| 1. |
- Ewerlöf, Sofia, et al.
(författare)
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DN Debatt. ”Låt gräsklipparen stå – för naturens skull”
- 2023
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Ingår i: Dagens nyheter (DN debatt). - 1101-2447.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- In an era of species extinction and climate change, we should abandon the well-trimmed lawn and let gardens grow wilder, writes Anna Persson and other researchers and landscape architects on DN Debatt.
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| 2. |
- Fjeldstad, Erling, 1949, et al.
(författare)
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Intersubjectivity in hypnotic interaction
- 2017
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Ingår i: Intersubjectivity in Action. 11th – 13th May 2017, University of Helsinki, Finland.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Despite the dubious reputation of hypnosis, there is now a large body of research that investigates how hypnosis can be used to reduce patients’ experience of pain. By closely analysing three video recorded quasi-naturalistic cases of hypnosis for pain relief, this study takes an interest in how hypnosis is interactionally organized and practically accomplished. A central question is how intersubjectivity is established and maintained in the different phases of the hypnosis. The hypnotic interaction predominately consists of the hypnotist formulating various instructions (by telling, proposing, suggesting, or asking) directed to the persons being hypnotized. In line with this, the sequence organization could be described as a series of adjacency pairs, consisting of a verbal instruction, followed by an attempt to follow the instruction and with occasional expansions. In the beginning of the session, the instructions are mostly directed to actions in the external world where the hypnotist instructs the persons being hypnotized to move their body in certain ways. As the session progresses, the instructions turn from physical actions towards the ability to imagine certain situations, activities, or states. As a result, the visual access to responding actions are highly restricted. Given this lack of visual access, how is the hypnotist finding interactional evidence of the hypnotized person being able to follow the instructions? It is possible for the hypnotist to observe minute changes in body posture, breathing, and the relaxation of limbs, but what does this say about the hypnotic state of the other person? Questions pertaining to intersubjectivity, are not only relevant as analytic concerns, but remain central tasks for the participants. How to establish and share the hypnotic experience then, is here cast as a setting’s problem and its resolution, by way of its local interactional organization, could be telling vis-a-vis a more general interest in intersubjectivity-in-action.
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| 3. |
- Ivarsson, Jonas, 1976, et al.
(författare)
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Arranging for visibility
- 2010
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Ingår i: Paper presented at the European Association for the study of Science and Technology conference, Trento, Italy.
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Konferensbidrag (refereegranskat)abstract
- With an approach based on ethnomethodological studies of work, this presentation discusses a theme that we call arranging for visibility. First, we present a case where professionals in medicine arrange so called learning sessions in order develop visual expertise in relation to a novel medical imaging technology. Characteristic for these sessions is that members of the team arrange the situations so as to be able to visually discern critical details. Second, we discuss how the members’ orientation to visual details necessitates analytical access to these details, and – in relation to this – what arranging for visibility might mean for us as analysts. The case that we discuss concerns a multidisciplinary team of scientists and professional radiologists. Diagnosis and follow-up of pulmonary diseases are most commonly done with conventional chest radiography. A fundamental problem with chest radiography is that overlapping anatomic structures may obstruct the detection of tumours and other pathologies. With a new form of digital tomography called tomosynthesis it becomes possible to visualise the chest as a set of slices. Within the first months of clinical use of the technology, experienced thoracic radiologists were able to increase their detection of pulmonary nodules, from about 25% to over 90%. The increase in the detection of true positives, however, was also paralleled by an increase of false positives. The introduction of the new technology did not just simply augment the professional visual of the thoracic radiologists. Rather, it reconfigured the expertise by installing new ways of seeing and acting. As a response to this, and in order to highlight critical issues in detection of pulmonary nodules, the team arranged learning sessions during which previous cases were collectively reviewed: two separate projector screens allowed for side-by-side comparisons of CT and tomosynthesis data from the same patient; historical records of all individual markings effectively displayed any incongruence of earlier judgements; the use of large screens and laser pointers enabled rapid and precise indexing; the uneven distribution of expertise made it relevant to provide extended instruction in professional ways of seeing. The elaborate arrangement of learning sessions could be seen as an enabling condition for the team members’ ensuing orientation towards critical details in the interpretation of images. As a consequence of this, investigations of the learning sessions have the potential to shed light on important aspects of the relation between technological shifts and reconfigurations of expertise. Video recordings becomes a indispensable tool in this research: since the interest lies in the orientation to visual detail by the members, there is a need for records that preserve this orientation in necessary detail. The work of us as analysts also makes relevant elaborated arrangements of transcripts, images and different camera angles. There are thus both parallels and differences between the arrangements for visibilities made by members and that made by us as analysts – an issue which connects to the more general issue of the relation between the perspective of the member and that of the analyst in social scientific research.
