinary perspectives on interactive technology Satinder Gill, ed. |
| title_full_unstemmed | Cognition, communication and interaction transdisciplinary perspectives on interactive technology Satinder Gill, ed. |
| title_short | Cognition, communication and interaction |
| title_sort | cognition communication and interaction transdisciplinary perspectives on interactive technology |
| title_sub | transdisciplinary perspectives on interactive technology |
| topic | Human-computer interaction Computerunterstützte Kommunikation (DE-588)4535905-2 gnd Mensch-Maschine-Kommunikation (DE-588)4125909-9 gnd Wahrnehmung (DE-588)4064317-7 gnd Künstliche Intelligenz (DE-588)4033447-8 gnd |
| topic_facet | Human-computer interaction Computerunterstützte Kommunikation Mensch-Maschine-Kommunikation Wahrnehmung Künstliche Intelligenz |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016469356&sequence=000003&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016469356&sequence=000004&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA |
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