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Journal articles on the topic 'Situated action'

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Published: 4 June 2021
Last updated: 1 June 2024

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1

Shotter, John. "Situated Dialogic Action Research." Organizational Research Methods 13, no. 2 (July 14, 2009): 268–85. http://dx.doi.org/10.1177/1094428109340347.

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2

Leudar, Ivan, and Alan Costall. "Situating Action IV: Planning As Situated Action." Ecological Psychology 8, no. 2 (June 1996): 153–70. http://dx.doi.org/10.1207/s15326969eco0802_4.

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3

Salasoo, Aita, Mark Rosenstein, and George H. Collier. "INSIGHT FROM SITUATED ACTION ANALYSIS." ACM SIGCHI Bulletin 23, no. 4 (October 1991): 76. http://dx.doi.org/10.1145/126729.1056074.

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4

Vera, Alonso H., and Herbert A. Simon. "Situated Action: A Symbolic Interpretation." Cognitive Science 17, no. 1 (January 1993): 7–48. http://dx.doi.org/10.1207/s15516709cog1701_2.

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5

Vera, Alonso H., and Herbert A. Simon. "Situated Action: Reply to Reviewers." Cognitive Science 17, no. 1 (January 1993): 77–86. http://dx.doi.org/10.1207/s15516709cog1701_6.

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6

Zygouris-Coe, Vicky I., Barbara G. Pace, Cynthia L. Malecki, and Regina Weade. "Action research: A situated perspective." International Journal of Qualitative Studies in Education 14, no. 3 (May 2001): 399–412. http://dx.doi.org/10.1080/09518390110029120.

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7

Frohlich, D. M., and P. Luff. "Conversational resources for situated action." ACM SIGCHI Bulletin 20, SI (March 1989): 253–58. http://dx.doi.org/10.1145/67450.67498.

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8

Due, Brian L. "Situated co-operative creativity." Pragmatics and Society 13, no. 4 (November 4, 2022): 684–702. http://dx.doi.org/10.1075/ps.20031.due.

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Abstract A highly important societal aspect of language use are pragmatic creative acts and interactions. The ability to, through multimodal interaction, create something new, is primordial for human sociality. In this paper, I propose a theoretical model that enables detailed analysis of situated co-operative creative actions as these naturally emerge in interactional situations. First, I develop the theoretical model by extrapolating from Charles Goodwin’s theory of co-operative action. I then illustrate the model through detailed analysis of a single case where participants interact in a video-mediated robotic context. The model is situated within ethnomethodological multimodal conversation analysis and based on video ethnographic data. This research contributes to the field of creativity and human pragmatic action by providing an applicable model for Situated Co-Operative Creativity, the SCOC model, which can be used for detailed analysis of everyday creativity.
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9

Saito, Murako. "Situated Cognition and Erroneous Action Evaluation." Japanese journal of ergonomics 41, Supplement (2005): 26–27. http://dx.doi.org/10.5100/jje.41.supplement_26.

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10

Oakley, Allen. "Popper’s Ontology of Situated Human Action." Philosophy of the Social Sciences 32, no. 4 (December 2002): 455–86. http://dx.doi.org/10.1177/004839302237834.

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11

DUNMIRE, PATRICIA L. "Genre as Temporally Situated Social Action." Written Communication 17, no. 1 (January 2000): 93–138. http://dx.doi.org/10.1177/0741088300017001004.

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12

Vera, Alonso H., and Herbert A. Simon. "Situated Action: Reply to William Clancey." Cognitive Science 17, no. 1 (January 1993): 117–33. http://dx.doi.org/10.1207/s15516709cog1701_8.

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13

Ekbia, Hamid. "Information in action: A situated view." Proceedings of the American Society for Information Science and Technology 46, no. 1 (2009): 1–11. http://dx.doi.org/10.1002/meet.2009.1450460233.

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14

Cashmore, Michael, Andrew Coles, Bence Cserna, Erez Karpas, Daniele Magazzeni, and Wheeler Ruml. "Replanning for Situated Robots." Proceedings of the International Conference on Automated Planning and Scheduling 29 (May 25, 2021): 665–73. http://dx.doi.org/10.1609/icaps.v29i1.3534.

