Cogprints

Modeling the perceptual component of conceptual learning—A coordination perspective

Clancey, William J. (2004) Modeling the perceptual component of conceptual learning—A coordination perspective. [Book Chapter] (In Press)

Full text available as:

[img]
Preview
 PDF
725Kb

Abstract

Although a picture may be worth a thousand words, modeling diagrams as propositions and modeling visual processing as search through a database of verbal descriptions obscures what is problematic for the learner. Cognitive modeling of language learning and geometry has obscured the learner's problem of knowing where to look—what spaces, markings, and orientations constitute the objects of interest? Today we are launching into widespread use of multimedia instructional technology, without an adequate theory to relate perceptual processes to conceptual learning. Does this matter? In this article, I review the symbolic approach to modeling perceptual processing and show its limitations for explaining difficulties children encounter in interpreting a graphic display. I present an alternative analysis by which perceptual categorization is coupled to behavior sequences, where gesturing and emotional changes are essential for resolving impasses and breaking out of loops. I conclude by asking what kind of cognitive theory we need to exploit communication technology. Have we been correct to assume that pedagogy must be grounded in an accurate psychological model of knowledge, memory, and learning?

Item Type:Book Chapter
Keywords:computer-aided instruction, language learning, cognitive modeling, perception, gesture
Subjects:Computer Science > Language
Psychology > Cognitive Psychology
Computer Science > Artificial Intelligence
Psychology > Perceptual Cognitive Psychology
ID Code:3968
Deposited By: Clancey, Bill
Deposited On:29 Nov 2004
Last Modified:11 Mar 2011 08:55

References in Article

Select the SEEK icon to attempt to find the referenced article. If it does not appear to be in cogprints you will be forwarded to the paracite service. Poorly formated references will probably not work.

Bamberger, J. (1991). The mind behind the musical ear. Cambridge, MA: Harvard University Press.

Bamberger, J., & Schön, D. A. (1991). Learning as reflective conversation with materials. London: Sage Publications.

Bartlett, F. C. ([1932] 1977). Remembering: A study in experimental and social psychology. Cambridge, UK: Cambridge University Press.

Clancey, W. J. (1985). Heuristic classification. Artificial Intelligence, 27, 289-350.

Clancey, W. J. (1993a). Situated Cognition: How representations are created and given meaning. In International Federation for Information Processing, Working Conference "Lessons from Learning", Neurope Lab, Archamps, France.

Clancey, W. J. (1993b). Situated action: A neuropsychological interpretation (Response to Vera and Simon). Cognitive Science, 17(1), 87-107.

Clancey, W. J. (1997a). Situated Cognition: On Human Knowledge and Computer Representations. Cambridge, UK: Cambridge University Press.

Clancey, W. J. (1997b). The conceptual nature of knowledge, situations, and activity. In P. Feltovich, R. Hoffman & K. Ford (Eds.), Expertise in context (pp. 247–291). Menlo Park, CA: The AAAI Press.

Clancey, W. J. (1999). Conceptual coordination: How the mind orders experience in time. Mahwah, NJ: Erlbaum Associates.

Dewey, J. ([1896] 1981). The reflex arc concept in psychology. Psychological Review, III (July), 357-370. (Reprinted in J. J. McDermott (Ed.), The Philosophy of John Dewey, Chicago: University of Chicago Press, pp. 136-148.)

Dewey, J. ([1902] 1981). The Child and the Curriculum. Chicago: University of Chicago Press. (Reprinted in J. J. McDermott (Ed.), The Philosophy of John Dewey, Chicago: University of Chicago Press, pp. 511-523.)

Edelman, G. (1992). Bright Air, Brilliant Fire: On the Matter of the Mind. New York: Basic Books.

Garrod, S., & Anderson, J. R. (1987). Saying what you mean in dialogue: A study in the conceptual and semantic co-ordination. Cognition, 27, 181-218.

Langer, S. ([1942]1958). Philosophy in a New Key: A study in the symbolism of reason, rite, and art. New York: Mentor Books.

Lave, J. (1988). Cognition in practice. Cambridge, UK: Cambridge University Press.

Larkin, J. H., & Simon, H. A. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11(1), 65-100.

Norman, D. A. (1982). Learning and memory. New York: W. H. Freeman.

Roberts, L. D. (1986). The figure-ground model for explanation of the determination of indexical reference. Synthese, 68, 441-486.

Roberts, L. D. (1993). How reference works. Albany: State University of New York Press.

Siklóssy, L. (1972). Natural language learning by computer. In H. A. Simon & L. Siklóssy (Eds.), Representation and Meaning: Experiments with Information Processing Systems (pp. 288-328). Englewood Cliffs, NJ: Prentice-Hall.

Vera, A., & Simon, H. (1993). Response to comments by Clancey on "Situated Action: A symbolic interpretation”. Cognitive Science, 17(1), 117-133.

Metadata

Repository Staff Only: item control page

Cogprints is powered by EPrints 3 which is developed by the School of Electronics and Computer Science at the University of Southampton. More information and software credits.