Mind and Society
01 Jan 2010-pp 161-195
TL;DR: In the process of elucidating Spencer's First Principles and the cosmic theory of evolution, it has proved helpful already to touch on his treatment of social life in that general context.
Abstract: In the process of elucidating Spencer’s First Principles and the cosmic theory of evolution, it has proved helpful already to touch on his treatment of social life in that general context. It is essential now, however, to address the theory as manifested in respect of ‘psychical’ and ‘social’ evolution, themselves intimately linked in his discussions.
Citations
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TL;DR: This paper presented an overview of interest research and described the theoretical and methodological background for the assessment of interest in science in large-scale assessments like the Programme for International Student Assessment (PISA).
Abstract: This article presents an overview of interest research and describes the theoretical and methodological background for the assessment of interest in science in large‐scale assessments like the ‘Programme for International Student Assessment’ (PISA). The paper starts with a short retrospective on the history of interest, bringing out theoretical roots that help to understand recent discussions on interest in science education. As interest is a widely used concept with manifold facets, it is essential to discuss different ways of modelling the relationship between a person and a comprehensive object like science with all of its different aspects, including wide ranges of content as well as contexts. Models that can be used for describing the content structure of science interest and the process of interest development are presented. Based on an overview of typical methods for assessing interests, exemplary findings on students’ interest in science are presented, which play an important role in the current s...
599 citations
Cites background from "Mind and Society"
...Those who are highly interested are well aware of what else there is to know and to explore in ‘the zone of proximal development’ (Prenzel, 1988, 1992; Vygotsky, 1978)....
[...]
TL;DR: In this paper, Molnar-Szakacs et al. introduced the Shared Affective Motion Experience (SAME) model of music and discussed its implications for music therapy and special education.
Abstract: THE DISCOVERY OF INDIVIDUAL "MIRROR NEURONS" in the macaque brain that fire both when an action is executed and when that same action is observed or heard, and of a homologous system in humans, is leading to an extraordinary conceptual shift in our understanding of perception-action mechanisms, human communication, and empathy. In a recent model of emotional responses to music (Molnar-Szakacs & Overy, 2006), we proposed that music is perceived not only as an auditory signal, but also as intentional, hierarchically organized sequences of expressive motor acts behind the signal; and that the human mirror neuron system allows for corepresentation and sharing of a musical experience between agent and listener. Here, we expand upon this model of Shared Affective Motion Experience (SAME) and discuss its implications for music therapy and special education.We hypothesize that imitation, synchronization, and shared experience may be key elements of successful work in these areas.
376 citations
Cites methods from "Mind and Society"
...Such an approach, based on the work of Vygotsky, emphasizes the co-construction of knowledge through joint action and discourse, mediated through the use of cultural tools and artifacts (Vygotsky, 1978)....
[...]
Journal Article•
TL;DR: Cooperative learning is an example of how theory validated by research may be applied to instructional practice as mentioned in this paper, and the major theoretical base for cooperative learning is social interdependence theory.
Abstract: Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic propositions and demonstrated that cooperative learning (compared with competitive and individualistic learning) increases students’ efforts to achieve, encourages positive relationships with classmates and faculty, and improves psychological health and well being. Operational procedures have been derived from the validated theory to implement cooperative learning in university classes, including those needed to implement formal cooperative learning, informal cooperative learning, and cooperative base groups.
366 citations
Cites methods from "Mind and Society"
...Based on the theorizing of Vygotsky (1978), Britton notes that just as the individual mind is derived from society, a student’s learning is derived from the community of learners....
[...]
TL;DR: The notions of artifact in the A&A meta-model are defined, how it affects the notion of intelligence in MAS is discussed, and its application to a number of agent-related research fields are shown.
Abstract: In this article we focus on the notion of artifact for agents in multi-agent systems (MAS) as a basis for a new meta-model promoting the modelling and engineering of agent societies and MAS environment as first-class entities. Its conceptual foundations lay upon theories and results coming from computational sciences as well as from organisational and cognitive sciences, psychology, computer supported cooperative work (CSCW), anthropology and ethology. In the resulting agents & artifacts (A&A) meta-model, agents are the (pro-)active entities in charge of the goals/tasks that altogether build up the whole MAS behaviour, whereas artifacts are the reactive entities providing the services and functions that make individual agents work together in a MAS, and that shape agent environment according to the MAS needs. After presenting the scientific background, we define the notions of artifact in the A&A meta-model, discuss how it affects the notion of intelligence in MAS, and show its application to a number of agent-related research fields.
366 citations
Cites background from "Mind and Society"
...2.1 Artifacts in activity theory Activity Theory (AT) is a social psychological theory born in the context of Soviet Psychology [67], nowadays widely applied also in the context of fields related to computer science, such as Computer Supported Cooperative Work (CSCW) and Human Computer Interaction (HCI)— see [30] for a survey....
[...]
...Activity Theory (AT) is a social psychological theory born in the context of Soviet Psychology [67], nowadays widely applied also in the context of fields related to computer science, such as Computer Supported Cooperative Work (CSCW) and Human Computer Interaction (HCI)— see [30] for a survey....
[...]
05 May 2012
TL;DR: It is held that the Gibsonian concept of affordances, conceptualized as interaction between animals and their environments, provides some important insights, but is, in the end, of limited relevance to HCI research.