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Planning enables intelligent agents, such as robots, to act so as to achieve their long term goals. To make the planning process tractable, a relatively low fidelity model of the world is often used, which sometimes leads to the need to replan. The typical view of replanning is that the robot is given the current state, the goal, and possibly some data from the previous planning process. However, for robots (or teams of robots) that exist in continuous physical space, act concurrently, have deadlines, or must otherwise consider durative actions, things are not so simple. In this paper, we address the problem of replanning for situated robots. Relying on previous work on situated temporal planning, we frame the replanning problem as a situated temporal planning problem, where currently executing actions are handled via Timed Initial Literals (TILs), under the assumption that actions cannot be interrupted. We then relax this assumption, and address situated replanning with interruptible actions. We bridge the gap between the low-level model of the robot and the high-level model used for planning by the novel notion of a bail out action generator, which relies on the low-level model to generate highlevel actions that describe possible ways to interrupt currently executing actions. Because actions can be interrupted at different times during their execution, we also propose a novel algorithm to handle temporal planning with time-dependent durations.
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15

Heracleous, Loizos, and Robert J. Marshak. "Conceptualizing organizational discourse as situated symbolic action." Human Relations 57, no. 10 (October 2004): 1285–312. http://dx.doi.org/10.1177/0018726704048356.

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16

Goodwin, Charles. "Action and embodiment within situated human interaction." Journal of Pragmatics 32, no. 10 (September 2000): 1489–522. http://dx.doi.org/10.1016/s0378-2166(99)00096-x.

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17

Sharrock, Wes, and Graham Button. "Plans and Situated Action Ten Years On." Journal of the Learning Sciences 12, no. 2 (April 2003): 259–64. http://dx.doi.org/10.1207/s15327809jls1202_5.

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18

Wells, Andrew. "Situated action, symbol systems and universal computation." Minds and Machines 6, no. 1 (February 1996): 33–46. http://dx.doi.org/10.1007/bf00388916.

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19

Lenzen, Benoît, Catherine Theunissen, and Marc Cloes. "Situated Analysis of Team Handball Players’ Decisions: An Exploratory Study." Journal of Teaching in Physical Education 28, no. 1 (January 2009): 54–74. http://dx.doi.org/10.1123/jtpe.28.1.54.

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This exploratory study aimed to investigate elements involved in decision making in team handball live situations and to provide coaches and educators with teaching recommendations. The study was positioned within the framework of the situated action paradigm of which two aspects were of particular interest for this project: (a) the relationship between planning and action, and (b) the perception-action coordination. We used qualitative methods that linked (a) video observation of six female elite players’ actions during two championship matches and (b) self-confrontation interviews. Players’ verbalizations reflected that their decision making included the following: (a) perception (visual, auditory, tactile, proprioceptive), (b) knowledge (concepts, teammates and opponents’ characteristics, experience), (c) expectations (opponents and teammates’ intentions), and (d) contextual elements (score, power play, players on the field, match difficulty). Findings were discussed in terms of teaching implications.
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20

Karnøe, Peter, and Claus Nygaard. "Bringing Social Action and Situated Rationality Back in." International Studies of Management & Organization 29, no. 2 (June 1999): 78–93. http://dx.doi.org/10.1080/00208825.1999.11656764.

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21

Genat, Bill. "Building emergent situated knowledges in participatory action research." Action Research 7, no. 1 (March 2009): 101–15. http://dx.doi.org/10.1177/1476750308099600.

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22

Kulikowich, Jonna M., and Michael F. Young. "Locating an Ecological Psychology Methodology for Situated Action." Journal of the Learning Sciences 10, no. 1-2 (April 2001): 165–202. http://dx.doi.org/10.1207/s15327809jls10-1-2_7.

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23

MacDonald, Raymond, and Suvi Saarikallio. "Musical identities in action: Embodied, situated, and dynamic." Musicae Scientiae 26, no. 4 (December 2022): 729–45. http://dx.doi.org/10.1177/10298649221108305.

