Our memories are collections of the information we have experienced and learned over the course of our lives. While the nature of memory has been studied extensively in the history of the cognitive and psychological sciences, relatively little is known about how we sift through that information space to bring up any given thought at a given moment. According to the extended, dynamical systems framework, the mind is interwoven inextricably into its environment, and so the process of memory retrieval must be considered from a contextually-situated perspective. The goal of the current project is to highlight the importance of a key component of any memory system's context: the social interactive context. Using both empirical and computational methodologies, the interdisciplinary studies described herein compare the processes employed by individuals and collaborating dyads while searching through information space. Inspiration is drawn from the domains of ecological foraging and particle diffusion in statistical physics to explain foraging dynamics, and from complex systems science to explore collaboration dynamics. Ultimately, the project argues that not only is the social collaborative context an important modulator of memory processes at an individual level, but that in some cases people might be able to coordinate their memory processes, coming together to act as one. Through technological advancements, we are increasingly able to communicate and work collaboratively on all sorts of projects. Thus, a call is made for ongoing research to consider the conditions in which we can optimize information retrieval in these collaborative scenarios.

We remember in social contexts. We reminisce about the past together, collaborate to remember shared experiences, and remember in the context of our communities and cultures. This book explores the topic of collaborative remembering across a wide range of fields, including developmental, cognitive, and social psychology.

"This book coordinates and integrates current research and practices in the area of collaborative information behavior, providing information on empirical research findings, theoretical frameworks, and models relevant to understanding collaborative information behavior"--Provided by publisher.

This book investigates the forms and functions of storytelling in everyday conversation. It develops a rhetoric of everyday storytelling through an integrated approach to both the internal structure and the contextual integration of narrative passages. It aims at a more complete picture of oral narrative through analysis of a wider range of natural data, including personal anecdotes told for humor, put-down stories told for self-aggrandizement, family stories retold to ratify membership and so on, as well as marginal stories and narrative-like passages to delineate the boundaries of conversational storytelling and to test the analytical techniques proposed.Using transcriptions of stories from everyday talk, Norrick explores disfluencies, formulaicity and repetition as teller strategies and listener cues alongside global phenomena such as retelling and narrative macrostructures. He also extends his analysis to narrative jokes from conversation and to narrative passages in drama, namely Shakespeare's "Romeo & Juliet" and Beckett's "Endgame."

Interactive Minds harnesses both research and theory from several disciplines to study cognitive development in the social context of the life course.

Socially Extended Epistemology explores the epistemological ramifications of one of the most important research programmes in contemporary cognitive science: distributed cognition. In certain conditions, according to this programme, groups of people can generate distributed cognitive systems that consist of all participating members. This volume brings together a range of distinguished and early career academics, from a variety of different perspectives, to investigate the very idea of socially extended epistemology. They ask, for example: can distributed cognitive systems generate knowledge in a similar way to individuals? And if so, how, if at all, does this kind of knowledge differ from normal, individual knowledge? The first part of the volume examines foundational issues, including from a critical perspective. The second part of the volume turns to applications of this idea, and the new theoretical directions that it might take us. These include the ethical ramifications of socially extended epistemology, its societal impact, and its import for emerging digital technologies.

This book constitutes the proceedings of the 14th European Conference on Technology Enhanced Learning, EC-TEL 2019, held in Delft, The Netherlands, in September 2019. The 41 research papers and 50 demo and poster papers presented in this volume were carefully reviewed and selected from 149 submissions. The contributions reflect the debate around the role of and challenges for cutting-edge 21st century meaningful technologies and advances such as artificial intelligence and robots, augmented reality and ubiquitous computing technologies and at the same time connecting them to different pedagogical approaches, types of learning settings, and application domains that can benefit from such technologies.

With the proliferation of consumer devices, computation is becoming truly ubiq- tous. Multi-agent systems hold the promise to enable utilization of these compu- tional resources for ground-breaking new applications. However, as the number of agents involved in multi-agent computations rises, traditional approaches of bui- ing multi-agent systems fail to scale. Massively multi-agent systems address this challenge of scale. Massive, in this context, is meant to capture the complexity of such systems, which precludes decision making to focus on individual agents. Agents making decisions have to reduce the complexity of the space in which they must decide. The focus, therefore, is on the approaches to manage the compl- ity, implications of this abstraction, as well as on identifying ways of applying the paradigm to problems. Papers appearing in this volume have been selected from three inter- tional workshops held in conjunction with the International Conferences on - tonomous Agents and Multiagent Systems (AAMAS) held in 2006 and 2007: First International Workshop on Coordination and Control in Massively Mul- agent Systems (CCMMS 2007); and the jointly held Second International Workshop on Massively Multi-agent Systems (MMAS 2006) and the Third Int- national Workshop on Challenges in the Coordination of Large-Scale Multi-agent Systems (LSMAS 2006).

Hypertext/hypermedia systems and user-model-based adaptive systems in the areas of learning and information retrieval have for a long time been considered as two mutually exclusive approaches to information access. Adaptive systems tailor information to the user and may guide the user in the information space to present the most relevant material, taking into account a model of the user's goals, interests and preferences. Hypermedia systems, on the other hand, are `user neutral': they provide the user with the tools and the freedom to explore an information space by browsing through a complex network of information nodes. Adaptive hypertext and hypermedia systems attempt to bridge the gap between these two approaches. Adaptation of hypermedia systems to each individual user is increasingly needed. With the growing size, complexity and heterogeneity of current hypermedia systems, such as the World Wide Web, it becomes virtually impossible to impose guidelines on authors concerning the overall organization of hypermedia information. The networks therefore become so complex and unstructured that the existing navigational tools are no longer powerful enough to provide orientation on where to search for the needed information. It is also not possible to identify appropriate pre-defined paths or subnets for users with certain goals and knowledge backgrounds since the user community of hypermedia systems is usually quite inhomogeneous. This is particularly true for Web-based applications which are expected to be used by a much greater variety of users than any earlier standalone application. A possible remedy for the negative effects of the traditional `one-size-fits-all' approach in the development of hypermedia systems is to equip them with the ability to adapt to the needs of their individual users. A possible way of achieving adaptivity is by modeling the users and tailoring the system's interactions to their goals, tasks and interests. In this sense, the notion of adaptive hypertext/hypermedia comes naturally to denote a hypertext or hypermedia system which reflects some features of the user and/or characteristics of his system usage in a user model, and utilizes this model in order to adapt various behavioral aspects of the system to the user. This book is the first comprehensive publication on adaptive hypertext and hypermedia. It is oriented towards researchers and practitioners in the fields of hypertext and hypermedia, information systems, and personalized systems. It is also an important resource for the numerous developers of Web-based applications. The design decisions, adaptation methods, and experience presented in this book are a unique source of ideas and techniques for developing more usable and more intelligent Web-based systems suitable for a great variety of users. The practitioners will find it important that many of the adaptation techniques presented in this book have proved to be efficient and are ready to be used in various applications.

Linking the two areas together, this book presents the latest research and development, so as to highlight the potential of information visualisation as an enabling technology in the design of new generations of virtual environments. This will be an invaluable source of reference for courses in information visualisation, user interface design, virtual environments, HCI, and information retrieval, as well as a useful resource for consultants and practitioners. The book contains 144 colour images of intriguing and influential works in information visualisation.