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Distributed cognition is the theory that cognitive processes are not limited to individual minds, but are instead distributed across populations, environments, objects, and time. Researchers study people in natural environments to learn how their interactions shape cognitive processes, such as memory formation and completing complex tasks. This has implications for organizing teams effectively and creating productive learning environments.
Distributed cognition is the theory that cognitive processes are not limited to individual minds, but are instead distributed across populations, environments, objects, and time. As people interact with their surroundings, they complete cognitive tasks and gain a deeper understanding of events. Researchers interested in this topic are studying people in natural environments to learn more about how their interactions shape cognitive processes from memory formation to completing complex tasks.
A classic example was presented by researcher Ed Hutchins in the 1990s. He presented the example of a ship entering port, which is a form of cognitive task; the people on board the ship must bring it to port safely. Sailing a ship, however, is not a task that one person can usually do alone. Multiple sailors coordinate with the captain and a pilot to address a variety of issues that arise as the ship approaches shore, in interactions that include a form of distributed cognition.
Within groups, distributed cognition can be particularly striking. Teams working together, like the flight crew of an airplane or a group of doctors and nurses in an emergency room, share cognitive processes. They work smoothly to perform complex tasks that individuals cannot perform. This involves sharing knowledge, skills, understanding and interacting with objects and symbols in the environment. In surgery, for example, the surgeon relies on the anesthetist to monitor the patient’s health while working with people such as nurses and interns who provide care.
In addition to being seen in clusters, distributed cognition can also involve processing information across time and space. This may include forming memories through previous experiences and activities such as navigating large and complex environments. Geologists surveying a canyon, for example, engage in a form of distributed cognition as they move through space to understand the environment, note key features, and develop a comprehensive overview of the information they gather.
This has important implications for a variety of activities, such as organizing teams effectively and creating productive learning environments. Teachers thinking about distributed cognition need to consider not only the cognitive processes in individual students, but how the whole class contributes or detracts from learning. Group work, for example, can help students harness cognitive processes to learn and expand their understanding of topics. A classroom space with enriching materials can stimulate distributed cognition, while a rigid learning environment can be less conducive to knowledge acquisition and retention.
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