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This article provides a critical overview of musical identities as a research topic. A broad distinction between identities in music (IIM) and music in identities (MII) highlights how musical engagement is central to identity construction. These concepts are integrated with recent advances in psychological theory derived from enactive cognition (4E cognition) to propose a new framework for understanding musical identities, Musical Identities in Action (MIIA). This framework foregrounds musical identities as dynamic (constantly evolving, dialogical, and actively performed), embodied (shaped by how music is physically expressed and experienced), and situated (emergent from interaction with social contexts, technologies, and culture). Musical identities are presented as fluid and constructed through embodied and situated action. Interdisciplinary research on music and adolescence is utilized to show how the MIIA framework can be applied to specific contexts and how musical identities interact with other aspects of life. Examples of the embodied nature of musical identities are provided from early interactions to professional performance and everyday informal engagement. Technology is highlighted as one topical and situated context, using digital playlists and a recent online improvisation project as examples. Implications of the MIIA framework for education and health are also presented, proposing that a key goal of music education is the development of positive musical identities. Recent advances in humanities research such as post-qualitative inquiry (PQI) and metamodern philosophical theory are proposed as useful multidisciplinary approaches for developing new knowledge related to musical identities.
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24

Antonaccio, Olena, Ekaterina V. Botchkovar, and Lorine A. Hughes. "Ecological Determinants of Situated Choice in Situational Action Theory." Journal of Research in Crime and Delinquency 54, no. 2 (November 30, 2016): 208–43. http://dx.doi.org/10.1177/0022427816678908.

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Objectives: This study extends theoretical arguments from situational action theory (SAT) by focusing on the enduring effects of neighborhood context on individual criminal involvement and presents the first direct multilevel assessment of SAT in non-Western contexts using neighborhood data. Methods: Survey data from a random sample of 1,435 adults in 41 neighborhoods in Russia and Ukraine are used to assess the interplay between individual criminal propensity and moral and deterrent qualities of neighborhood environments in their effects on individual offending. Results: The results demonstrate that variations in neighborhood moral rules directly influence criminal involvement, confirming SAT’s extended argument that this type of neighborhood-level predictor of offending matters and has an enduring effect on misconduct. Furthermore, consistent with SAT’s propositions, principal individual-level predictors such as personal criminal propensity and individual perceptions of neighborhood informal sanctioning exert expected significant effects on criminal involvement. Results for cross-level interaction effects are inconclusive. Conclusions: SAT, a multilevel theory of crime, shows promise in various sociocultural contexts such as Eastern European countries of Russia and Ukraine.
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25

Wavish, Peter. "Situated action approach to implementing characters in computer games." Applied Artificial Intelligence 10, no. 1 (February 1996): 53–74. http://dx.doi.org/10.1080/088395196118687.

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26

Gasson, Susan. "A social action model of situated information systems design." ACM SIGMIS Database: the DATABASE for Advances in Information Systems 30, no. 2 (March 1999): 82–97. http://dx.doi.org/10.1145/383371.383377.

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27

Carroll, John M. "Situated Action in the Zeitgeist of Human-Computer Interaction." Journal of the Learning Sciences 12, no. 2 (April 2003): 273–78. http://dx.doi.org/10.1207/s15327809jls1202_7.

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28

Barsalou, Lawrence W. "Language comprehension: Archival memory or preparation for situated action?" Discourse Processes 28, no. 1 (January 1999): 61–80. http://dx.doi.org/10.1080/01638539909545069.

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29

Deppermann, Arnulf, and Alexandra Gubina. "Positionally-sensitive action-ascription." Interactional Linguistics 1, no. 2 (November 15, 2021): 183–215. http://dx.doi.org/10.1075/il.21005.dep.

