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Book ChapterDOI

Cognition in Practice: Notes

01 Jan 1988-
About: The article was published on 1988-01-01. It has received 359 citations till now. The article focuses on the topics: Sociocultural anthropology & Situated cognition.
Citations
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Journal ArticleDOI
TL;DR: This study focusses on interactive processes in the medium and short term: on how agents set up their workplace for particular tasks, and how they continuously manage that workplace.

919 citations

Journal ArticleDOI
TL;DR: An extended appendix by Massimo Egidi provides a lexicon of synonyms and opposites covering use of the word 'routine' in such areas as economics, organization theory and artificial intelligence.
Abstract: This paper reports and extends discussions carried out during a workshop held at the Santa Fe Institute in August 1995 by the authors. It treats eight major topics: (i) the importance of carefully examining research on routine, (ii) the concept of 'action patterns' in general and in terms of routine, (iii) the useful categorization of routines and other recurring patterns, (iv) the research implications of recent cognitive results, (v) the relation of evolution to action patterns, (vi) the contributions of simulation modeling for theory in this area, (vii) examples of various approaches to empirical research that reveal key problems, and (viii) a possible definition of 'routine'. An extended appendix by Massimo Egidi provides a lexicon of synonyms and opposites covering use of the word 'routine' in such areas as economics, organization theory and artificial intelligence. Coauthors are Roger Burkhart, Giovanni Dosi, Massimo Egidi, Suigi Marengo, Massimo Warglien, and Sidney Winter. Copyright 1996 by Oxford University Press.

717 citations


Cites background from "Cognition in Practice: Notes"

  • ...Research in cognitive anthropology has suggested that many "routinized" competences can be of the situated kind (Suchman, 1987; Lave, 1988; Hutchins, 1995)....

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Journal ArticleDOI
TL;DR: This paper used the American Heritage Dictionary (1976) to define transfer as follows: "transfer is a process of transferring knowledge from a source to a target" and defined transfer as "a transfer between two entities".
Abstract: I would normally avoid using a standard English dictionary definition to begin an intelligent conversation about almost anything, let alone introduce an entire chapter with one. However, our everyday use of the term transfer has a powerful metaphorical bearing on how we, as educators and social scientists who also happen to lead everyday lives, think about learning transfer. The American Heritage Dictionary (1976) defines transfer as follows.

441 citations


Cites background from "Cognition in Practice: Notes"

  • ...These perspectives, along with the related works of Jean Lave (1988), Barbara Rogoff (1990), Geoff Saxe (1991), and Rick Shweder (199 l), share the notion that learning, development, and education are inherently cultural as well as personal enterprises, and, by extension, so is the phenomenon of transfer....

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  • ...…contributed to this obstacle by providing pointed criticism of cognitive research on transfer (Laboratory for Comparative Human Cognition, 1986; Lave, 1988; Rogoff & Gardner, 1984) while generating research mainly on the intricacies of learning and development within single social practices,…...

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  • ...Sociocultural critiques also contributed to this obstacle by providing pointed criticism of cognitive research on transfer (Laboratory for Comparative Human Cognition, 1986; Lave, 1988; Rogoff & Gardner, 1984) while generating research mainly on the intricacies of learning and development within single social practices, and thus largely avoided issues of transfer (Beach, 1997)....

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  • ...Learning transfer seems to occur on a daily basis throughout our lives, yet attempts at intentional facilitation are highly effortful and are often unsuccessful (Beach, 1993; Greeno, 1997; Lave, 1988; Mayer & Whitrock, 1996; Saiomon & Perkins, 1989)....

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  • ...…1997; Gruber, Law, Mandi, & Renkl, 1996; Guberman & Greenfeld, 1991; Kirshner & Whitson, 1997; Laboratory for Comparative Human Cognition, 1986: Lave, 1988; Lobato, Beach: Consequential Transitions 107 1996; Pea, 1987; Rogoff & Gardner, 1984), but to set a new course for the entire endeavor....

