In How We Think: Digital Media and Contemporary Technogenesis (2012), N. Katherine Hayles asserted that we think “through, with, and alongside media” (p. 1). This page continues the “machine” review, providing additional information about the most prominent terms from the word cloud. Used in conjunction with the following information, the word cloud provides a brief but insightful perspective on How We Think.

Each of the following words is followed by the number of times it appeared in this review of How We Think. The word's first appearance in How We Think is also included along with the context of the sentence in which it appears.

database (10) – “‘cultural analytics’ uses statistical analysis and database structures to analyze large data sets of visual print materials” (p. 8).

Digital (21) - “While the sciences and quantitative social sciences have already made this transition, the humanities and qualitative social sciences are only now facing a paradigm shift in which digital research and publication can no longer be ignored” (p. 2).

Hayles (23) - “I hypothesized then that a shift in cognitive modes is taking place, from the deep attention characteristic of humanistic inquiry to the hyper attention characteristic of someone scanning web pages (Hayles 2007a)” (p. 69).

humans (14) – “Similarly, the actions of computers are also embodied, although in a very different manner than with humans” (p. 3).

Humanities/humanities (31) – “this book charts the implications of media upheavals within the humanities and qualitative social sciences as traditionally print-based disciplines” (p. 1).

narrative (15) – “With the advent of digital databases and the movement of traditionally narrative fields such as qualitative history into new kinds of explanations and new modes of data displays, narrative literature has fashioned its own responses to information-intensive environments” (p. 16).

reading (18) – “Broadening the purview beyond print, it provides a unifying framework within which curricula may be designed systematically to initiate students into media regimes, highlighting the different kinds of reading practices, literacies, and communities prominent in various media epochs” (p. 7).

research (8) - “While the sciences and quantitative social sciences have already made this transition, the humanities and qualitative social sciences are only now facing a paradigm shift in which digital research and publication can no longer be ignored” (p. 2).

technologies/technology (29) - “To evaluate the impact of digital technologies, we may consider in overview an escalating series of effects.” (p. 3).

text (14) – “In this view, digital text is read as if it were print, an assumption encouraged by the fact that both books and computer screens are held at about the same distance fro the eyes” (p. 6).

Texts (8) – “series of courses…which combines close reading of print texts with comparisons to other media forms” (p. 8).

think (11) – “How do we think?” (p. 1)

Traditional (7) – “…combining traditional rhetorical vocabularies and approaches with software functionalities” (p. 8).

A machine reading (18) of this review (and arguably, How We Think), provided instantaneous information about its content. For example, words in this paragraph have been tagged with a number indicating how many times they appear in the full review. The image offers readers the opportunity to draw idiosyncratic analytical connections.