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| 4. |
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| 5. |
- Ivarsson, Jonas, 1976, et al.
(författare)
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Suspicious Minds: the Problem of Trust and Conversational Agents
- 2023
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Ingår i: Computer Supported Cooperative Work (CSCW). - 0925-9724 .- 1573-7551.
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Tidskriftsartikel (refereegranskat)abstract
- In recent years, the field of natural language processing has seen substantial developments, resulting in powerful voice-based interactive services. The quality of the voice and interactivity are sometimes so good that the artificial can no longer be differentiated from real persons. Thus, discerning whether an interactional partner is a human or an artificial agent is no longer merely a theoretical question but a practical problem society faces. Consequently, the ‘Turing test’ has moved from the laboratory into the wild. The passage from the theoretical to the practical domain also accentuates understanding as a topic of continued inquiry. When interactions are successful but the artificial agent has not been identified as such, can it also be said that the interlocutors have understood each other? In what ways does understanding figure in real-world human–computer interactions? Based on empirical observations, this study shows how we need two parallel conceptions of understanding to address these questions. By departing from ethnomethodology and conversation analysis, we illustrate how parties in a conversation regularly deploy two forms of analysis (categorial and sequential) to understand their interactional partners. The interplay between these forms of analysis shapes the developing sense of interactional exchanges and is crucial for established relations. Furthermore, outside of experimental settings, any problems in identifying and categorizing an interactional partner raise concerns regarding trust and suspicion. When suspicion is roused, shared understanding is disrupted. Therefore, this study concludes that the proliferation of conversational systems, fueled by artificial intelligence, may have unintended consequences, including impacts on human–human interactions.
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| 9. |
- Lindwall, Oskar, et al.
(författare)
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Differences that make a difference : Contrasting the local enactments of two technologies in a kinematics lab
- 2008
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Ingår i: Learning across sites. - : Routledge. - 9780415581752 - 0415581753 ; , s. 400-
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The ever evolving, technology-intensive nature of the twenty-first century workplace has caused an acceleration in the division of labour, whereby work practices are becoming highly specialised and learning and the communication of knowledge is in a constant state of flux. This poses a challenge for education and learning: as knowledge and expertise increasingly evolve, how can individuals be prepared through education to participate in specific industries and organisations, both as newcomers and throughout their careers? "Learning Across Sites" brings together a diverse range of contributions from leading international researchers, to examine the impacts and roles which evolving digital technologies have on our navigation of education and professional work environments. Viewing learning as a socially organised activity, the contributors explore the evolution of learning technologies and knowledge acquisition in networked societies through empirical research in a range of industries and workplaces. The areas of study include public administration, engineering, production, and healthcare and the contributions address the following questions: How are learning activities organised?How are tools and infrastructures used? What competences are needed to participate in specialised activities? What counts as knowledge in multiple and diverse settings? Where can parallels be drawn between workplaces? Addressing an emerging problem of adaptation in contemporary education, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational psychology, informatics and applied information technology.
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| 10. |
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