Alongside existing research into the social, political and economic impacts of the Web, there is a need to study the Web from a cognitive and epistemic perspective. This is particularly so as new and emerging technologies alter the nature of our interactive engagements with the Web, transforming the extent to which our thoughts and actions are shaped by the online environment. Situated and ecological approaches to cognition are relevant to understanding the cognitive significance of the Web because of the emphasis (...) they place on forces and factors that reside at the level of agent–world interactions. In particular, by adopting a situated or ecological approach to cognition, we are able to assess the significance of the Web from the perspective of research into embodied, extended, embedded, social and collective cognition. The results of this analysis help to reshape the interdisciplinary configuration of Web Science, expanding its theoretical and empirical remit to include the disciplines of both cognitive science and the philosophy of mind. (shrink)

In this chapter, we analyze the relationships between the Internet and its users in terms of situated cognition theory. We first argue that the Internet is a new kind of cognitive ecology, providing almost constant access to a vast amount of digital information that is increasingly more integrated into our cognitive routines. We then briefly introduce situated cognition theory and its species of embedded, embodied, extended, distributed and collective cognition. Having thus set the stage, we begin by taking an embedded (...) cognition view and analyze how the Internet aids certain cognitive tasks. After that, we conceptualize how the Internet enables new kinds of embodied interaction, extends certain aspects of our embodiment, and examine how wearable technologies that monitor physiological, behavioral and contextual states transform the embodied self. On the basis of the degree of cognitive integration between a user and Internet resource, we then look at how and when the Internet extends our cognitive processes. We end this chapter with a discussion of distributed and collective cognition as facilitated by the Internet. (shrink)

Biographical studies have shown that visual mental imagery plays a significant role in the conduct of scientific research, particularly in the generation of hypotheses. But the nature of visual mental imagery and its participation in abductive inference is not systematically understood. This paper discusses examples of visual abductive reasoning by archaeologists, analyzing them according to the visual information and the process of inference employed. This work supports the conclusion that visual abduction is useful to scientists under certain conditions and that (...) it is amenable to detailed study. (shrink)

Standard philosophical discussions of theory-ladeness assume that observational evidence consists of perceptual outputs (or reports of such outputs) that are sentential or propositional in structure. Theory-ladeness is conceptualized as having to do with logical or semantical relationships between such outputs or reports and background theories held by observers. Using the recent debate between Fodor and Churchland as a point of departure, we propose an alternative picture in which much of what serves as evidence in science is not perceptual outputs or (...) reports of such outputs and is not sentential in structure. (shrink)

This thesis develops methods for representing how the contents of theories of meaning become conceived by their users. These contents are treated as the range of systematically elicited conceptions afforded by a designated corpus of key texts. The approach being taken involves first detailing a formal scheme for the components of situations attributed to various entities. This scheme is then applied as a framing device to form a template which accounts for the shared structure between the mental spaces which embody (...) how people conceive different theories of meaning. For the purposes of this task, cognition is treated as embodied in the sense that both the form and content of personal conceptualisations are largely dependent on what both bodily and ecological factors afford. The purpose of this approach is to help understand how theories operate when viewed as worldly entities within a materialist framework. The significance of such understanding lies in enabling analyses and comparisons which account for the effects of material restrictions such as how a theory’s presentation must necessarily be selective and how human cognition operates on models set by precedent. The framework being provided here allows the conceptions each individual theory of meaning elicits to be reduced to formal, commensurate models which account for differences between typical influences on the conceptions characteristic of different demographics such as experts of related fields. Approaching theories of meaning from this angle also reveals new avenues of comparison concerning otherwise implicit details. One involves theory-internal conditions on the full material identity of meaning-instantiating entities. The other concerns the extent of the domains for aggregating applicable influences for which a theory accounts and the range of those it may accommodate. (shrink)

The sciences use a wide range of visual devices, practices, and imaging technologies. This diversity points to an important repertoire of visual methods that scientists use to adapt representations to meet the varied demands that their work places on cognitive processes. This paper identifies key features of the use of visualization in a range of scientific domains and considers the implications of this repertoire for understanding scientists as cognitive agents.

The author describes and sociocognitive skills that he argues as being necessary for tool use. We propose that those skills could be based on simpler detection systems humans could share with other animal tool users. More specifically, we discuss the impact of object affordances on the understanding and the social learning of tool use.

This paper explores how data serve as evidence for phenomena. In contrast to standard philosophical models which invite us to think of evidential relationships as logical relationships, I argue that evidential relationships in the context of data-to-phenomena reasoning are empirical relationships that depend on holding the right sort of pattern of counterfactual dependence between the data and the conclusions investigators reach on the phenomena themselves.