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Journal ArticleDOI
TL;DR: The authors examined the scientific habits of mind and dispositions that characterize online discussion forums of the massively multiplayer online game World of Warcraft and found that over half of the forum discussions were posts engaged in social knowledge construction rather than social banter.
Abstract: In today’s increasingly “flat” world of globalization (Friedman 2005), the need for a scientifically literate citizenry has grown more urgent. Yet, by some measures, we have done a poor job at fostering scientific habits of mind in schools. Recent research on informal games-based learning indicates that such technologies and the communities they evoke may be one viable alternative—not as a substitute for teachers and classrooms, but as an alternative to textbooks and science labs. This paper presents empirical evidence about the potential of games for fostering scientific habits of mind. In particular, we examine the scientific habits of mind and dispositions that characterize online discussion forums of the massively multiplayer online game World of Warcraft. Eighty-six percent of the forum discussions were posts engaged in “social knowledge construction” rather than social banter. Over half of the posts evidenced systems based reasoning, one in ten evidenced model-based reasoning, and 65% displayed an evaluative epistemology in which knowledge is treated as an open-ended process of evaluation and argument.

432 citations


Cites background from "Cognition in Practice: Notes"

  • ...As simulations, games allow ‘‘just plain folk’’ (Lave 1988) to build situated understandings of important phenomena (physical laws, for example) that are instantiated in those worlds amid a culture of intellectual practice that render those phenomena culturally meaningful (Steinkuehler 2006c)....

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  • ...(Shaffer, Squire, Halverson, and Gee 2005, p. 106) As simulations, games allow ‘‘just plain folk’’ (Lave 1988) to build situated understandings of important phenomena (physical laws, for example) that are instantiated in those worlds amid a culture of intellectual practice that render those…...

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Journal ArticleDOI
TL;DR: In this article, the authors discuss foundations for distributed artificial intelligence (DAI), with a particular critical analysis of Hewitt's Open Information Systems Semantics (OISS), and present a brief overview of current DAI research including motivations and concepts, and discusses some of the basic problems in DAI.

387 citations

References
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Book
19 Mar 2013
TL;DR: In this article, the authors propose a new kind of assessment called Knowing What Students Know (KSS), which aims to make as clear as possible the nature of students' accomplishments and the progress of their learning.
Abstract: Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.

2,034 citations

Journal ArticleDOI
TL;DR: In this article, the authors present a version of the situative perspective that draws on studies of social interaction, philosophical situation theory, and ecological psychology, and a further situative synthesis is suggested that would draw on dynamic-systems theory.
Abstract: The situative perspective shifts the focus of analysis from individual behavior and cognition to larger systems that include behaving cognitive agents interacting with each other and with other subsystems in the environment. The first section presents a version of the situative perspective that draws on studies of social interaction, philosophical situation theory, and ecological psychology. Framing assumptions and concepts are proposed for a synthesis of the situative and cognitive theoretical perspectives, and a further situative synthesis is suggested that would draw on dynamic-systems theory. The second section discusses relations between the situative, cognitive, and behaviorist theoretical perspectives and principles of educational practice. The third section discusses an approach to research and social practice called interactive research and design, which fits with the situative perspective and provides a productive, albeit syncretic, combination of theory-oriented and instrumental functions of research.

1,530 citations

Journal ArticleDOI
TL;DR: The essay reviews recent work in Embodied Cognition, provides a concise guide to its principles, attitudes and goals, and identifies the physical grounding project as its central research focus.

982 citations

Journal ArticleDOI
TL;DR: This study focusses on interactive processes in the medium and short term: on how agents set up their workplace for particular tasks, and how they continuously manage that workplace.

919 citations

Proceedings ArticleDOI
01 May 1999
TL;DR: The techniques of cooperative inquiry will be described along with a theoretical framework that situates this work in the HCI literature and two examples of technology resulting from this approach will be presented.
Abstract: In todays homes and schools, children are emerging as frequent and experienced users of technology [3, 14]. As this trend continues, it becomes increasingly important to ask if we are fulfilling the technology needs of our children. To answer this question, I have developed a research approach that enables young children to have a voice throughout the technology development process. In this paper, the techniques of cooperative inquiry will be described along with a theoretical framework that situates this work in the HCI literature. Two examples of technology resulting from this approach will be presented, along with a brief discussion on the design-centered learning of team researchers using cooperative inquiry.

856 citations