Perspectival Understanding of Conceptions and Conceptual Growth in Interaction Export

@article{citeulike:2096443, abstract = {We propose a bridge between cognitive and sociocultural approaches that is anchored on the sociocultural side by distributed cognition and participation, and on the cognitive side by information structures. We interpret information structures as the contents of distributed knowing and interaction in activity systems. Conceptual understanding is considered as achievement of discourse in activity systems, and conceptual growth is change in discourse practice that supports more effective conceptual understanding. We also introduce a concept of perspectival understanding, in which accounts of cognition, including conceptual understanding, include points of view. This concept generalizes the concept of schema by hypothesizing that a perspectival understanding can be constructed by constraint satisfaction when a sufficient schema is not known or recognized. We provide an example in which perspectival understanding was jointly constructed, illustrating an interactional process we call "constructive listening."}, author = {Greeno, James G. and van de Sande, Carla}, citeulike-article-id = {2096443}, citeulike-linkout-0 = {http://dx.doi.org.arugula.cc.columbia.edu:2048/10.1080/00461520701190462}, doi = {10.1080/00461520701190462}, eprint = {http://www.leaonline.com/doi/pdf/10.1080/00461520701190462}, journal = {Educational Psychologist}, keywords = {perspectival}, number = {1}, pages = {9--23}, posted-at = {2008-09-30 23:25:58}, priority = {2}, title = {Perspectival Understanding of Conceptions and Conceptual Growth in Interaction}, url = {10.1080/00461520701190462}, volume = {42}, year = {2007} }

TY - JOUR ID - citeulike:2096443 L3 - citeulike-article-id:2096443 N2 - We propose a bridge between cognitive and sociocultural approaches that is anchored on the sociocultural side by distributed cognition and participation, and on the cognitive side by information structures. We interpret information structures as the contents of distributed knowing and interaction in activity systems. Conceptual understanding is considered as achievement of discourse in activity systems, and conceptual growth is change in discourse practice that supports more effective conceptual understanding. We also introduce a concept of perspectival understanding, in which accounts of cognition, including conceptual understanding, include points of view. This concept generalizes the concept of schema by hypothesizing that a perspectival understanding can be constructed by constraint satisfaction when a sufficient schema is not known or recognized. We provide an example in which perspectival understanding was jointly constructed, illustrating an interactional process we call "constructive listening." IS - 1 JF - Educational Psychologist EP - 23 TI - Perspectival Understanding of Conceptions and Conceptual Growth in Interaction VL - 42 SP - 9 KW - perspectival AU - Greeno, James AU - van de Sande, Carla PY - 2007/// UR - http://dx.doi.org.arugula.cc.columbia.edu:2048/10.1080/00461520701190462 ER -