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337
The nature of external representations in problem solving
- Cognitive Science
, 1997
"... 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 t ..."
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Cited by 148 (13 self)
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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
Sensory-Motor Primitives as a Basis for Imitation: Linking Perception to Action and Biology to Robotics
- Imitation in Animals and Artifacts
, 2000
"... 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& ..."
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Cited by 91 (18 self)
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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...
Dialogic inquiry in education: Building on the legacy of Vygotsky
- In C. D
, 2000
"... The last twenty-five years have seen a number of changes of great significance in our thinking about learning and teaching.(1) Thanks, in large measure, to the work of James Moffett in the United States and of James Britton and the Royal Commission in England and Wales (HMSO, 1975), there is now a ..."
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Cited by 69 (0 self)
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The last twenty-five years have seen a number of changes of great significance in our thinking about learning and teaching.(1) Thanks, in large measure, to the work of James Moffett in the United States and of James Britton and the Royal Commission in England and Wales (HMSO, 1975), there is now a greater recognition of the central role of language in education, not only as a subject in the curriculum, but also as the medium in which the learning and teaching of all subjects is actually carried out. Arguments similar to those advanced by the Royal Commission have also underpinned the Whole Language movement worldwide (Goodman, 1987) and the emphasis on Writing Across the Curriculum, both in schools and in first-year university courses in the United States (Russell, 1991). During the same period, starting in the disciplines of science and mathematics, there has been a growing recognition of the constructive nature of learning (Bruner, 1990; von Glasersfeld, 1989) which, as one of its outcomes, has led to a renewed emphasis on the inquiry approach that Dewey advocated nearly a century ago (Dewey, 1900). And from a quite different direction has come strong support for cooperative learning and the importance of tasks carried out in
Language Comprehension: Archival Memory or Preparation for Situated Action?
, 1998
"... 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), examin ..."
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Cited by 64 (5 self)
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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...
Building collaborative knowing: elements of a social theory of CSCL
, 2005
"... 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 ..."
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Cited by 59 (11 self)
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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
Representations and cognitive explanations: Assessing the dynamicist's challenge in cognitive science
- Cognitive Science
, 1998
"... Advocates of dynamical systems theory (DST) sometimes employ revolutionary rhetoric. In an attempt to clarify how DST models differ from others in cognitive science, I focus on two issues raised by DST: the role for representations in mental models and the conception of explanation invoked. Two feat ..."
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Cited by 50 (1 self)
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Advocates of dynamical systems theory (DST) sometimes employ revolutionary rhetoric. In an attempt to clarify how DST models differ from others in cognitive science, I focus on two issues raised by DST: the role for representations in mental models and the conception of explanation invoked. Two features of representations are their role in standing-in for features external to the system and their format. DST advocates sometimes claim to have repudiated the need for stand-ins in DST models, but I argue that they are mistaken. Nonetheless, DST does offer new ideas as to the format of representations employed in cog-nitive systems. With respect to explanation, I argue that some DST models are better seen as conforming to the covering-law conception of explanation than to the mechanistic conception of explanation implicit in most cognitive science research. But even here, I argue, DST models are a valuable complement to more mechanistic cognitive explanations. I.
Race as biology is fiction, racism as a social problem is real: anthropological and historical perspectives on the social construction of race
- American Psychologist
, 2005
"... Racialized science seeks to explain human population dif-ferences in health, intelligence, education, and wealth as the consequence of immutable, biologically based differ-ences between “racial ” groups. Recent advances in the sequencing of the human genome and in an understanding of biological corr ..."
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Cited by 49 (0 self)
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Racialized science seeks to explain human population dif-ferences in health, intelligence, education, and wealth as the consequence of immutable, biologically based differ-ences between “racial ” groups. Recent advances in the sequencing of the human genome and in an understanding of biological correlates of behavior have fueled racialized science, despite evidence that racial groups are not genet-ically discrete, reliably measured, or scientifically mean-ingful. Yet even these counterarguments often fail to take into account the origin and history of the idea of race. This article reviews the origins of the concept of race, placing the contemporary discussion of racial differences in an anthropological and historical context. Psychological science has a long and controversialhistory of involvement in efforts to measure andexplain human variation and population differ-ences. Psychologists such as Jensen (1974), Herrnstein
A model of collaborative knowledge-building
- In: Proceedings of Fourth International Conference of the Learning Sciences (ICLS 2000), Ann Arbor, MI
, 2000
"... 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 soci ..."
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Cited by 49 (4 self)
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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.
Empathy and Consciousness
"... This article makes five main points. (1) Individual human consciousness is formed in the dynamic interrelation of self and other, and therefore is inherently intersubjective. (2) The concrete encounter of self and other fundamentally involves empathy, understood as a unique and irreducible kind of i ..."
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Cited by 46 (2 self)
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This article makes five main points. (1) Individual human consciousness is formed in the dynamic interrelation of self and other, and therefore is inherently intersubjective. (2) The concrete encounter of self and other fundamentally involves empathy, understood as a unique and irreducible kind of intentionality. (3) Empathy is the precondition (the condition of possibility) of the science of consciousness. (4) Human empathy is inherently developmental: open to it are pathways to non-egocentric or self-transcendent modes of intersubjectivity. (5) Real progress in the understanding of intersubjectivity requires integrating the methods and findings of cognitive science, phenomenology, and contemplative and meditative psychologies of human transformation.
