Memory of past designs: distinctive roles in individual and collective design (original) (raw)
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Cognitive artefacts (CA's) are acknowledged as important for individual cognition , but their function in group work has been largely neglected. Because information is represented symbolically in the CA, there are several possible problem representations. How a representation encodes this information may influence its cognitive processing -this is as important at the group level analysis as it is at the individual.
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This paper addresses the issue of 'What is designing?' from an unconventional perspective and aims to advance our understanding of what design really is. Designing has been studied from different perspectives but the underlying theoretical basis of studying the act has often been dispersed and not clear. To address these shortcomings, the paper proposes a new topological structure that consists of two 3-dimensional spaces: Product-space and Social-space. The P-space is constructed by the complexity of the artifact, the number of disciplines involved and the availability of knowledge. The S-space consists of the number of disciplinary languages, number of different perspectives and the amount of openness and closeness of the social system that encapsulates the design activity. The two spaces are connected by means of theories on cognition, like: individual and distributed cognition, socio-linguistics, situated cognition, etc. Two examples serve to illustrate the proposed model and show that the act of designing involves the evolution of the artifact, social system, language and information embedded in the social and societal context.
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The in vivo research methodology holds promise to improve some of the limitations of typical design cognition methodologies. Whereas typical design cognition methodology use protocol analysis (utilizing special 'think-aloud' instructions and/or artificial settings) or retrospective analyses, in vivo research attempts to study design thinking and reasoning 'live' or 'online' as it takes place in the real world. No special instructions are used since the method relies on natural dialogue taking place between designers. By recording verbalizations at product development meetings (or other suitable objects of study), transcribing, and coding the data, it is possible to test hypotheses about design cognition in the real-world. This promises to improve the ecological validity over typical design cognition studies. Problems with the methodology include labor-intensiveness leading to small samples (possible sampling errors). To deal with this problem, it is recommended to supplement in vivo research with traditional larger sample laboratory studies.
Context, collaboration and complexity in designing: The pivotal role of cognitive artifacts
Designing progresses through continuous refinement of models. In today's design practice, these models get created and refined by multi-cultural, multidisciplinary teams that speak different languages, whether these languages are spoken language, disciplinary, or organizational language. When these people come together, they create, negotiate, evolve, and manage a nascent language with which they communicate the meaning of the product they design. The nascent language is a pidgin articulated through cognitive artifacts. Thus their role is essential to designing and their management is critical to successful completion of the process. In contrast, their mismanagement quickly presents itself as design failures, sometimes catastrophic. Given their role, it is critical to understand what cognitive artifacts are, how they are constructed, and how they should be managed. This marks a shift from focusing on the artifact to the process of designing as a social, negotiated process. Such a view results in conceiving designing as a complex and emergent process with implications for design research, practice and pedagogy.
International Journal of Contemporary Urban Affairs, 2019
This paper examines the cognitive use of prior knowledge in design and evaluates the role of types and precedents in architectural design and education from a cognitive perspective. Previous research on design cognition shows that the amount of prior knowledge possessed by the designer plays a fundamental role in the production and quality of the creative outcome. Prior knowledge is thought to be held by way of specific cognitive structures that are called cognitive schemas and, the role of our cognitive schemas (be it personal or cultural schemas) is portrayed as indispensable for the formation of our creative productions. Although significant efforts were made in the way of studying the use of prior knowledge in design, the correlation of types and cultural schemas has yet to be explored. This paper examines this correlation between cultural schemas, a markedly cognitive concept, and types, an architectural one, culminating in an investigation of the cognitive role of types and precedents within architectural design and education in the light of the cognitive literature. Building on that attempt, the study endeavors to conduct an interdisciplinary theoretical inquiry that respectively studies the role of prior knowledge in design cognition, the concept of cognitive-cultural schemas, the concept of type and its relationship with cultural schemas, and finally, the cognitive role of types and precedents in architectural design and education. In conclusion, this study proposes that, in terms of function, types are virtually identical to cultural schemas at the cognitive level, and types and precedents have a generative value for architectural design, by virtue of the fact that they exist as the initial cognitive schemas that are employed at the beginning of the design process.
A Quasi-Linear Model Of Design Cognition
Journal of College Teaching & Learning (TLC), 2010
The continuum of human learning has been the subject of research by behaviourists, cognitivists, constructivists and lately by neural scientists among others. The style and order of learning have also been identified, notably by Benjamin Bloom et al (1956) and Gagne and Briggs (1992). Skills-learning has been the subject of attention in competency-based learning strategies. Yet another milestone in the continuum of learning is to be innovative and creative, which enables a learner to conceive and design new objects and concepts. Design cognition is an under-explored faculty of humankind. Human capability to design appears to be a complex phenomenon influenced by several factors, implicitly or explicitly, such as socio-educational background, learning to think innovatively, interaction with innovators and creators, exercising initiative, experimenting with new ideas, creating designs with confidence and finally moving into seeking design patents and making commercial use of design...
kemi.sitecore.dtu.dk
Engineering designers cannot perform their tasks without obtaining supporting information, so how effectively and efficiently they do this is of tremendous importance. Research into how engineering designers interact when obtaining information is described. The argument is based on the results of two observational studies undertaken in the aerospace industry. The first study observed teams of four designers to see how they obtained their information; the second observed experienced and novice designers to identify differences in the way they approached design tasks. A conclusion from the first study was that in the vast majority of cases designers preferred to obtain their information from other individuals rather than from documents; and a conclusion from the second study was that novice designers did not know what strategies to adopt and which questions to ask when seeking information. These conclusions are important when planning future information storage and retrieval systems. Court A, Culley S, McMahon C (1996) Information access diagrams: a technique for analysing the usage of design information. Journal of Engineering Design, vol 7 (1), pp 55-75 Frankenberger E, Badke-Schaub P (1996) Influences on engineering design in industry. Report, TH Darmstadt, Germany Marsh JR (1997) The capture and structure of design experience. Ph.D. thesis, Cambridge University Engineering Department Marsh JR, Wallace KM (1995) Integrity of design information. In: International Conference on Engineering Design (ICED 95), Prague, 4, pp 1449-1454