חשיבה מבוזרת ולמידה שיתופית – לקט מקורות מידע

מקור וקרדיט: http://www.ikaras.org/lc_dc_literature.php
 
Bell, Philip and Winn, William (2000), "Distributed Cognitions, by Nature and by Design," pages 123-145, in Theoretical Foundations of Learning Environments, Jonassen, David and Land, Susan,(Eds)., Mahwah, New Jersey, Lawrence Erlhbaum Associates.
Clark, A. (1997). Being there. Putting brain, body, and world together again. Cambridge, Massachusetts: MIT press.
Cole, M. & Engestrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions. Psychological and educational considerations (pp. 1-46). NY: Cambridge University Press.
Hutchins, E. & Palen, L. (1998). Constructing meaning from space, gesture and speech. In L.B. Resnick, R. Saljo, C. Pontecorvo, & B. Burge (Eds.), Discourse, tools, and reasoning. Essays on situated cognition (pp. 23-40). NY: Springer Verlag (NATO ASI Series F, vol. 160).
Hutchins, E. (1995a). Cognition in the wild. Cambridge, Massachusetts: MIT press.
Hutchins, E. (1995b). How a cockpit remembers its speeds. Cognitive Science, 19, 265-288.
Nardi, B.A. (1996b). Studying context: a comparison of activity theory, situated action models, and distributed cognition. In B.A. Nardi (Ed.), Context and consciousness. Activity theory and human-computer interaction (pp. 69-102). MIT press.
Pea, R.D. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions. Psychological and educational considerations (pp. 47-87). NY: Cambridge University Press.
Perkins, D.N. (1993). Person-plus: a distributed view of thinking and learning. In G. Salomon (Ed.), Distributed cognitions. Psychological and educational considerations (pp. 88-110). NY: Cambridge University Press.
Salomon, G. (1993d). Distributed cognitions. Psychological and educational considerations. NY: Cambridge University Press.
Wright, P.C., Fields, R.E. & Harrison, M.D. (2000) Analysing human-computer interaction as Distributed cognition: the resources model. Human Computer Interaction, 15 (1), 1-42. 
Zhang, J. & Norman, D.A. (1994). Representations in distributed cognitive tasks. Cognitive Science, 18, 87-122.
ביבליוגראפיה מורחבת בנושאי Distributed cognition 
Agre, Ph. E. (1997). Living math: Lave and Walkerdine on the meaning of everyday arithmetic. In D. Kirshner & J.A. Whiteson (Eds.), Situated cognition. Social, semiotic, and psychological perspectives (pp.71-82). Mahwah, NJ: Lawrence Erlbaum.
Brown, A. L., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., & Campione, J.C. (1993). Distributed expertise in the classroom. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp.188-228). Cambridge, UK: Cambridge University Press.
Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition,  Educational Researcher, 18, 32-41.
Chaiklin, S. (1993). Understanding the social scientific practice of Understanding Practice. In S. Chaiklin & J. Lave (Eds.), Understanding practice: Perspectives on activity and context (pp. 377-410). Cambridge UK: Cambridge University Press.
Childs, C.P., & Greenfield, P.M. (1980). Informal modes of learning and teaching: The case of Zinateco learning. In N. Warren (Ed.), Studies in cross cultural psychology (Vol. 2). New York: Academic Press.
Cole, M., & Engestrom, Y (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions: Psychological and educational considerations (pp.1-46). Cambridge, UK: Cambridge University Press.
Cole, M., Glick, J., Gay, J., & Sharp, N. (1971). The cultural context of learning and thinking. London: Methuen.
Collins, A., Brown, J.S., & Newman, S. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L.B. Resnick (Ed.), Knowing, learning, and instruction (pp. 453-493). Hillsdale, NJ: Lawrence Erlbaum.
