--- 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?" altloc: [] chapter: ~ commentary: ~ commref: ~ confdates: ~ conference: ~ confloc: ~ contact_email: ~ creators_id: [] creators_name: - family: Clancey given: William J. honourific: '' lineage: '' date: 2004 date_type: published datestamp: 2004-11-29 department: ~ dir: disk0/00/00/39/68 edit_lock_since: ~ edit_lock_until: ~ edit_lock_user: ~ editors_id: [] editors_name: - family: Gärdenfors given: P honourific: '' lineage: '' - family: Johansson given: P honourific: '' lineage: '' eprint_status: archive eprintid: 3968 fileinfo: /style/images/fileicons/application_pdf.png;/3968/1/CECT2000Clancey.pdf full_text_status: public importid: ~ institution: ~ isbn: ~ ispublished: inpress issn: ~ item_issues_comment: [] item_issues_count: 0 item_issues_description: [] item_issues_id: [] item_issues_reported_by: [] item_issues_resolved_by: [] item_issues_status: [] item_issues_timestamp: [] item_issues_type: [] keywords: 'computer-aided instruction, language learning, cognitive modeling, perception, gesture' lastmod: 2011-03-11 08:55:44 latitude: ~ longitude: ~ metadata_visibility: show note: ~ number: ~ pagerange: ~ pubdom: FALSE publication: 'Cognition, Education and Communication Technology' publisher: Lawrence Erlbaum Associates refereed: FALSE referencetext: |- Bamberger, J. 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Cognitive Science, 17(1), 117-133. relation_type: [] relation_uri: [] reportno: ~ rev_number: 12 series: ~ source: ~ status_changed: 2007-09-12 16:54:45 subjects: - comp-sci-lang - cog-psy - comp-sci-art-intel - percep-cog-psy succeeds: ~ suggestions: ~ sword_depositor: ~ sword_slug: ~ thesistype: ~ title: Modeling the perceptual component of conceptual learning—A coordination perspective type: bookchapter userid: 26 volume: ~