This article proposes a theoretical framework for external representation based problem solving. The Tic-Tac-Toe and its isomorphs are used to illustrate the procedures of the framework as a methodology and test the predictions of the framework as a functional model. Experimental results show that the behavior in the Tic-Tac-Toe is determined by the directly available information in external and internal representations in terms of perceptual and cognitive biases, regardless of whether the biases are consistent with, inconsistent with, or irrelevant to the task. It is shown that external representations are not merely inputs and stimuli to the internal mind and that they have much more important functions than mere memory aids. A representational determinism is suggested--the form of a representation determines

ing away from the specific coding of the spinal fields, the examples from neurobiology provide the framework for a motor control system based on a small number of additive primitives (or basis behaviors) sufficient for a rich output movement repertoire. Our previous work (Matari'c 1995, Matari'c 1997), inspired by the same biological results, has successfully applied the idea of basis behaviors to control of mobile robots 6 by fitting it directly into the modular behavior-based control paradigm. Applictions of schema theory (Arbib 1992) to behavior-based mobile robots (Arkin 1987) have employed a similar notion of composable behaviors, stemming from foundations in neuroscience (Arbib 1981, Arbib 1989). The idea of using such primitives for articulator control has been recently studied in robotics. Williamson (1996) and Marjanovi'c, Scassellati & Williamson (1996) developed a 6 DOF (degrees of freedom) robot arm controller. While in the biological and mobile robotics work primitives c...

This paper describes experiments performed with forty subjects wearing an eye-tracker and watching and imitating videos of finger, hand, and arm movements. For all types of stimuli, the subjects tended to fixate on the hand, regardless of whether they were imitating or just watching. The results lend insight into the connection between visual perception and motor control, suggesting that: 1) people analyze human arm movements largely by tracking the hand or the end-point, even if the movement is performed with the entire arm, and 2) when imitating, people use internal innate and learned models of movement, possibly in the form of motor primitives, to recreate the details of whole-arm posture and movement from end-point trajectories. Keywords: Perceptual-motor interaction; Eye-tracking; Movement imitation Theme: Motor Systems and Sensorimotor Integration Topic: Control of Posture and Movement 1 Introduction Imitation is one of the most ubiquitous forms of human learning. What appea...

Abstract: This paper presents a model of learning as a social process incorporating multiple distinguishable phases that constitute a cycle of personal and social knowledge-building. It explicitly considers the relationship of processes associated with individual minds to those considered to be socio-cultural. This model of collaborative knowledge-building incorporates insights from various theories of understanding and learning in hopes of providing a useful conceptual framework for the design of CSCL software, specifically collaborative knowledgebuilding environments (KBEs). By naming a set of cognitive and social processes, it suggests areas for computer support, including a set of specific illustrative KBE components.

This chapter discusses a core phenomenon for a theory of CSCL: building collaborative knowing. Rather than reviewing, one after another, various theories that are currently influential in the field of CSCL (and that are described in other chapters), a view of collaboration is outlined here that

Abstract: In the information age, lifelong learning and collaboration are essential aspects of most innovative work. Fortunately, the computer technology which drives the information explosion also has the potential to help individuals and groups to learn much of what they need to know on demand. In particular, applications on the Internet can be designed to capture knowledge as it is generated within a community of practice and to deliver relevant knowledge when it is useful. Computer-based design environments for skilled domain workers have recently graduated from research prototypes to commercial products, supporting the learning of individual designers. Such systems do not, however, adequately support the collaborative nature of work or the evolution of knowledge within communities of practice. If innovation is to be supported within collaborative efforts, these domain-oriented design environments (DODEs) must be extended to become collaborative information environments (CIEs), capable of providing effective community memories for managing information and learning within constantly evolving collaborative contexts. In particular, CIEs must provide functionality that facilitates the construction of new knowledge and the shared understanding necessary to use this knowledge