Falgout, S. (1992). Hierarchy versus democracy: Two strategies of the management of knowledge in Phonpei. Anthropology & Education Quarterly, 23, 30-58.
Foucault, M. (1976). De orde van het vertoog. Meppel, The Netherlands: Boom.
Haan, de, M. (1999). Learning as cultural practice: How children learn in a Mexican Mazahua community. A study on culture and learning. Amsterdam: Thelathesis.
Kirshner, D., & Whitson, J. A. (1997a). Preface. In D. Kirshner & J.A. Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives (pp.vii-ix). Mahwah, NJ: Lawrence Erlbaum.
Kirshner, D., & Whitson, J. A. (1997b). Editors’ introduction to situated cognition: Social, semiotic, and psychological perspectives. In D. Kirshner & J.A. Whitson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives (pp.1-16). Mahwah, NJ: Lawrence Erlbaum.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
Lave, J. (1991). Situated learning. In B.R. Resnick, J.M. Levine, & S.D. Teasly (Eds.), Perspectives on socially shared cognition (pp.63-82). Washington, DC: American Psychological Association.
Lave, J. (1990). The culture of acquisition and the practice of understanding. In J.W. Stigler, R.A. Shweder, & G. Herdt (Eds.), Cultural psychology: Essays on comparative human development (pp. 309-327). New York: Cambridge University Press.
Lemke, J.L. (1997). Cognition, context, and learning: A social semiotic perspective. In D. Kirshner & J.A. Whiteson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives. Mahwah, NJ: Lawrence Erlbaum.
Maier, R., & Valsiner, J. (1996). Presuppositions in tutoring: Rhetorics in the concept. Archives de Psychologie, 64. 27-39.
Perkins, D.N. (1993). Person-plus: A distributed view of thinking and learning. In G. Salomon, (Ed.) Distributed cognitions: Psychological and educational considerations (pp.88-110). Cambridge, UK: Cambridge University Press.
Pinxten, R. (1997). When the day breaks. Essays in anthropology and epistemology. Hamburg, Germany: Peterlang Verlag.
Pinxten, R., & Farrer, C.R. (1994). On learning and tradition: A comparative view. In W. De Graaf & R.M. Maier (Eds.), Sociogenesis reexamined (pp. 169-184). New York: Springer Verlag.
Resnick, L.B. (1991). Shared cognition: Thinking as social practice. In L.B. Resnick, J.M. Levine, & S.D. Teasley (Eds.), Perspectives on socially shared cognition (pp. 1-20). Washington, DC: American Psychological Association.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.
Rogoff, B., & Toma, C. (1997) Shared thinking: Community and institutional variations. Discourse Processes, 23, 471-497.
Rogoff, B. (1991). Social interaction as apprenticeship in thinking: Guidance and participation in spatial planning. In B.R. Resnick, J.M. Levine, & S.D. Teasly (Eds.), Perspectives on socially shared cognition (pp. 349-364). Washington, DC: American Psychological Association.
Salomon, G. (1993) (Ed.). Distributed cognitions: Psychological and educational considerations. Cambridge, UK: Cambridge University Press.
Saxe, G.B. (1991). Culture and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Lawrence Erlbaum.
Vera, A.H., & Simon, H.A. (1993). Situated action: A symbolic interpretation. Cognitive Science, 17, 7-48.
Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Havard University Press.
Vygotsky, L. S. (1962). Thoughts and Language. Cambridge, Mass: MIT.
Wertsch, J.V. (1985). Vygotksy and the social foundation of mind. Cambridge, MA: Harvard University Press.
Wertsch, J.V. (1998). Mind as action. New York: Oxford University Press.
Walkerdine, V. (1997). Redefining the subject in situated cognition theory. In D. Kirshner & J.A. Whiteson (Eds.), Situated cognition: Social, semiotic, and psychological perspectives (pp. 57-70). Mahwah, NJ: Lawrence Erlbau.
 
