The hope then was to fit logic and Chomskyan transformational generative grammar into a unified approach to language and mind. I was one of the originators of that paradigm, among the researchers first bringing formal logic as an account of natural language semantics into linguistics in the early 1960s. As a result, the original formalist nativist paradigm of cognitive science as it developed in the 1960s and early 1970s has been stood on its head. When results in cognitive linguistics are taken together with results in the other cognitive sciences, a radically new view of the mind and language-and their. Cognitive Linguistics has developed rapidly and with enormous success over the past two decades, providing a cognitively based account of language. (57 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)įor me, this is an exciting time to be a cognitive scientist and a cognitive linguist. Exp IX suggested that good examples of semantic categories are not physiologically determined, as the effects of the internal structure of semantic categories on priming (unlike the effects for color categories) could be eliminated by long practice. Exps VII and VIII showed that while the representation of the category name which affected perception contained a depth meaning common to words and pictures which enabled Ss to prepare for either stimulus form within 700 msec, selective reduction of the interval between prime and stimulus below 700 msec revealed differentiation of the coding of meaning in preparation for actual perception. Exps V and VI showed that the category name did not generate a physical code (e.g., lines or angles), but rather affected perception of the stimuli at the level of meaning. In Exps II, III, and IV, internal structure was found to affect the perceptual encoding of physically identical pairs of stimuli, facilitating responses to physically identical good members and hindering responses to identical poor members of a category. In Exp I, norms for the internal structure of 10 categories were collected. In this article we propose distributed cognition as a new foundation for human-computer interaction, sketch an integrated research framework, and use selections from our earlier work to suggest how this framework can provide new opportunities in the design of digital work materials.Ĭonducted 9 experiments with a total of 663 undergraduates using the technique of priming to study the nature of the cognitive representation generated by superordinate semantic category names. As a theory it is specifically tailored to understanding interactions among people and technologies. Distributed cognition provides a radical reorientation of how to think about designing and supporting human-computer interaction. We think the theory of distributed cognition has a special role to play in understanding interactions between people and technologies, for its focus has always been on whole environments: what we really do in them and how we coordinate our activity in them. For human-computer interaction to advance in the new millennium we need to better understand the emerging dynamic of interaction in which the focus task is no longer confined to the desktop but reaches into a complex networked world of information and computer-mediated interactions. Networked computers are becoming ubiquitous and are playing increasingly significant roles in our lives and in the basic infrastructures of science, business, and social interaction. We are quickly passing through the historical moment when people work in front of a single computer, dominated by a small CRT and focused on tasks involving only local information. By putting emphasis on ethnography, we address primarily the constraint of local activity and its specific temporality, focusing on how cognitive skills spread and emerge locally. By adding the topic of cultural transmission to cognitive ethnography, our aim is to support a theoretical and methodological framework focused on learning processes, able to take into account the material, cognitive, emotional and perceptual contexts of action and communication in a temporal framework at the level of activity and individual learning. From cognitive anthropology it holds to the aim of elucidating how our cognitive architecture constrains cultural transmission from cognitive ethnography it promotes a situated approach to cognition, notably relying on the so-called embodied cognition. CECL is an alternative framework for a naturalistic approach to cultural learning from an ethnographer's point of view. In this paper, we would like to introduce a specific way of reconciling cognitive and ethnographic approaches of culture by embracing a cognitive ethnography of cultural learning (CECL).
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |