Notes.

A survey of published scholarship that treats creativity and cognition not as inner individual traits but as distributed across body, environment, situation, and relations with others. It runs from Gibson's affordances (1979) and Norman's adaptation for design (1988), through the embodied mind of Varela, Thompson, and Rosch (1991) and the extended mind of Clark and Chalmers (1998), to Lave and Wenger's legitimate peripheral participation (1991), Hutchins's distributed cognition (1995), Vygotsky's zone of proximal development (1978), and Wood, Bruner, and Ross's scaffolding (1976), and on to a critical view of measuring ability apart from environment (Ross 1977, Merton 1968, Bourdieu & Passeron 1977, Sandel 2020). 14 references.

The problems design confronts have no clear stopping rule, and the act of designing cannot avoid value judgment. Starting from this epistemological premise, this note maps reductionism and its limits, methodological pluralism, reflective practice and abduction, and set-based exploration through established published literature. Organized around Rittel & Webber's wicked problems (1973), it places Simon, Dewey, Churchman, Ackoff, Buchanan, Dorst, Feyerabend, Cross, Peirce, Schön, and Ward. 15 references.

A synthesis of 16 scholarly works on the intersection of generative AI and the study of art and culture, across aesthetics, computational creativity, media/cultural studies, musicology, and critical cultural theory. It traces how authorship and aura are being redefined, how creativity evaluation is being questioned, and how the politics of representation and labour moved to the centre. 16 references.

A lightweight scoping synthesis of 39 peer-reviewed studies at the intersection of generative AI and general education and learning sciences. Organized into four clusters: large RCTs and meta-analyses, metacognitive laziness and cognitive offloading, assessment and academic integrity, and equity and the changing role of teachers. 39 references (plus one retracted paper noted separately).

An integrative summary of research trends at the intersection of large language models and psychology/cognitive science in 2024–2026, drawn from 30 peer-reviewed papers and major preprints. It tracks four clusters: machine psychology, LLMs as cognitive models, the psychology of human-AI interaction, and the methodological turn in cognitive science. 30 references.

A synthesis of 16 studies at the intersection of generative AI and economics that gained depth in 2024–2026, drawn from peer-reviewed journals and NBER/SSRN working papers. Organized into five clusters: productivity field experiments, labor-market exposure and employment, macro growth theory, LLMs as a research tool, and algorithmic pricing. 16 references.

A literature review of AI law and governance research from 2024–2026, drawn from 33 primary legal sources and peer-reviewed law articles. Covers the staged application of the EU AI Act and its GPAI Code of Practice, the reversal of U.S. executive orders, the multi-layered governance of NIST/OECD/UN/Council of Europe, the institutionalization of algorithmic audits, gaps in AI liability, and the litigation and scholarship over copyright and LLM training. 33 references.

A literature review of the intersection of AI (LLMs and generative AI) and the humanities, drawn from 19 peer-reviewed articles and major preprints published between 2024 and mid-2026. It traces five currents: the LLM turn in digital humanities, the reversal in transcription and OCR accuracy, the philosophy of AI around meaning and understanding, the disputes over authorship and disclosure, and critical AI studies. 19 references.

An integrated scoping summary of research currents that emerged after 2023 at the intersection of AI (especially LLMs and generative AI) and the social sciences, drawn from peer-reviewed papers and highly cited preprints. It surveys four clusters: the LLM turn in computational social science, LLMs as research tools and the validity critiques of that use, silicon sampling and generative agents, and AI as a substantive object of study. 29 references.

Organized around the question of how to record and analyze the making process and reflection on it, this note reviews three methodological lineages neutrally: the critical incident technique (Flanagan 1954), the design of structured reflection (Ash & Clayton's 2009 DEAL model), and the quality assessment of reflective writing (Ullmann 2019), attending to differences in collection design and unit of analysis. As contextual support it adds the quality assurance of literature reviews (Boote & Beile 2005 and others) and historical cases of environments that cultivate an exploratory disposition (the Bauhaus preliminary course, organizational slack-time programs). The organizational slack-time cases are handled with their low academic rigor and success bias made explicit. 11 reference footnotes (the Bauhaus note bundles 3 works).