The Univeristy of Connecticut
Program in Cognition and
Instruction
Next Offered Spring 2005
last updated 19 Feb 2004
Doctoral Seminar in Situated
Cognition
EPSY 418
Readings:
Bereiter, C. (1991). Implications of
connectionism for thinking about rules. Educational Researcher, 20
(3), 10-16.
Bransford, J. D., Goldman, S. R. and Vye, N.
J. (1991). Making a difference in people's abilities to think: Reflections on a
decade of work and some hopes for the future. In L. Okagaki and R. J. Sternberg
(Eds.) Directors of Development. Hillsdale, NJ: Erlbaum.
Bredo, E. (1994). Reconstructing educational
psychology: Situated cognition and Deweyian pragmatism. Educational
Psychologist, 29(1), 23-35.
Brown, J.S., Collins, A, & Duguid, P.
(1989). Situated cognition and the culture of learning, Educational
Researcher, Jan-Feb, 32-42.
Capra F. (1996). The web of life. New
York: Anchor Books. [ISBN 0-384-47675-2]
Clancey, W. J., & Roschelle, J. (1991).
Situated Cognition: How representations are created and given meaning, To
appear in Educational Psychologist.
Clancey, W. J. (1997). Remembering controversies (Chapter 3). Situated Cognition: On Human Knowledge and Computer Representation. New York: Cambridge U. Press. (ISBN# 0-521-44871-9)
Cognition and Technology Group at Vanderbilt.
(1990). Anchored instruction and its relationship to situated cognition. Educational
Research. 19 (6), 2-10.
Cognition and Technology Group at Vanderbilt.
(1993). Anchored instruction and situated cognition revisited. Educational
Technology March Issue, 52-70.
Cognition and Technology Group at Vanderbilt.
(1994). From visual word problems to learning communities: Changing conceptions
of cognitive research. In K. McGilly (Ed.) Classroom lessons: Integrating
cognitive theory and classroom proactice. Cambridge MA: MIT Press.
Cognitive Science (1993) 17 (1),
Jan-March. Special Issue: Situated Action. Norwood, NJ: Ablex.
Collins, A., Brown, J. S., & Newman, S. E.
(1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and
mathematics. In L. B. Resnick (Ed.) Knowing, learning, and instruction:
Essays in honor of Robert Glaser, Hillsdale, NJ: Erlbaum.
Dent, C. (1990). An ecological approach to
language development: An alternative functionalism. Developmental
Psychobiology. 23(7) 670-703.
di Sessa, A. A. (1988). What will it mean to
be "educated" in 2020? In R. S. Nickerson & P. P. Zodhiates
(Eds.), Technology in education: Looking toward 2020. Hillsdale, NJ:
Erlbaum.
Gibson, J. J. (1986). The ecological
approach to visual perception. Hillsdale, NJ: Erlbaum.
Glaser, R. (1991). Expertise and assessment.
In M.C. Wittrock & E.L.Baker (Eds.) Testing and Cognition, Englewood
Cliffs, NJ: Prentice Hall, pp.17-30.
Greeno, J. G. (1998). The situativity of
knowing, learning, and research. American Psychologist, 53(1), 5-26.
Greeno, J. G. (1997). On claims that answer
the wrong question. Educational Research, 26(1), 5-17. See also
Donmoyer, R. Introduction:This Issue: Refocusing on Learning (pp. 4, 34) and
Anderson, J. R., Reder, L. M., & Simon, H. A. Rejounder: Situative versus
cognitive perspectives: Form versus substance (.. 18-22) same issue.
Greeno, J. G. (1994). Gibson's affordances. Psychological
Review, 101(2), 236-342.
Greeno, J. G. (1989). A perspective on
thinking. American Psychologist, 44, 134-141.
Greeno, J. G. Mathematical and Scientific
thinking in classrooms and other situations. (39-61).
Greeno, J. G, & the MSMTAPG (1998). The
situativity of knowing, learning, and research. American Psychologist, 53(1),
5-16.