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Abstract Schegloff (1996) has argued that grammars are “positionally-sensitive”, implying that the situated use and understanding of linguistic formats depends on their sequential position. Analyzing the German format Kannst du X? (corresponding to English Can you X?) based on 82 instances from a large corpus of talk-in-interaction (FOLK), this paper shows how different action-ascriptions to turns using the same format depend on various orders of context. We show that not only sequential position, but also epistemic status, interactional histories, multimodal conduct, and linguistic devices co-occurring in the same turn are decisive for the action implemented by the format. The range of actions performed with Kannst du X? and their close interpretive interrelationship suggest that they should not be viewed as a fixed inventory of context-dependent interpretations of the format. Rather, the format provides for a root-interpretation that can be adapted to local contextual contingencies, yielding situated action-ascriptions that depend on constraints created by contexts of use.
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30

Rodríguez, Diana Carolina Peláez. "Emotional Communities: An Understanding of Collective Situated Knowledge and Action." Emotions: History, Culture, Society 5, no. 2 (December 23, 2021): 303–30. http://dx.doi.org/10.1163/2208522x-02010132.

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Abstract The concept of ‘emotional communities’ has been a fruitful category for understanding the collective action of grassroot organisations in Bogotá, Colombia. In our study group on the subject, we developed our own approach of the concept thanks to the input from many authors who have used it, as well as from our empirical findings in research. The aim of this essay is, first, to discuss emotional communities and explain the gaps we found in some of the foundational works on the concept; second, to analyse the ways that our empirical data offered insights that helped widen up the concept for our research. Finally, it concludes with an argument of how this approach could serve to enhance understanding of the collective situated knowledge that sustain people’s actions of transformation within specific contexts.
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31

Noronha, Alexander. "On Behalf of All Others Similarly Situated: Class Representation & Equitable Compensation." Michigan Law Review, no. 122.4 (2024): 733. http://dx.doi.org/10.36644/mlr.122.4.behalf.

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Class actions require class representation. In class actions, plaintiffs litigate not only on their own behalf but “on behalf of all others similarly situated.” For almost fifty years, federal courts have routinely exercised their inherent equitable authority to award modest compensation to deserving class representatives who help recover common funds benefiting the plaintiff class. These discretionary “incentive awards” are generally intended to compensate class representatives for shouldering certain costs and risks—which are not borne by absent class members—during the pendency of class litigation. The ubiquity of permitting class action incentive awards ended in 2020. In an extraordinary ruling, the Eleventh Circuit held that incentive awards are per se unlawful under late nineteenth-century Supreme Court precedent. This holding has ignited a new controversy in the federal courts with far-reaching implications for the future of class actions. Much of the existing legal scholarship on incentive awards analyzes policy rationales, quantitative trends, and legal standards involving the questions of “When?” and “How much?” to compensate class representatives. Only recently have scholars turned their attention to the more foundational question of whether federal courts have a sound basis to allocate incentive awards to class representatives under any circumstances. This Note weighs in on that debate by revisiting the Eleventh Circuit’s recent decision to categorically ban incentive awards. More importantly, this Note looks to the future and confronts the reality that other federal circuit courts or the Supreme Court could eventually adopt the Eleventh Circuit’s position on incentive awards. Facing that unsettling prospect, this Note presents three proposals—one for policymakers and two for plaintiff-side class action practitioners—that could save the equitable tradition of compensating class representatives and reinforce the viability of the class action device itself.
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32

Purcell-Gates, Victoria, Jim Anderson, Monique Gagne, Kristy Jang, Kimberly A. Lenters, and Marianne McTavish. "Measuring Situated Literacy Activity." Journal of Literacy Research 44, no. 4 (August 16, 2012): 396–425. http://dx.doi.org/10.1177/1086296x12457167.

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This report presents the results of the development of a methodological approach to provide empirical evidence that family literacy programs “work.” The assessment techniques were developed within the action research project Literacy for Life (LFL) that the authors designed and delivered for 12 months, working collaboratively with three different cohorts of immigrant and refugee families in western Canada. The goal was to develop valid and reliable measures and analyses to measure the impact on literacy skill and knowledge in a particular version of a literacy program that incorporated real-world literacy activities into instruction for low-English-literate adults and their prekindergarten children, ages 3 to 5. The authors offer this approach to assessment as a promising way to measure the impact of socially situated literacy activity that requires taking the social context of literacy activity into account. They offer this work not as the answer to the challenge of documenting the value of working with families and literacy, but as one way to think about focusing curriculum and assessment within programs that validate the real lives of the participants and build bridges between those lives and literacy work within family literacy programming.
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33

Barsalou, Lawrence W. "Simulation, situated conceptualization, and prediction." Philosophical Transactions of the Royal Society B: Biological Sciences 364, no. 1521 (May 12, 2009): 1281–89. http://dx.doi.org/10.1098/rstb.2008.0319.

