Work-oriented development of knowledge-based systems: a case for multiple perspectives

System development is strongly influenced by the perspectives used by system developers. Current development methods for knowledge-based systems are based on an information processing perspectives of experts and users which has been criticized by a number of researchers. The paper argues that work-oriented development of knowledge-based systems requires the parallel use of multiple perspectives (including the information processing perspective), and that the use of any single perspective is potentially dangerous. As an example of the importance of using multiple perspectives, thepaper presents the situated action perspective, and shows how it complements the information processing perspective.     

Computational Problem Solving in Spatial Substrates -- A Cognitive Systems Engineering Approach

The ability to perform spatial tasks is crucial for everyday life and of great importance to cognitive agents such as humans, animals, and autonomous robots. A common artificial intelligence approach to accomplish spatial tasks is to represent spatial configurations and tasks in form of detailed knowledge about various aspects of space and time. Suitable algorithms then use the representations to compute solutions to spatial problems. In comparison, natural embodied and situated agents often solve spatial tasks without detailed knowledge about geometric, topological, or mechanical laws; they directly relate actions to effects that are due to spatio-temporal affordances in their bodies and environments. Accordingly, we propose a paradigm that makes the spatio-temporal substrate an integral part of the engine that drives spatial problem solving. We argue that spatial and temporal structures in body and environment can substantially support (and even replace) reasoning effort in computational processes: physical manipulation and perception in spatial environments substitute formal computation. While the approach is well known – for example, we employ diagrams as spatial substrate for geometric problem solving and maps for wayfinding – the underlying principle has not been systematically investigated or formally analyzed as a paradigm of cognitive processing. Topology, distance, and orientation constraints are all integrated and interdependent in truly 2- or 3-dimensional space. Exploiting this fact may not only help overcome the need for acquiring detailed knowledge about the interrelationships between different aspects of space; it also can point to a way of avoiding exploding computational complexity that occurs when we deal with these aspects of space in complex real-world scenarios. Our approach employs affordance-based object-level problem solving to complement knowledge-level formal approaches. We will assess strengths and weaknesses of the new cognitive systems paradigm.     

泛在学习——学习者自由探索的新方式

泛在学习代表了一种新的学习服务理念,使学习无处不在。泛在学习的学习理论从外在环境刺激向内在潜能的激发转变,注重学习者的个性发展和学习共同体的作用。文章介绍了目前普遍关注的泛在学习的内涵,支撑泛在学习的技术和理念,以及自由探索的形式;分析研究了泛在学习未来的发展前景。     

引入“专业模块”的计算机基础课程情境教学

分析计算机基础教学的现状,立足于企业对大学生计算机技能的实际需求,将计算机基础教学内容分成"基础模块"和"专业模块"两大类,并把教学内容与职业情境相结合,设计开发情境教学案例。     

Transformations in cognitive science: Implications and issues posed.

Cognitive science currently offers models of cognition that depart substantively from those of information processing models and classical artificial intelligence, while it embraces methods of inquiry that include case-based, ethnographic, and philosophical methods. To illustrate, five overlapping approaches that constitute departures from classical representational cognitive science are briefly discussed in this paper: dynamical cognition, situated cognition, embodied cognition, extended mind theory, and integrative cognition. Critical responses to these efforts from members of the self-proclaimed cognitive science orthodoxy are also summarized. The paper then discusses ethical and epistemological implications arising from the “new” cognitive science and from critical responses to it and considers the broader importance of this literature for theoretical and philosophical psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Automated Negotiation from Declarative Contract Descriptions

Our approach for automating the negotiation of business contracts proceeds in three broad steps. First, determine the structure of the negotiation process by applying general knowledge about auctions and domain–specific knowledge about the contract subject along with preferences from potential buyers and sellers. Second, translate the determined negotiation structure into an operational specification for an auction platform. Third, after the negotiation has completed, map the negotiation results to a final contract. We have implemented a prototype which supports these steps by employing a declarative specification (in courteous logic programs) of (1) high–level knowledge about alternative negotiation structures, (2) general–case rules about auction parameters, (3) rules to map the auction parameters to a specific auction platform, and (4) special–case rules for subject domains. We demonstrate the flexibility of this approach by automatically generating several alternative negotiation structures for the domain of travel shopping in a trading agent competition.     

The idealized self and the situated self as predictors of employee work behaviors.

This article presents a model integrating research on idealized and situated selves. Our key premise is that identity-relevant behaviors are most likely to occur in the workplace when identities are psychologically central and activating forces make those identities salient. Analysis of matched data from 278 employees, supervisors, and organizational records generally supported our model. Helping identity and industrious work identity were positively associated with related role behaviors only when time-based occupancy in the role of organization member was high. Industrious work identity was positively associated with role behaviors only when reflected appraisals from coworkers were consistent with that identity. In contrast, reflected appraisal of helping identity had an independent relationship with identity-relevant role behaviors. Results demonstrate the importance of theory linking the idealized self and the situated self to understanding identity relations with work performances. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Geographies of Knowledge Formation in Firms

This paper focuses on the spatial dimension of learning in firms. It works with important new insights in economic geography that stress the role of spatial proximity and territorial embeddedness in the process of knowledge formation, but it also seeks to go beyond them by recognizing learning based on relations at a distance. The paper defines space as a network of both contiguous and non-contiguous relations of varying length, shape and duration, where knowing can involve all manner of spatial mobilizations, including placements of task teams in neutral spaces, face-to-face encounters, global networks held together by travel and virtual communications, flows of ideas and information through the supply chain, and trans-corporate thought experiments and symbolic rituals.     

A situated approach to the acquisition of shared SA in team contexts

Theories of team situation awareness (SA) differ in the information they require operators to have for effective coordination. Endsley stresses shared SA, whereas distributed SA argues that coordination involves transactive and compatible SA. We distinguish between weak and strong shared SA, and argue the latter enhances communication and increases team cohesion. Although we agree with Endsley on the importance of shared SA, we argue her account of how it is acquired exceeds the working memory capacity of individual team members. We offer an account consistent with our situated SA perspective that claims individuals off-load information to their environment whenever possible to minimise effortful internal processing. We argue that our approach, in conjunction with Pickering and Garrod's (2004, Towards a mechanistic psychology of dialogue. Behavioral and Brain Sciences, 27, pp. 169–226) interactive-alignment model, can explain how shared SA is acquired, relying on automatic processes enacted when individuals interact in conversations. This approach can be used to study team SA in many complex and distributed systems.