Current paradigms study language comprehension as if archival memory were its primary function. Subjects only receive linguistic material and are later tested on memory for its contents. In contrast, the two target articles in this issue, Glenberg and Robertson (in press) and Roth (in press), examine comprehension as if preparing for situated action were its primary function. Besides receiving linguistic materials as input, subjects study objects, actions, and interactions between agents. Rather than simply being tested on memory for linguistic materials, subjects also produce actions and enter into group interactions. Although these researchers focus their attention on specific genres---the comprehension of verbal instructions and the comprehension of scientific theories---their methods and findings have wider implications. In particular, the primary function of comprehension is not to archive information but is instead to prepare agents for situated action. Arguments from the evolution of cognition and language are brought to bear on this thesis, and perceptual simulation is proposed as a mechanism well-suited for supporting situated comprehension. Finally, it is conjectured that studying comprehension in the context of situated action is likely to produce significant scientific progress. Sense fades into reference. Roth (in press) If an outsider reviewed research on language comprehension, what conclusions might he or she reach? After reviewing this literature myself for a text on cognitive psychology (Barsalou, 1992, Chapters 8 and 9), I concluded that comprehension is essentially archival memory, describing it as follows: (1) Words enter the cognitive system through phonemic and graphemic processing. (2) Word representations are translated into amodal syntactic str...

This paper discusses the role of interpretation in innovative design and proposes an approach to providing computer support for interpretation in design. According to situated cognition theory, most of a designer’s knowledge is normally tacit. Situated interpretation is the process of explicating something that is tacitly understood, within its larger context. The centrality of interpretation to non-routine design is demonstrated by: a review of the design methodology of Alexander, Rittel, and Schön; a protocol analysis of a lunar habitat design session; and a summary of Heidegger’s philosophy of interpretation. These show that the designer’s articulation of tacit knowledge takes place on the basis of an understanding of the design situation, a focus from a particular perspective, and a shared language. As knowledge is made explicit through the interpretive processes of design it can be captured for use in computer-based design support systems. A prototype software system is described for representing design situations, interpretive perspectives, and domain terminology to support interpretation by designers. The Need for Computer Support The volume of information available to people is increasing rapidly. For many professionals this means that the execution of their jobs requires taking into account far more information than they can possibly keep in mind. Consider the lunar habitat designers who serve as a key example in this paper. In working on their high-tech design tasks, they must take into account architectural knowledge, ergonomics, space science, NASA regulations, and lessons learned in past missions. Computers seem necessary to store these

This paper discusses the role of culture in the evolution of cognitive systems. We define "culture" as any information transmitted between individuals and between generations by nongenetic means. Experiments are presented that use genetic programming systems that include special mechanisms for cultural transmission of information. These systems evolve computer programs that perform cognitive tasks including mathematical function mapping and action selection in a virtual world. The data show that the presence of culture-supporting mechanisms can have a clear beneficial impact on the evolvability of correct programs. The implications that these results may have for cognitive science are briefly discussed. Introduction Interactions between cultural and evolutionary processes are discussed in the literatures of several fields, including cognitive science (Donald, 1991), ethology (Bonner, 1980), sociobiology (Lumsden and Wilson, 1981), and primatology (Quiatt and Itani, 1994). This paper ...

Looking at computer support for collaborative learning (CSCL) in terms of (a) collaborative knowledge building, (b) group and personal perspectives, (c) mediation by artifacts and (d) micro-analysis of conversation provides a rich, multi-dimensional starting point for conceptualizing and studying CSCL. The notion of collaborative knowledge building defines a useful paradigm for conceptualizing learning as social practice. The social interactions and knowledge management activities in which shared knowledge is constructed can be analyzed as the result of interweaving group and personal conversational perspectives. In general, collaborative interaction is mediated by artifacts: sometimes only by transitory artifacts like spoken words or gestures, but increasingly by physical or digital artifacts and media. Empirical studies of collaborative knowledge building employing micro-ethnographic analysis of speech, gesture, artifacts and media can make the details of these collaboration interactions visible, highlighting the interplay of perspectives and artifacts in the trans-personal construction of knowledge. A theoretical framework incorporating models of knowledge building, perspectives and artifacts – and grounded in empirical analysis of collaborative interaction – can guide the design of computer-based artifacts and media as support for collaborative learning with appropriate, elaborated and unified conceptualizations.