Abstract: Interpretations of the concept of "affordances" in HCI are becoming increasingly diverse, extending well beyond the original Gibsonian meaning. We discuss some of the key analyses of affordances in HCI research and make three related claims. First, we argue that many current interpretations of the concept are essentially incompatible with Gibson. Second, we hold that the Gibsonian concept of affordances, conceptualized as interaction between animals and their environments, provides some important insights, but is, in the end, of limited relevance to HCI research. Third, we call for adopting a mediated action perspective on affordances as an alternative to Gibson's ecological psychology. We outline a view of technology affordances as possibilities for human action mediated by cultural means conceived as a relational property of a three-way interaction between the person, mediational means, and environment. We conclude with a discussion of prospects for future conceptual and empirical explorations of the meditational perspective in HCI research.
224 citations
Cites background or methods from "Mind and Society"
..., [36, 38]) concerned with humans acting in cultural contexts....
[...]
...We turned to the Vygotskian socio-cultural approach [36, 38] to re-ground the concept of affordances....
[...]
References
More filters
TL;DR: This paper presented an overview of interest research and described the theoretical and methodological background for the assessment of interest in science in large-scale assessments like the Programme for International Student Assessment (PISA).
Abstract: This article presents an overview of interest research and describes the theoretical and methodological background for the assessment of interest in science in large‐scale assessments like the ‘Programme for International Student Assessment’ (PISA). The paper starts with a short retrospective on the history of interest, bringing out theoretical roots that help to understand recent discussions on interest in science education. As interest is a widely used concept with manifold facets, it is essential to discuss different ways of modelling the relationship between a person and a comprehensive object like science with all of its different aspects, including wide ranges of content as well as contexts. Models that can be used for describing the content structure of science interest and the process of interest development are presented. Based on an overview of typical methods for assessing interests, exemplary findings on students’ interest in science are presented, which play an important role in the current s...
599 citations
TL;DR: In this paper, Molnar-Szakacs et al. introduced the Shared Affective Motion Experience (SAME) model of music and discussed its implications for music therapy and special education.
Abstract: THE DISCOVERY OF INDIVIDUAL "MIRROR NEURONS" in the macaque brain that fire both when an action is executed and when that same action is observed or heard, and of a homologous system in humans, is leading to an extraordinary conceptual shift in our understanding of perception-action mechanisms, human communication, and empathy. In a recent model of emotional responses to music (Molnar-Szakacs & Overy, 2006), we proposed that music is perceived not only as an auditory signal, but also as intentional, hierarchically organized sequences of expressive motor acts behind the signal; and that the human mirror neuron system allows for corepresentation and sharing of a musical experience between agent and listener. Here, we expand upon this model of Shared Affective Motion Experience (SAME) and discuss its implications for music therapy and special education.We hypothesize that imitation, synchronization, and shared experience may be key elements of successful work in these areas.
376 citations
Journal Article•
TL;DR: Cooperative learning is an example of how theory validated by research may be applied to instructional practice as mentioned in this paper, and the major theoretical base for cooperative learning is social interdependence theory.
Abstract: Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory. It provides clear definitions of cooperative, competitive, and individualistic learning. Hundreds of research studies have validated its basic propositions and demonstrated that cooperative learning (compared with competitive and individualistic learning) increases students’ efforts to achieve, encourages positive relationships with classmates and faculty, and improves psychological health and well being. Operational procedures have been derived from the validated theory to implement cooperative learning in university classes, including those needed to implement formal cooperative learning, informal cooperative learning, and cooperative base groups.
366 citations
TL;DR: The notions of artifact in the A&A meta-model are defined, how it affects the notion of intelligence in MAS is discussed, and its application to a number of agent-related research fields are shown.
Abstract: In this article we focus on the notion of artifact for agents in multi-agent systems (MAS) as a basis for a new meta-model promoting the modelling and engineering of agent societies and MAS environment as first-class entities. Its conceptual foundations lay upon theories and results coming from computational sciences as well as from organisational and cognitive sciences, psychology, computer supported cooperative work (CSCW), anthropology and ethology. In the resulting agents & artifacts (A&A) meta-model, agents are the (pro-)active entities in charge of the goals/tasks that altogether build up the whole MAS behaviour, whereas artifacts are the reactive entities providing the services and functions that make individual agents work together in a MAS, and that shape agent environment according to the MAS needs. After presenting the scientific background, we define the notions of artifact in the A&A meta-model, discuss how it affects the notion of intelligence in MAS, and show its application to a number of agent-related research fields.
366 citations
05 May 2012
TL;DR: It is held that the Gibsonian concept of affordances, conceptualized as interaction between animals and their environments, provides some important insights, but is, in the end, of limited relevance to HCI research.
Abstract: Interpretations of the concept of "affordances" in HCI are becoming increasingly diverse, extending well beyond the original Gibsonian meaning. We discuss some of the key analyses of affordances in HCI research and make three related claims. First, we argue that many current interpretations of the concept are essentially incompatible with Gibson. Second, we hold that the Gibsonian concept of affordances, conceptualized as interaction between animals and their environments, provides some important insights, but is, in the end, of limited relevance to HCI research. Third, we call for adopting a mediated action perspective on affordances as an alternative to Gibson's ecological psychology. We outline a view of technology affordances as possibilities for human action mediated by cultural means conceived as a relational property of a three-way interaction between the person, mediational means, and environment. We conclude with a discussion of prospects for future conceptual and empirical explorations of the meditational perspective in HCI research.
224 citations