Distributed cognition

By James Hollan, Edwin L. Hutchins, David Kirsh. ACM Trans. Comput. Hum. Interact., 2000

2,445 citations recorded by the source corpus.

Subfields: Information Systems and Management, Social Psychology, Human-Computer Interaction

View Paper: https://www.semanticscholar.org/paper/7ead315ffe71f95abce19fa77631b8dc951e0a8e

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Citations in the corpus

Space to think: large high-resolution displays for sensemaking (2010, background): “H5.m. Information interfaces and presentation (e.g., HCI): Miscellaneous.”
Technology affordances for intersubjective meaning making: A research agenda for CSCL (2006, positive): “Cognitive activities underlying learning can be distributed across individuals and information artifacts through and with which they interact ( Hollan, Hutchins & Kirsch, 2002 ).”
Thinking with external representations (2010, background): “…Cognitive Science, University of California, San Diego, La Jolla, CA 92093-0515, USA e-mail: kirsh@ucsd.edu DOI 10.1007/s00146-010-0272-8 Anyone who believes in situated (Robbins and Ayedede 2009), distributed (Hollan et al. 2000), or extended cognition will have a ready explanation (Clark 2008).”
A Multi-Level Typology of Abstract Visualization Tasks (2013, background): “Understanding individual problem solving strategies in terms of mental model formation and coordination is also an ongoing goal of distributed cognition research [24, 39].”
Measuring Affect for the Study and Enhancement of Co-present Creative Collaboration (2013, background): “A final theory which is worthy of attention is the theory of distributed cognition [31].”
The effects of groups' variety and disparity on groups' cognitive complexity (2007, methodology): “According to the group cognition approaches (Curşeu, 2003; Hinsz, Tindale, & Vollrath, 1997; Hollan et al., 2000; Hutchins, 1995; Mohammed, Klimoski, & Rentsch, 2000; Rentsch & Woehr, 2004; Weick & Roberts, 1993), group cognition depends on the knowledge of individual group members as well as on…”
Two studies of opportunistic programming: interleaving web foraging, learning, and writing code (2009, background): “” We believe that in this way, programmers can effectively distribute their cognition [16], allowing them to devote more mental energy to higher-level tasks.”
To block or not to block, that is the question: students' perceptions of blocks-based programming (2015, background): “Viewing this characteristic of blocks-based tools through a distributed cognition lens [17, 21] provides a larger explanation that encompasses many of the features of blocks-based environments that students cited as supporting their learning.”
Activity Theory As a Lens for Characterizing the Participatory Unit. (2004, methodology): “…perspective are often committed, although not explicitly obligated, to the use of strategies and tactics from methodologies such as case study (Stake, 1995; Yin, 1994), ethnography (Hollan et al., 2000; Metz, 2000; Spindler & Hammond, 2000), and design experiment (Brown, 1992; Collins, 1990).”
How bodies matter: five themes for interaction design (2006, background): “These epistemic actions are one of many helpful ways in which a user’s environment may be appropriated to facilitate mental work [26, 51].”
Getting a grip on tangible interaction: a framework on physical space and social interaction (2006, background): “The themes and the related concepts have been developed over the course of several years, summarizing our experiences from system assessments and reflections on design, in combination with an extensive literature review on the use of material artifacts in social situations (as highlighted by the the”