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Based on accumulating evidence, simulation appears to be a basic computational mechanism in the brain that supports a broad spectrum of processes from perception to social cognition. Further evidence suggests that simulation is typically situated, with the situated character of experience in the environment being reflected in the situated character of the representations that underlie simulation. A basic architecture is sketched of how the brain implements situated simulation. Within this framework, simulators implement the concepts that underlie knowledge, and situated conceptualizations capture patterns of multi-modal simulation associated with frequently experienced situations. A pattern completion inference mechanism uses current perception to activate situated conceptualizations that produce predictions via simulations on relevant modalities. Empirical findings from perception, action, working memory, conceptual processing, language and social cognition illustrate how this framework produces the extensive prediction that characterizes natural intelligence.
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34

Vaughan, Diane. "Rational Choice, Situated Action, and the Social Control of Organizations." Law & Society Review 32, no. 1 (1998): 23. http://dx.doi.org/10.2307/827748.

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35

Suchman, Lucy. "Response to Vera and Simon's Situated Action: A Symbolic Interpretation." Cognitive Science 17, no. 1 (January 1993): 71–75. http://dx.doi.org/10.1207/s15516709cog1701_5.

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36

Clancey, William J. "Situated Action: A Neuropsychological Interpretation Response to Vera and Simon." Cognitive Science 17, no. 1 (January 1993): 87–116. http://dx.doi.org/10.1207/s15516709cog1701_7.

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37

Weichold, Martin. "Situated agency: towards an affordance-based, sensorimotor theory of action." Phenomenology and the Cognitive Sciences 17, no. 4 (November 20, 2017): 761–85. http://dx.doi.org/10.1007/s11097-017-9548-5.

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38

Goodyear, Peter. "Situated Action and Distributed Knowledge: a JITOL Perspective on EPSS." Innovations in Education and Training International 32, no. 1 (February 1995): 45–55. http://dx.doi.org/10.1080/1355800950320107.

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39

Brendan McSweeney, L. "Accounting in organizational action: A subsuming explanation or situated explanations?" Accounting, Management and Information Technologies 5, no. 3-4 (July 1995): 245–82. http://dx.doi.org/10.1016/0959-8022(96)00002-1.

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40

Fox, Stephen, and Adrian Kotelba. "Principle of Least Psychomotor Action: Modelling Situated Entropy in Optimization of Psychomotor Work Involving Human, Cyborg and Robot Workers." Entropy 20, no. 11 (October 31, 2018): 836. http://dx.doi.org/10.3390/e20110836.

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Entropy in workplaces is situated amidst workers and their work. In this paper, findings are reported from a study encompassing psychomotor work by three types of workers: human, cyborg and robot; together with three aspects of psychomotor work: setting, composition and uncertainty. The Principle of Least Psychomotor Action (PLPA) is introduced and modelled in terms of situated entropy. PLPA is founded upon the Principle of Least Action. Situated entropy modelling of PLPA is informed by theoretical studies concerned with connections between information theory and thermodynamics. Four contributions are provided in this paper. First, the situated entropy of PLPA is modelled in terms of positioning, performing and perfecting psychomotor skills. Second, with regard to workers, PLPA is related to the state-of-the-art in human, cyborg and robot psychomotor skills. Third, with regard to work, situated entropy is related to engineering of work settings, work composition and work uncertainty. Fourth, PLPA and modelling situated entropy are related to debate about the future of work. Overall, modelling situated entropy is introduced as a means of objectively modelling relative potential of humans, cyborgs, and robots to carry out work with least action. This can introduce greater objectivity into debates about the future of work.
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41

Maiese, Michelle. "Situated Affectivity, Enactivism, and the Weapons Effect." Philosophies 7, no. 5 (August 31, 2022): 97. http://dx.doi.org/10.3390/philosophies7050097.