 
 
 
תקצירי מאמרים שנאספו במאגרי מידע ממוחשבים
השאילתא הורצה במאגרי המידע הממוחשבים הבאים:
·  Eric  
·  Ebsco
·  Wilson education
 
Cole, M. & Engestrom, Y. (1993). A cultural-historical approach to distributed cognition. In G. Salomon (Ed.), Distributed cognitions. Psychological and educational considerations (pp. 1-46). NY: Cambridge University Press.
a)   The cognitive processing involved in learning to read is not an individual matter; the requisite cognitive processes are distributed among teacher, pupil, other students, and the cultural artifacts around which they coordinate in the activity called teaching/learning to read; b) The expected future state, mature reading, must somehow be present at the beginning of instruction as constraints enabling the development of the to-be-acquired new system of mediation, mature reading” (p. 23). “the combined child-adult system…can coordinate the child’s act of reading before the child can accomplish this activity for him-her self” (p. 24).
http://www.uni-leipzig.de/~sander/hd/info/distribute%20cognition/C_Distributed_Cognition.html
 
Kai Dong and Mohammad Farhad Ahmed (2003). Discussion of Distributed Cognition in Design of interactive System.
 
"In this paper, we describe the distributed cognition in design of interactive system. By study people’s use of interactive systems, a distributed cognition of interactive activity and researcher methodology are introduced at first. Moreover, with analyzing distributed cognition in the design of interactive system, some interactive technologies are described in this paper."
 
http://www.dsv.su.se/~x04-kdo/files/cognitionpaper.pdf
 
  

Title:

Distributed Cognition and Educational Practice.

Authors:

Karasavvidis, Ilias; 

Descriptors:

Cognitive Processes; Curriculum Development; Educational Practices; Educational Psychology; Learning Processes; Social Influences; 

Journal/Source Name:

Journal of Interactive Learning Research

Publication Date:

2002-00-00

Abstract:

Presents a historical overview of ideas related to distributed cognition. Highlights include distributed cognition in cognitive science and in educational psychology; the influence of cultural-historical psychology; and implications for educational practice, including curriculum revision, social dimensions, and learning processes. (Author/LRW)

ERIC #:

EJ652467

Title:

"The Dig": Distributed Cognition and the Postmodern Classroom.

Authors:

Courtney, Sean; 

Descriptors:

Archaeology; Case Studies; Instructional Innovation; Learning Processes; Middle Schools; Postmodernism; 

Journal/Source Name:

Journal of Interactive Learning Research

Journal Citation:

v13 n1-2 p71-92 2002

Publication Date:

2002-00-00

Abstract:

Considers features of a postmodern classroom conceived as a complex, socially distributed cognitive system that exemplifies distributed cognition. Presents a case study based on a documentary film, "The Dig", that describes a middle school class’s archaeological dig that shows instructional innovations that liberate the learning process. (Author/LRW)

ERIC #:

EJ652470

Title:

Distributed Cognition in the Context of Virtual Collaborative Learning.

Authors:

Daradoumis, T.; Marques, J. M.; 

Descriptors:

Computer Assisted Instruction; Distance Education; Interpersonal Relationship; Problem Solving; Small Group Instruction; Virtual Classrooms; 

Journal/Source Name:

Journal of Interactive Learning Research

Journal Citation:

v13 n1-2 p135-48 2002

Publication Date:

2002-00-00

Abstract:

Discusses the distribution of cognition in small virtual group learning and examines how the distribution of cognition is manifested in the context of student-student interaction. Describes a collaborative problem-solving situation in a virtual learning environment and presents an approach to analyzing and modeling asynchronous collaborative interactions by students cooperating from a distance. (Author/LRW)

ERIC #:

ED436153

Title:

Where Is My Brain? Distributed Cognition, Activity Theory, and Cognitive Tools.

Authors:

Gilbert, Linda S.; 

Descriptors:

Cognitive Processes; Computer Uses in Education; Educational Technology; Educational Theories; Literature Reviews; Role; 

Publication Date:

1999-02-00

Pages:

12

Pub Types:

Reports – Evaluative; Speeches/Meeting Papers

Abstract:

This paper provides a general overview of distributed cognition and activity theory in order to provide perspective for a discussion of the computer as a cognitive tool. Both distributed cognition and activity theory enlarge the scope of cognition to include the individual’s interactions with the environment. Activity theory offers a framework congruent with distributed cognition that addresses some of its concerns. Despite the complexity of its vocabulary and concepts, it offers the potential for increased interdisciplinary exploration of issues related to cognitive tools. A table presents the division of labor between computers and single users as evidenced in computer roles, including computer roles ranging from servant to expert, goals (desirable outcomes), concerns (undesirable outcomes), and questions (contradictions). (Contains 48 references.) (Author/MES)