Griffin, M. M. (1995). You can't get there from
here: Situated learning, transfer, and map skills. Contrmporary Educational
Psychology, 20, 65-87.
Gruber, J., Lai-Chong, L., Mandl, H., &
Renkl, A. (1996). Situated learning and transfer. In P. Reimann & H. Spada
(Eds.) Learning in humans and machines: Toward an interdisciplinary learning
science. Oxford: Pergamon.
Hirose, N. (2002). An ecological approach to
embodiment and cognition. Cognitive Research Systems. 3, 289, 299.
House, E. R. (1991). Realism in research. Educational
Researcher, 20 (6), 2-9.
Kirsh, D., & Maglio, P. (1994). On
distinguishing epistemic from pragmatic action. Cognitive Science, 18,
513-549.
Kirshner, D., & Whitson, J. A. (1998).
Obstacles to understanding cognition as situated. Educational Researcher, 27(8),
22-28.
Kugler, Shaw, Vicente, Kinsella-Shaw (1991). The role of attractors in the self-organization of intentional systems. In R. R. Hoffman and D. S. Palermo (Eds.) Cognition and the Symbolic Processes. Hillsdale, NJ: Erlbaum.
Metz, K. E. (1995). Reassessment of
developmental constraints on children's science instruction. Review of
Educational Research, 65 (2), 93-127.
Perfetto, G. A., Bransford, J.D. & Franks,
J. J. (1983). Constraints on access in a problem solving context. Memory and
Cognition, 11(1), 24-31.
Peterson, P. L. & Knapp, N. F. (1993).
Inventing and reinventing ideas: Constructivist teaching and learning in
mathematics. In ASCD 1993 Yearbook of Challenges and Achievements. ASCD
Publisher.
Roschelle, J.
& Clancey, W. J. (1992). Learning as social and neural. Educational
Psychologist. 27(4), 435-453.
Roth, W-M. (1996).
Knowledge diffusion in a grade 4-5 classroom during a unit on civil
engineering: An analysis of a classroom community in terms of its changing
resources and practices. Cognition and Instruction, 14(2), 179-220
Salomon, G., Perkins, D. N., & Globerson,
T. (1991). Partners in cognition: Extending human intelligence with intelligent
technologies. Educational Researcher, 20 (3), 2-9.
SCANS: U.S. Dept of Labor (1992). Executive
Summary
Schoenfeld, A. H. & Herrmann, D. J.
(1982). Problem perception and knowledge structure in expert and novice
mathematical problem solvers. JEP: Learning Memory and Cognition, 8
(5), 484-494.
Schoenfeld, A. H. (1988). Problem solving in
context(s). In R. I. Charles & E. A. Silver (Eds.), The teaching and
assessing of mathematical problem solving. Reston, VA: The National Council
of Teachers of Mathematics, Inc.
Scott,
Douglass J. Online WWW Situated Learning Resources.
Shanon, B. (1990). Non-representationl frameworks
for psychology: A typology. European J. of Cognitive Psychology, 2(1),
1-22.
Shaw, R. E., Kadar, E., Sim, M. &
Repperger, D. W. (1992). The intentional spring: A strategy for modeling
systems that learn to perform intentional acts. J. of Motor Behavior 24(1),
3-28.
Shaw, R. E., & Turvey, M. T. (1999).
Ecological Foundations of Cognition: II. Degrees of freedom and conserved
quantities in animal-environment system. J. of Consciousness Studies, 6(11-12),
111-123.
Shephard, R. N. (1984). Ecological constraints
on internal representation: Resonant kinematics of perceiving, imagining,
thinking, and dreaming. Psychological Reveiw, 91, 417-447.
Saljo and Wyndhamm (1993)
Vicente, K. J. (1999). Cognitive Work
Analysis: Toward safe, productive, and healthy computer-based work. Mahwah, NJ:
Erlbaum.
Vicente, K. J. & Wang, J. H. (1998). An
ecological theory of expertise effects in memory recall. Psychological
Review, 105(1), 33-57.