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Existing research on the “weapons effect” indicates that simply seeing a weapon can prime aggressive thoughts and appraisals and increase aggressive behavior. But how and why does this happen? I begin by discussing prevailing explanations of the weapons effect and propose that these accounts tend to be over-intellectualistic insofar as they downplay or overlook the important role played by affectivity. In my view, insights from the fields of situated affectivity and enactivism help us to understand how cognitive and affective processes jointly contribute to the weapons effect. Insofar as the presence of weapons alters subject’s bodily-affective orientation and thereby brings about embodied mindshaping, it changes the way they engage with and understand their surroundings. To understand the weapons effect, we will need to examine the constitutive interdependency of appraisal and affectivity and the way in which they jointly motivate action. My proposed account emphasizes the role of affectivity in affordance perception and the way in which subjects gauge the meaning of an object according to its action-possibilities.
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42

Brinck, Ingar. "Situated Cognition, Dynamic Systems, and Art." Janus Head 9, no. 2 (2006): 407–31. http://dx.doi.org/10.5840/jh2006928.

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It is argued that the theory of situated cognition together with dynamic systems theory can explain the core of artistic practice and aesthetic experience, and furthermore paves the way for an account of how artist and audience can meet via the artist's work. The production and consumption of art is an embodied practice, firmly based in perception and action, and supported by features of the local, agent-centered and global socio-cultural contexts. Artistic creativity and aesthetic experience equally result from the dynamic interplay between agent and context, allowing for artist and viewer to relate to the artist's work in similar ways.
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Fox, Stephen, and Adrian Kotelba. "Variational Principle of Least Psychomotor Action: Modelling Effects on Action from Disturbances in Psychomotor Work Involving Human, Cyborg, and Robot Workers." Entropy 21, no. 6 (May 28, 2019): 543. http://dx.doi.org/10.3390/e21060543.

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Optimal psychomotor work can be expressed in terms of the principle of least psychomotor action (PLPA). Modelling psychomotor action encompasses modelling workers, work, and interactions between them that involve different types of situated entropy. Modelling of psychomotor workers encompasses three types of workers: human, cyborg, and robot. The type of worker and the type of work interact to affect positioning actions, performing actions, and perfecting actions undertaken in psychomotor tasks. There are often disturbances in psychomotor work, for example due to weather conditions, which have a determining influence on what work can be undertaken with least psychomotor action by different types of workers. In this paper, findings are reported from a study focused on the modelling disturbances in psychomotor work. Five contributions are provided. First, a heuristic framework for modelling disturbances and their effects is provided. In addition to PLPA and situated entropy, this framework encompasses Markov processes, the theory of perturbations, and calculus of variations. Second, formulae and ratios are provided for heuristic modelling of effects on internal action (Sint) from disturbances to psychomotor work. Third, formulae and ratios are provided for heuristic modelling of effects on external action (Se). Fourth, examples are provided of heuristic modelling of disturbances in psychomotor work. Fifth, formulae and examples show how task complexity can be modelled heuristically in terms of microstates across the cyber domain and the physical domain of cyber-physical systems. Overall, the study reported in this paper addresses variational aspects of PLPA.
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44

Dutriaux, Léo, Naomi E. Clark, Esther K. Papies, Christoph Scheepers, and Lawrence W. Barsalou. "The Situated Assessment Method (SAM2): Establishing individual differences in habitual behavior." PLOS ONE 18, no. 6 (June 22, 2023): e0286954. http://dx.doi.org/10.1371/journal.pone.0286954.

