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An embodied cognitive analysis of social situativity.

机译：对社会现状的具体认知分析。

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摘要

This project involved the analysis of metaphors and other cognitive models underlying selected theories of socially situated learning and cognition. Specifically, the focus was on the key works of Lev Vygotsky, Barbara Rogoff, Jean Lave, and Etienne Wenger. George Lakoff and Mark Johnson's theory of embodied cognition was used as a tool for analyzing these theories of social situativity. Concepts from the theory of embodied cognition that served as analytic tools included metaphor, metonymy, prototypes, and cluster models.; Numerous metaphors were identified as underlying the selected theories of social situativity. These metaphors draw upon sensorimotor domains such as location and movement in space, object manipulation, and perception as well as social domains such as apprenticeship and community. A few of the metaphors found in the work of Lave and Wenger were the Distributed Cognition, Activities Are Fluids, Problem Solving Is Dilemma Resolution, Learning As Social Participation, Meaning-Making As Negotiation, and Identities Are Trajectories metaphors. Metaphors identified in the ideas of Vygotsky and Rogoff included the Signs Are Tools, Developmental Path, Internalization, Thinking Is Problem Solving, Activities Are Paths, Assisting Is Guiding, and Apprenticeship metaphors.; Key conclusions are as follows. First, an embodied cognitive analysis can provide a better understanding of the cognitive structures underlying our theories and allow us to better assess their strengths and weaknesses. Second, this analysis demonstrates that the theories of social situativity highlight important aspects of learning and cognition missed by traditional approaches. However, it is also argued that the traditional approaches can still have value if their limitations are recognized. According to the theory of embodied cognition, conceptual pluralism (i.e., having more than one conceptualization of a particular domain) can be beneficial due to each cognitive structuring providing only partial understanding. Finally, it is suggested that the theories of social situativity and the theory of embodied cognition are largely complementary and their integration could provide a broader understanding of the many ways in which we structure our experiences in and of the world. Limitations of this analysis are also addressed.
机译：该项目涉及隐喻分析和其他基于社会定位的学习和认知理论的认知模型。具体来说，重点是列夫·维果茨基（Lev Vygotsky），芭芭拉·罗戈夫（Barbara Rogoff），让·拉夫（Jean Lave）和艾蒂安·温格（Etienne Wenger）的主要作品。乔治·拉科夫（George Lakoff）和马克·约翰逊（Mark Johnson）的体现认知理论被用作分析这些社会情境性理论的工具。体现认知理论中用作分析工具的概念包括隐喻，转喻，原型和聚类模型。大量隐喻被确定为社会情境选择理论的基础。这些隐喻借鉴了感觉运动领域，例如空间中的位置和运动，物体操纵和感知，以及社会领域，例如学徒和社区。在拉夫和温格的作品中发现的一些隐喻是分布式认知，活动是流动的，解决问题是困境的解决，作为社会参与的学习，作为谈判的意义的创造以及身份是轨迹的隐喻。维果茨基和罗格夫的思想中所隐喻的隐喻包括标志是工具，发展道路，内在化，思维是解决问题，活动是道路，协助是指导和学徒隐喻。主要结论如下。首先，一个具体的认知分析可以更好地理解我们理论基础的认知结构，并让我们能够更好地评估它们的优缺点。其次，这一分析表明，社会处境性理论强调了传统方法所缺乏的学习和认知的重要方面。但是，也有人认为，如果认识到传统方法的局限性，它们仍然可以具有价值。根据具体化的认知理论，由于每个认知结构仅提供部分理解，因此概念多元性（即，对一个特定领域具有多个概念化）可能是有益的。最后，有人建议，社会情境性理论和体现性认知理论在很大程度上是互补的，它们的融合可以为我们建构世界和世界经验的多种方式提供更广泛的理解。还解决了该分析的局限性。

著录项

  • 作者

    Clark, Kevin Michael.;

  • 作者单位

    Indiana University.;

  • 授予单位 Indiana University.;
  • 学科 Education Educational Psychology.; Psychology Cognitive.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 385 p.
  • 总页数 385
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育心理学;心理学;
  • 关键词

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