Design: One, but in different forms

This overview paper defends an augmented cognitively oriented generic-design hypothesis: there are both significant similarities between the design activities implemented in different situations and crucial differences between these and other cognitive activities; yet, characteristics of a design situation (related to the design process, the designers, and the artefact) introduce specificities in the corresponding cognitive activities and structures that are used, and in the resulting designs. We thus augment the classical generic-design hypothesis with that of different forms of designing. We review the data available in the cognitive design research literature and propose a series of candidates underlying such forms of design, outlining a number of directions requiring further elaboration

Model-based teaching and learning of kinematics in an introductory physics course for underprepared students

Includes abstract.Includes bibliographical references (leaves 170-182).This study concerns the application of a model-based approach for problem solving and conceptual understanding, in the context of kinematics, relating to the "foundation" component of an introductory physics course designed for students who are academically and scientifically underprepared. A new method for portraying objects in motion, "freeze frame" representation, was introduced. The particular visual conceptual model was employed as a representational bridge for translating physics information between different modes of representations as well as for eliciting qualitative information

Formalizing graphical notations

The thesis describes research into graphical notations for software engineering, with a principal interest in ways of formalizing them. The research seeks to provide a theoretical basis that will help in designing both notations and the software tools that process them. The work starts from a survey of literature on notation, followed by a review of techniques for formal description and for computational handling of notations. The survey concentrates on collecting views of the benefits and the problems attending notation use in software development; the review covers picture description languages, grammars and tools such as generic editors and visual programming environments. The main problem of notation is found to be a lack of any coherent, rigorous description methods. The current approaches to this problem are analysed as lacking in consensus on syntax specification and also lacking a clear focus on a defined concept of notated expression. To address these deficiencies, the thesis embarks upon an exploration of serniotic, linguistic and logical theory; this culminates in a proposed formalization of serniosis in notations, using categorial model theory as a mathematical foundation. An argument about the structure of sign systems leads to an analysis of notation into a layered system of tractable theories, spanning the gap between expressive pictorial medium and subject domain. This notion of 'tectonic' theory aims to treat both diagrams and formulae together. The research gives details of how syntactic structure can be sketched in a mathematical sense, with examples applying to software development diagrams, offering a new solution to the problem of notation specification. Based on these methods, the thesis discusses directions for resolving the harder problems of supporting notation design, processing and computer-aided generic editing. A number of future research areas are thereby opened up. For practical trial of the ideas, the work proceeds to the development and partial implementation of a system to aid the design of notations and editors. Finally the thesis is evaluated as a contribution to theory in an area which has not attracted a standard approach

A study of the effects of interactive writing on reading comprehension in fifth grade.

This study describes an experimental fifth grade reading class in which an interactive writing program replaced the traditional school model\u27s follow-up activities of workbooks, skill worksheets or assigned comprehension questions. For the purpose of the case-study, the researcher made careful, systematic observations, collected samples of the students\u27 work and kept detailed ethnographic notes for an entire year. The researcher hoped to learn about the complementary relationship between reading and writing and more specifically the effects of a writing-infused program on the reading comprehension ability of the students involved. The subjects of the study were a group of fourteen students selected from the middle of a class of sixty-one fifth graders. The median IQ for the entire fifth grade was 108, while it was 100 for the fourteen students participating in the study group. The IQ ranged from 93-117. In this dissertation can be found the results of the writer\u27s exploration and her answers to five research questions. Did the students make observable improvements in their writing abilities and skills? Did the writing-infused students make gains in reading comprehension? How did the writing-infused students perform in tests measuring traditional language and reading achievement as compared to the other fifth grade students in the same school receiving traditional reading instruction as recommended by the teacher\u27s manual for their basal reader? How useful did the writing-infused students feel the writing activities were to their reading and writing development? And lastly, how much interest and enjoyment did the students have in the interactive writing activities? The findings cited in this study support the researcher\u27s belief that students can be taught a process of writing that will positively affect their general reading ability--specifically their reading comprehension. The performance of the reading-writing students compared favorably to the performance of the students in the traditional classrooms. The students found the writing instruction to be appealing, informative and instructive and as a result made great progress in their competencies

