'Obsessed with goals': functions and mechanisms of teleological interpretation of actions in humans

Humans show a strong and early inclination to interpret observed behaviours of others as goal-directed actions. We identify two main epistemic functions that this ‘teleological obsession’ serves: on-line prediction and social learning. We show how teleological action interpretations can serve these functions by drawing on two kinds of inference (‘action-to-goal’ or ‘goal-to-action’), and argue that both types of teleological inference constitute inverse problems that can only be solved by further assumptions. We pinpoint the assumptions that the three currently proposed mechanisms of goal attribution (action-effect associations, simulation procedures, and teleological reasoning) imply, and contrast them with the functions they are supposed to fulfil. We argue that while action-effect associations and simulation procedures are generally well suited to serve on-line action monitoring and prediction, social learning of new means actions and artefact functions requires the inferential productivity of teleological reasoning

Proceedings of the ECCS 2005 satellite workshop: embracing complexity in design - Paris 17 November 2005

Embracing complexity in design is one of the critical issues and challenges of the 21st century. As the realization grows that design activities and artefacts display properties associated with complex adaptive systems, so grows the need to use complexity concepts and methods to understand these properties and inform the design of better artifacts. It is a great challenge because complexity science represents an epistemological and methodological swift that promises a holistic approach in the understanding and operational support of design. But design is also a major contributor in complexity research. Design science is concerned with problems that are fundamental in the sciences in general and complexity sciences in particular. For instance, design has been perceived and studied as a ubiquitous activity inherent in every human activity, as the art of generating hypotheses, as a type of experiment, or as a creative co-evolutionary process. Design science and its established approaches and practices can be a great source for advancement and innovation in complexity science. These proceedings are the result of a workshop organized as part of the activities of a UK government AHRB/EPSRC funded research cluster called Embracing Complexity in Design (www.complexityanddesign.net) and the European Conference in Complex Systems (complexsystems.lri.fr). Embracing complexity in design is one of the critical issues and challenges of the 21st century. As the realization grows that design activities and artefacts display properties associated with complex adaptive systems, so grows the need to use complexity concepts and methods to understand these properties and inform the design of better artifacts. It is a great challenge because complexity science represents an epistemological and methodological swift that promises a holistic approach in the understanding and operational support of design. But design is also a major contributor in complexity research. Design science is concerned with problems that are fundamental in the sciences in general and complexity sciences in particular. For instance, design has been perceived and studied as a ubiquitous activity inherent in every human activity, as the art of generating hypotheses, as a type of experiment, or as a creative co-evolutionary process. Design science and its established approaches and practices can be a great source for advancement and innovation in complexity science. These proceedings are the result of a workshop organized as part of the activities of a UK government AHRB/EPSRC funded research cluster called Embracing Complexity in Design (www.complexityanddesign.net) and the European Conference in Complex Systems (complexsystems.lri.fr)

Re-using knowledge : why, what and where

Previously the 're-use' focus has centred on specific and/or standard parts, more recently however, [standard components] are being developed...to enable both the re-use of the part and the experience associated with that part'. This notion is further extended by Finger who states that 'designers may re-use a prior design in it's entirety,...may re-use an existing shape for a different function, or may re-use a feature from another design'. Reinforcing this notion we currently consider re-use to reflect the utilisation of any knowledge gained from a design activity and not just past designs of artefacts. Our research concerns the improvement of formal 're-use' support and as such we have identified a need to gain a better understanding of how design knowledge can be utilised to support 're-use'. Thus, we discuss the requirements of successful 're-use' and attempt to ascertain within this skeleton: what knowledge can be re-used; how to maximise its' applicability; and where and when it can be utilised in new design

Expertise and the interpretation of computerized physiological data: implications for the design of computerized monitoring in neonatal intensive care

This paper presents the outcomes from a cognitive engineering project addressing the design problems of computerized monitoring in neonatal intensive care. Cognitive engineering is viewed, in this project, as a symbiosis between cognitive science and design practice. A range of methodologies has been used: interviews with neonatal staff, ward observations and experimental techniques. The results of these investigations are reported, focusing specifically on the differences between junior and senior physicians in their interpretation of monitored physiological data. It was found that the senior doctors made better use of the different knowledge sources available than the junior doctors. The senior doctors were able to identify more relevant physiological patterns and generated more and better inferences than did their junior colleagues. Expertise differences are discussed in the context of previous psychological research in medical expertise. Finally, the paper discusses the potential utility of these outcomes to inform the design of computerized decision support in neonatal intensive care

A web-based teaching/learning environment to support collaborative knowledge construction in design

A web-based application has been developed as part of a recently completed research which proposed a conceptual framework to collect, analyze and compare different design experiences and to construct structured representations of the emerging knowledge in digital architectural design. The paper introduces the theoretical and practical development of this application as a teaching/learning environment which has significantly contributed to the development and testing of the ideas developed throughout the research. Later in the paper, the application of BLIP in two experimental (design) workshops is reported and evaluated according to the extent to which the application facilitates generation, modification and utilization of design knowledge

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL

Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N

Conceptualising transition from education to work as vocational practice: lessons from the UK's creative and cultural sector

The paper argues that: (i) the demise of ‘occupational’ and ‘internal’ and the spread of ‘external’ labour markets in growth areas of UK economy such as the creative and cultural (C&C) sector, coupled with the massification of higher education which has created a new type of post-degree ‘vocational need’, means that the transition from education to work should be re-thought as the development of vocational practice rather than the acquisition of qualifications; and, (ii) in order to re-think transition as the development of vocational practice it is necessary to eviscerate the legacy of the ‘traditional’ conception of practice in UK educational policy. The paper reviews a number of alternative social scientific conceptions of practice, formulates more multi-faceted conceptions of vocational practice, and discusses their implications for UK and EU educational policy

User producer interaction in context: a classification

Science, Technology and Innovation Studies show that intensified user producer interaction (UPI) increases chances for successful innovations, especially in the case of emerging technology. It is not always clear, however, what type of interaction is necessary in a particular context. This paper proposes a conceptualization of contexts in terms of three dimensions – the phase of technology development, the flexibility of the technology, and the heterogeneity of user populations – resulting in a classification scheme with eight different contextual situations. The paper identifies and classifies types of interaction, like demand articulation, interactive learning, learning by using and domestication. It appears that each contextual situation demands a different set of UPI types. To illustrate the potential value of the classification scheme, four examples of innovations with varying technological and user characteristics are explored: the refrigerator, clinical anaesthesia, video cassette recording, and the bicycle. For each example the relevant UPI types are discussed and it is shown how these types highlight certain activities and interactions during key events of innovation processes. Finally, some directions for further research are suggested alongside a number of comments on the utility of the classification