Cognition in Practice: Notes
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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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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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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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References
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