Analogical specification reuse during requirements analysis

This thesis investigates analogy as a paradigm for retrieving, understanding and customising reusable specifications during requirements engineering. Cooperation between software engineers and support tools is necessary for effective analogical reuse. Retrieval uses a computational implementation of analogical reasoning to search and match many reusable specifications. On the other hand understanding, transferring and adapting specifications requires cooperation between the tool and software engineer. Cooperative support was designed for less-experienced software engineers with most to gain from successful specification reuse. Deliverables from this research have implications for software engineering, artificial intelligence, cognitive science and human-computer interaction. Specification retrieval is founded on a framework of software engineering analogies. This framework includes a set of domain abstractions describing key facts about software engineering domains. A computational model of analogical reasoning which matches domain descriptions to these abstractions was designed, implemented and evaluated during user studies with a prototype reuse advisor. An intelligent dialogue acts as a front-end to this retrieval mechanism by acquiring key domain facts prior to retrieving domain abstractions. This dialogue was designed from empirical studies of software engineering behaviour during requirements capture and modelling. Design of support tools for specification understanding and transfer was based on cognitive task and reasoning models of software engineering behaviour during analogical reuse and mental models of analogical understanding. Two empirical studies of inexperienced software engineers identified problematic mental laziness manifest as specification copying. A third study of expert software engineers who successfully reused specifications identified strategies for effective reuse. Detailed findings from all three studies informed the design of tool-based support for specification understanding and transfer. Findings also have implications for the design of tools to support other requirements engineering activities

Diseases of the Head

"Diseases of the Head is an anthology of essays from contemporary philosophers, artists, and writers working at the crossroads of speculative philosophy and speculative horror. At once a compendium of multivocal endeavors, a breviary of supposedly illicit ponderings, and a travelogue of philosophical exploration, this collection centers itself on the place at which philosophy and horror meet. Employing rigorous analysis, incisive experimentation, and novel invention, this anthology asks about the use that speculation can make of horror and horror of speculation, about whether philosophy is fictional or fiction philosophical, and about the relationship between horror, the exigencies of our world and time, and the future developments that may await us in philosophy itself. From philosophers working on horrific themes, to horror writers influenced by heresies in the wake of post-Kantianism, to artists engaged in projects that address monstrosity and alienation, Diseases of the Head aims at nothing less than a speculative coup d'état. Refusing both total negation and absolute affirmation, refusing to deny everything or account for everything, refusing the posture of critique and the posture of all-encompassing unification, this collection of essays aims at exposition and construction, analysis and creation – it desires to fight for some thing, but not everything, and not nothing. And it desires, most of all, to speak from the position of its own insufficiency, its own partiality, its own under-determinacy, which is always indicative of the practice of thinking, of speculation. Considering themes of anonymity, otherness and alterity, the gothic, extinction and the world without us, the end times, the apocalypse, the ancient and the world before us, and the uncanny or unheimlich, among other motifs, this anthology seeks to articulate the cutting edge which can be found at the intersection of speculative philosophy and speculative horror.

An aesthetics of touch: investigating the language of design relating to form

How well can designers communicate qualities of touch? This paper presents evidence that they have some capability to do so, much of which appears to have been learned, but at present make limited use of such language. Interviews with graduate designer-makers suggest that they are aware of and value the importance of touch and materiality in their work, but lack a vocabulary to fully relate to their detailed explanations of other aspects such as their intent or selection of materials. We believe that more attention should be paid to the verbal dialogue that happens in the design process, particularly as other researchers show that even making-based learning also has a strong verbal element to it. However, verbal language alone does not appear to be adequate for a comprehensive language of touch. Graduate designers-makers’ descriptive practices combined non-verbal manipulation within verbal accounts. We thus argue that haptic vocabularies do not simply describe material qualities, but rather are situated competences that physically demonstrate the presence of haptic qualities. Such competencies are more important than groups of verbal vocabularies in isolation. Design support for developing and extending haptic competences must take this wide range of considerations into account to comprehensively improve designers’ capabilities