Distributed+Cognition

=Distributed Cognition= Image: Presenter Media [|[1]] []
 * ==Contents==
 * [|1] [|Theory]
 * [|2] [|Key Contributors]
 * [|3] [|Roses or Positive Attributes]
 * [|4] [|Thorns or Negative Attributes]
 * [|5] [|Practical Applications of the Theory]
 * [|6] [|Websites/Links/Mutimedia]
 * [|7] [|References/Sources] ||

[[|edit]] **Theory**
Distributed cognition is a theory that focuses on the social aspects of cognition, including the ways in which individuals interact with artifacts (resources and materials) and the environment. The theory proposes that knowledge and cognition are not confined to individuals, but rather are distributed through and across individuals, objects, tools, and artifacts in the environment. It is also specifically tailored to understanding those interactions that occur among people and technologies. Two related principles are key to the theory of distributed cognition. The first principle concerns cognition and defines cognitive processes through the functional relationships among elements, rather than where elements are spatially located. The second principle focuses on a broader range of cognitive events that may be distributed through the environment, as compared to traditional views in which cognitive events are encompassed solely in individuals. Hollan, Hutchins, and Kirsh (2000) identified three interesting kinds of distribution of cognitive processes: "1. Cognitive processes may be distributed across the members of a social group. 2. Cognitive processes may involve coordination between internal and external (material or environmental) structure. 3. Processes may be distributed through time in such a way that the products of earlier events can transform the nature of later events" (p. 176). [|Return to Top] 

[[|edit]] Key Contributors
Edwin Hutchins

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[[|edit]] Roses or Positive Attributes
Reliance on distributed cognition can "enhance education by making the achievement of traditional objectives more efficient" (Pea, 1993, p. 71). [|Return to Top] 

[[|edit]] Thorns or Negative Attributes
Utilizing distributed intelligence may involve a trade-off between access and understanding - greater participation in complex thought and activities may be achieved at the expense of lower-level understanding (Pea, 1993). [|Return to Top] 

[[|edit]] Practical Applications of the Theory
Pea (1993) noted, “education often results in making far too may people look ‘dumb’ because they are not allowed to use resources, whereas outside of education we all use resources” (p. 73). Therefore, as a means of empowering learners, intelligence (cognition) should be recognized as distributed and learners should be allowed access to those resources in which cognition has been distributed.

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[[|edit]] Websites/Links/Mutimedia
List, C., //Distributed Cognition: A Perspective from Social Choice Theory// for Department of Government London School of Economic at: [|[2]] []

[|[3]] This website provides a succinct summary of Distributed Cognition. [|Return to Top] 

[[|edit]] References/Sources
Hollan, J., Hutchins, E., & Kirsh, D. (2000). Distributed cognition: Toward a new foundation for human-computer interaction research. ACM Transactions on Computer-Human Interaction, 7(2), 174-196. Hutchins, E. (2000). Distributed cognition. Retrieved from [] Pea, R., (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp. 47-73). New York, NY: Cambridge University Press. [|Return to Top]

Quite clear overview of history, reason for becoming and scope of distribute Cognition:



Here is the initial article on Distributed Cognition from class:



An additional research article by Edwin Hutchins:



Wikipedia link for information on Socially Distributed Cognition: Edwin Hutchins and connections to Vygotsky @http://en.wikipedia.org/wiki/Socially_Distributed_Cognition

Further explanations and connections to Hutchins: