Search for dissertations about: "Cognitive artifacts"
Showing result 1 - 5 of 14 swedish dissertations containing the words Cognitive artifacts.
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1. The cognitive use of artifacts in cooperative process management : Rescue management and underground line control
Abstract : Work performed in various types of centers of coordination is highly dynamic and requires that a team continuously take actions and make multiple decisions in real time. This type of Work is here refered to as cooperative process management. READ MORE
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2. Translation, Teamwork, and Technology : The Use of Social and Material Scaffolds in the Translation Process
Abstract : This dissertation explores translators’ interactions with social and material resources in the translation process. The general aim of the study is to contribute to the knowledge about cognitive translation processes in naturalistic settings, with a specific focus on the ways in which translators interact with social actors and technological resources. READ MORE
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3. Multivariate Data Analytics to Identify Driver’s Sleepiness, Cognitive load, and Stress
Abstract : Driving a vehicle in a dynamic traffic environment requires continuous adaptation of a complex manifold of physiological and cognitive activities. Impaired driving due to, for example, sleepiness, inattention, cognitive load or stress, affects one’s ability to adapt, predict and react to upcoming traffic events. READ MORE
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4. Surprise between media, minds and world : A Peircean process semiotic approach
Abstract : The central idea of this thesis is that the relationship between cognition,media and environments is regulated by surprise. The relationship between cognition, media and environments is a foundational problem for studies of cognition, culture and/or communication. READ MORE
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5. Designing for Peer Learning : Mathematics, Games and Peer Groups in Leisure-time Centers
Abstract : Constrained by national tests and the mathematics curriculum, teachers have problems finding time for exploratory and hands-on mathematical activities, especially so in classes with a reduced pace of progression, for example because of a large proportion of second-language learners. Could the leisure-time center, where time is not earmarked, provide such opportunities? The conclusion of this thesis is that this can be done, on the condition that designed activities build on the central premise of the leisure-time center: children have the right to choose which activities to engage with. READ MORE