Identifiers:

Activity Theory; Conceptual Frameworks; Distributed Cognition; Technology Role; Technology Utilization

 
http://www.eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/10/98/3a.pdf
 
 

EJ534526

Title:

Some Technical Implications of Distributed Cognition on the Design on Interactive Learning Environments.

Authors:

Dillenbourg, Pierre; 

Descriptors:

Artificial Intelligence; Cognitive Development; Communication (Thought Transfer); Computer Assisted Instruction; Cooperation; Instructional Design; Integrated Learning Systems; Man Machine Systems; Teaching Models; Thinking Skills; 

Journal/Source Name:

Journal of Artificial Intelligence in Education

Journal Citation:

v7 n2 p161-79 1996

Abstract:

Maintains that diagnosis, explanation, and tutoring, the functions of an interactive learning environment, are collaborative processes. Examines how human-computer interaction can be improved using a distributed cognition framework. Discusses situational and distributed knowledge theories and provides a model on how they can be used to redesign learning systems. Recommends integrating the communication and reasoning processes. (LAM)

Identifiers:

Distributed Cognition; Interactive Learning Process Model; Interactive Systems; Situation Learning

ERIC #:

EJ588661

Title:

Dollars and Sense: A Case of Distributed Cognition in a Problem-Solving Session.

Authors:

Walen, Sharon; Williams, Steven; Barton, Hylie; 

Descriptors:

Classroom Communication; Cooperative Learning; Elementary Secondary Education; Mathematics Instruction; Problem Solving; 

Journal/Source Name:

Mathematics Education Research Journal

Journal Citation:

v11 n1 p54-69 Apr 1999

Pub Types:

Journal Articles; Reports – Research

Abstract:

Presents a report that provides an example of a problem-solving session that goes beyond peer tutoring or cooperative breaking up of problems to focus on knowledge construction of a truly collaborative nature. Contains 24 references. (Author/ASK)

ERIC #:

EJ652469

Title:

Concept Mapping as a Medium of Shared Cognition in Computer-Supported Collaborative Problem Solving.

Authors:

Stoyanova, Neli; Kommers, Piet; 

Descriptors:

Cognitive Processes; Computer Assisted Instruction; Concept Mapping; Creativity; Group Dynamics; Group Instruction; Higher Education; Instructional Effectiveness; Problem Solving; Retention (Psychology); 

Journal/Source Name:

Journal of Interactive Learning Research

Journal Citation:

v13 n1-2 p111-33 2002

Publication Date:

2002-00-00

Abstract:

Presents an experimental study conducted at the University of Twente (Netherlands) that investigated the learning effectiveness of concept mapping for computer-supported collaborative problem solving. Highlights include group interaction; shared cognition; knowledge acquisition; learning effectiveness; retention; creativity; and distributed cognition. (Author/LRW)
 

ERIC #:

EJ534526

Title:

Some Technical Implications of Distributed Cognition on the Design on Interactive Learning Environments.

Authors:

Dillenbourg, Pierre; 

Descriptors:

Artificial Intelligence; Cognitive Development; Communication (Thought Transfer); Computer Assisted Instruction; Cooperation; Instructional Design; Integrated Learning Systems; Man Machine Systems; Teaching Models; Thinking Skills; 

Journal/Source Name:

Journal of Artificial Intelligence in Education

Journal Citation:

v7 n2 p161-79 1996

Publication Date:

1996-00-00

Abstract:

Maintains that diagnosis, explanation, and tutoring, the functions of an interactive learning environment, are collaborative processes. Examines how human-computer interaction can be improved using a distributed cognition framework. Discusses situational and distributed knowledge theories and provides a model on how they can be used to redesign learning systems. Recommends integrating the communication and reasoning processes. (LAM)