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From the perspectives of grounded, situated, and embodied cognition, we have developed a new approach for assessing individual differences. Because this approach is grounded in two dimensions of situatedness—situational experience and the Situated Action Cycle—we refer to it as the Situated Assessment Method (SAM2). Rather than abstracting over situations during assessment of a construct (as in traditional assessment instruments), SAM2 assesses a construct in situations where it occurs, simultaneously measuring factors from the Situated Action Cycle known to influence it. To demonstrate this framework, we developed the SAM2 Habitual Behavior Instrument (SAM2 HBI). Across three studies with a total of 442 participants, the SAM2 HBI produced a robust and replicable pattern of results at both the group and individual levels. Trait-level measures of habitual behavior exhibited large reliable individual differences in the regularity of performing positive versus negative habits. Situational assessments established large effects of situations and large situation by individual interactions. Several sources of evidence demonstrated construct and content validity for SAM2 measures of habitual behavior. At both the group and individual levels, these measures were associated with factors from the Situated Action Cycle known to influence habitual behavior in the literature (consistency, automaticity, immediate reward, long-term reward). Regressions explained approximately 65% of the variance at the group level and a median of approximately 75% at the individual level. SAM2 measures further exhibited well-established interactions with personality measures for self-control and neuroticism. Cognitive-affective processes from the Situated Action Cycle explained nearly all the variance in these interactions. Finally, a composite measure of habitualness established habitual behaviors at both the group and individual levels. Additionally, a composite measure of reward was positively related to the composite measure of habitualness, increasing with self-control and decreasing with neuroticism.
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45

Mason, Katy. "Market sensing and situated dialogic action research (with a video camera)." Management Learning 43, no. 4 (May 16, 2012): 405–25. http://dx.doi.org/10.1177/1350507612442047.

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This paper explores the practice of market sensing through situated dialogic action research. The paper discusses collaborative encounters with a manager who kept a video diary of his work. Through the analysis of five ‘generative moments’ that emerged from the market sensing dialogue between researching-practitioner and practising-researcher, four distinct bundles of market sensing practices are identified; sensing, sense making, framing and reflecting. Dialogue is found to be central to the entanglement and disentanglement of market sensing practices and emergent market frames. Dialogue allows the identification and exploration of tensions and conflict in existing and competing market frames. This in turn generates new and innovative ways of framing markets for future action. Thus, situated dialogic market sensing emerges as an effective way of unearthing and exploring competing market frames and as a mentoring, reflective and reflexive part of market sensing practice.
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HERACLEOUS, LOIZOS, and ROBERT J. MARSHAK. "ORGANIZATIONAL DISCOURSE AS SITUATED SYMBOLIC ACTION: APPLICATION THROUGH AN OD INTERVENTION." Academy of Management Proceedings 2004, no. 1 (August 2004): D1—D6. http://dx.doi.org/10.5465/ambpp.2004.13857584.

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Palacio Tamayo, Dolly Cristina. "Place-network and environmental action. Tracks for reflective and situated governance." Redes. Revista hispana para el análisis de redes sociales 28, no. 1 (May 15, 2017): 73. http://dx.doi.org/10.5565/rev/redes.648.

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Rietveld, Erik. "Situated Normativity: The Normative Aspect of Embodied Cognition in Unreflective Action." Mind 117, no. 468 (October 1, 2008): 973–1001. http://dx.doi.org/10.1093/mind/fzn050.

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Streibel, Michael J. "Instructional Plans and Situated Learning: The Challenge of Suchman’s Theory of Situated Action for Instructional Designers and Instructional Systems." Journal of Visual Literacy 9, no. 2 (January 1989): 8–34. http://dx.doi.org/10.1080/23796529.1989.11674442.

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Chai, Joyce Y., Rui Fang, Changsong Liu, and Lanbo She. "Collaborative Language Grounding Toward Situated Human-Robot Dialogue." AI Magazine 37, no. 4 (January 17, 2017): 32–45. http://dx.doi.org/10.1609/aimag.v37i4.2684.

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Abstract:
To enable situated human-robot dialogue, techniques to support grounded language communication are essential. One particular challenge is to ground human language to robot internal representation of the physical world. Although copresent in a shared environment, humans and robots have mismatched capabilities in reasoning, perception, and action. Their representations of the shared environment and joint tasks are significantly misaligned. Humans and robots will need to make extra effort to bridge the gap and strive for a common ground of the shared world. Only then, is the robot able to engage in language communication and joint tasks. Thus computational models for language grounding will need to take collaboration into consideration. A robot not only needs to incorporate collaborative effort from human partners to better connect human language to its own representation, but also needs to make extra collaborative effort to communicate its representation in language that humans can understand. To address these issues, the Language and Interaction Research group (LAIR) at Michigan State University has investigated multiple aspects of collaborative language grounding. This article gives a brief introduction to this research effort and discusses several collaborative approaches to grounding language to perception and action.
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