Abstract

Vera and Simon (1993) have provided a helpful and welcome challenge in their articulate questioning of the point of view that emphasizes the situated character of action, including cognition and learning. A full discussion of their arguments and examples requires more space than we are allotted for this response, and we are preparing a longer article that will consider the issues they raised in more detail. We also welcome this opportunity to comment briefly on their provocative arguments. The Issue of Symbols Vera and Simon attribute several beliefs to researchers who are developing situativity theory, some of which we disclaim for ourselves and consider dubious regarding other situativity theorists. However, we do accept their characterization that our view "denies that symbolic processing lies at the heart of intelligence " (pp. 7-8). As we understand the current state of the debate, the issue hinges crucially on the meaning and theoretical status of the concept of symbol. In our view, the emerging scientific practices, empirical findings, and theory that we call Situativity theory; include the development of ecological

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