Vye, N. J., Goldman, S. R., Voss, J. F.,
Hmelo, C., Williams, S., & CTGV. (1997). Complex mathematical problem
solving by individuals and dyads. Cognition and Instruction, 15(4),
435-484.
Whitehead, A.N. (1929). The aims of
education and other essays. New York: MacMillan.
Wilson, M. (2002). Six views of embodied
cognition. Psychonomic Bulletin and Review, 9(4), 625-636.
Young, M. & McNeese, M. (1995). A Situated
Cognition Approach to Problem Solving. In P. Hancock, J. Flach, J. Caid, &
K. Vicente (Eds.) Local Applications of the Ecological Approach to Human
Machine Systems.(pp.359-391).Hillsdale, NJ: Erlbaum.
Young, M. F. , Kulikowich, J. M., &
Barab, S. A. (1997). The unit of analysis for situated assessment. Instructional
Science, 25(2), 133-150.
Course Texts:
Clark, Andy. (1997). Being there: Putting
brain, body, and world together again. Cambridge, MA: MIT Press. (ISBN#
0-262-53156-9)
Dewey, J. (1938,1963). Experience &
Education, New York: Collier Macmillan. (ISBN# 0-02-013660-9)
Kirshner, D. & Whitson, J. A. (1997) Situated Cognition: Social,
semiotic, and psychological perspectives. Mahwah, NJ: Erlbaum (ISBN#
0-8058-2038-8)
Lave, J. & Wenger (1990). Situated Learning: Legitimate Periferal Practice.New York: Cambridge U. Press. (ISBN# 0-521-42374-0)
Additional References of interest
Bruner, J. (1986). Actual Minds, Possible
Worlds. Harvard U. Press.
Coulter, J. (1989). Mind in Action. Atlantic
Highlands, NJ: Humanities Press. (pp.9-54)
Chaiklin, S. & Lave, J. (1993). Understanding
Practice: Perspectives on Activity and Context. Cambridge: Cambridge U.
Press.
Clark, A. (1997). The dynamical challenge. Cognitive Science, 21(4), 461-481.
Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. NY: Harper and Row.
Determan, D. K. & Sternberg, R. J. (1993). Transfer
on Trial: Intelligence, cognition, and instruction. Norwood, NJ: Ablex.
ISBN# 0-89391-826-1
Edelman, G. M. (1992). Bright air,
brilliant fire: on the matter of the mind. New York, NY: BasicBooks.
Gibson, E. J. (1969). Principles of perceptual learning and development. New York: Appleton-Century-Crofts.
Gibson, E. J. (1991). An odyssey in learning and perception. Cambridge, MA: MIT Press.
Gibson, J. J. (1979). The ecological approach to visual perception. Boston: Houghton-Miflin.
Heidegger, M. (1927a/ 1962). Being and Time.
New York: Harper and Row.
Heidegger, M. (1927b) The Basic Problem of
Phenomenology. New York: Harper and Row.
Kelso, J. A. S. (1995). Dynamic Patterns:
The self-organization of brain and behavior. Cambridge, MA: MIT Press.
0-262-11200-0
Lakoff, G. (1987). Women, Fire, and
Dangerous Things: What categories reveal about the mind. Chicago: U. of
Chicago Press. (pp. xi - 11).
Lave, J. (1988). Cognition in practice:
Mind, mathematics and culture in everyday life. Cambridge, UK: Cambridge
University Press.
McLellan, H. (1996). Situated Learning Perspectives. Englewood Cliffs,
NJ: Educational Technology Publications.
Menzies, T. (1996). Apprpriate response to the
challenge of situared cognition for knowledge acquisition. Paper presented to
KAW Conference 11 July 1996. http://www.sd.monash.edu.au/~timm/pub/docs/papersonly.html.
Merleau-Ponty, M. (1962). Phenomenology of
Perception. London: Routledge and Kegan Paul.
Saxe, G. B. (1991). Culture and Cognitive
Development: Studies in mathematical understaning. Hillsdale, NJ: Erlbaum.
Shanon, B. (1988). Semantic representation of
meaning: A critique. Psychological Bulletin, 104(1), 70-83.
Shaw, R. E., Kadar, E., Sim, M., &
Repperger, D. W. (1992). The intentional spring: A strategy for modeling
systems that learn to perform intentional acts. J. of Motor Behavior, 24
(1), 3-28.
Shyu, H. (1997). Anchored instruction for
Chinese students: Enhancing attitudes toward mathematics. Int'l J. of
Instuctional Media, 24(1), 55-60.
Siegler, R. S. & Crowley, K. (1991). The
microgenetic method. American Psychologist. 46 (6), 606-620.
Slezak, P. Situated cognition: Empirical
issue, 'paradigm shift' or conceptual confusion? 806-811.
Sun, R. (2002). Duality of the Mind: a
Bottom-up Approach Toward Cognition.Mahwah, NJ: Erlbaum.
Thelan, E. & Smith, L. (1994). A Dynamic Sytems
Approach to the Development of Cognition and Action. Cambridge, MA, MIT Press.
Tighe, T. J. & Tighe, L. S. (1978). A perceptual view of conceptual development. In R. D. Walk & H. L. Pick (Eds.) Perception and Experience, New York: Plenum Press.
Turvey, M. T., & Shaw, R. E. (1999).
Ecological foundations of cognition: I. Symemetry and specificity of
animal-environment systems. J. of Consciousness Studies, 6(11-12),
95-110.
Vygotsky, L. S. (1978). Internationalization
of higher psychological functions. In M. Cole, V. John-Steiner, S. Scribner,
& E. Souberman (Eds.), Mind in Society: The development of higher
psychological processes. Cambridge, MA: Harvard University Press.
Young, M. F. (1993). Instructional design for
situated learning. Educational Technology Research and Development. 41
(1), 43-58.
Young, M. F. & McNeese, M. (1993). A
situated cognition approach to problem solving with implications for
computer-based learning and assessment. In G. Salvendy & M. J. Smith (Eds.)
Advances in Human Factors/Ergonomics, 19B. Human-Computer Interaction:
Software and Hardware Interfaces. New York: Elsevier Science Publishers.
Young, M., Van Haneghan, J., Barron, L.,
Williams, S., Vye, N., & Bransford, J. (1991). A problem-solving approach
to mathematics instruction using an embedded data videodisc. In A. L. Costa
(Ed.). Developing minds: Programs for Teaching Thinking, Revised Edition,
Volume 2. Alexandria, VA: ASCD.
Bredo, E. (1994).
Brown, J.S., Collins, A, & Duguid, P. (1989).
Saljo and Wyndhamm (1993)
Cognition and Technology Group at Vanderbilt. (1990).
Cognition and Technology Group at Vanderbilt. (1993).
Cognition and Technology Group at Vanderbilt. (1994).
Collins, A., Brown, J. S., & Newman, S. E. (1989).
Greeno, J. G. (1989).
Greeno, J. G. (1997).
Greeno, J. G. (1998).
Griffin, M. M. (1995).
Metz, K. E. (1995).
Cognitive Science (1993) 17 (1)
Greeno, J. G. (1994).
Gibson, J. J. (1986).
Kugler, Shaw, Vicente, Kinsella-Shaw (1991).
Shaw, R. E., Kadar, E., Sim, M. & Repperger, D. W. (1992). (concentrate on modeling strategy instead of math proofs)
Young, M. F. , Kulikowich, J. M., & Barab, S. A. (1997).
Young, M. & McNeese, M. (1995).
Dent, C. (1990).
Capra F. (1996).
Roschelle, J. & Clancey, W. J. (1992).
Clancey, W. J. (1997).
Shanon, B. (1990).
Shephard, R. N. (1984).
Vicente, K. J. & Wang, J. H. (1998).
Whitehead, A.N. (1929).
Lave, J. & Wenger (1990).
SCANS: U.S. Dept of Labor (1992).
Dewey, J. (1938,1963).
Schoenfeld, A. H. (1988).