Effects of Media and Distributed Information on Cokkaborative Concept-(1)
AbstractThe present study explores the effects of media and distributed information on the performance of remotely located pairs of people′s completing a concept-learning task. Sixty pairs performed a concept-learning task using either audio-only or audio-plus-video for communication. The distribution of information includes three levels: with totally same information, with partly same information, and with totally different information. The subjects′ primary psychological functions were also considered in this study. The results showed a significant main effect of the amount of information shared by the subjects on the number of the negative instances selected by the subjects, and a significant main effect of media on the time taken by the subjects to complete the task.
, 百拇医药
Key wordsvideo, audio, distribution of information, collaborative concept-learning.
1Introduction
Suchman, an anthropologist, argued that actions were always situated in particular social and physical circumstances[1]. In this view actions emerge from moment-by-moment interactions between actors, and between actors and their environments. The social and environmental aspects of cognition have been stressed in Hutchins′ work[2]. He had studied relatively structured decision environments, for example ship navigation and aeroplane piloting. His conclusions are that cognition in such situations is shared both amongst agents in organizationally prescribed roles(pilot, navigator, etc.), and also amongst the artifacts that they use(i.e. information and procedures in the form of charts, maps, plans, routines, etc.). Cognition is not simply in the head of a single individual. Rather aspects of cognition are also in the world, in social groupings and differentiated roles, in the human-designed artifacts and procedures and systems that people use, and also in the legacy of historical and cultural assumptions and ideas[3].
, 百拇医药
Cognitive activities, such as collaborative problem solving, are prime examples of the distribution of cognition across individual minds and their social, physical, and cultural environments. The view of distributed cognition is critical to understanding the processes and structures of collaborative work[4]. The phenomenon of distributed cognition is a wide-ranging one with provocative consequences for theories of the mind, learning, and education[5].
, http://www.100md.com
Perspectives on learning termed distributed cognition have become increasingly popular in educational research[6]. King has developed a model for peer tutoring that emphasized the importance of understanding the process of learning, as well as the actual learning of particular subject matter[7]. Derry et al. are working toward the development of a model of thinking in interdisciplinary teams in order to better understand the dynamics of group collaboration[8]. Hewitt and Scardamalia consider the implications of the perspective of distributed cognition for classroom practices[9]. They suggest that classroom practices should be redesigned in order to create “knowledge building communities”–groups that are dedicated to advancing the knowledge of the collective. Lebeau characterizes the use of distributed cognition tools, such as medical histories and physical examinations, that are used in medical diagnosis, with the goal of addressing educational questions about learning to use these tools[10]., 百拇医药
, 百拇医药
Key wordsvideo, audio, distribution of information, collaborative concept-learning.
1Introduction
Suchman, an anthropologist, argued that actions were always situated in particular social and physical circumstances[1]. In this view actions emerge from moment-by-moment interactions between actors, and between actors and their environments. The social and environmental aspects of cognition have been stressed in Hutchins′ work[2]. He had studied relatively structured decision environments, for example ship navigation and aeroplane piloting. His conclusions are that cognition in such situations is shared both amongst agents in organizationally prescribed roles(pilot, navigator, etc.), and also amongst the artifacts that they use(i.e. information and procedures in the form of charts, maps, plans, routines, etc.). Cognition is not simply in the head of a single individual. Rather aspects of cognition are also in the world, in social groupings and differentiated roles, in the human-designed artifacts and procedures and systems that people use, and also in the legacy of historical and cultural assumptions and ideas[3].
, 百拇医药
Cognitive activities, such as collaborative problem solving, are prime examples of the distribution of cognition across individual minds and their social, physical, and cultural environments. The view of distributed cognition is critical to understanding the processes and structures of collaborative work[4]. The phenomenon of distributed cognition is a wide-ranging one with provocative consequences for theories of the mind, learning, and education[5].
, http://www.100md.com
Perspectives on learning termed distributed cognition have become increasingly popular in educational research[6]. King has developed a model for peer tutoring that emphasized the importance of understanding the process of learning, as well as the actual learning of particular subject matter[7]. Derry et al. are working toward the development of a model of thinking in interdisciplinary teams in order to better understand the dynamics of group collaboration[8]. Hewitt and Scardamalia consider the implications of the perspective of distributed cognition for classroom practices[9]. They suggest that classroom practices should be redesigned in order to create “knowledge building communities”–groups that are dedicated to advancing the knowledge of the collective. Lebeau characterizes the use of distributed cognition tools, such as medical histories and physical examinations, that are used in medical diagnosis, with the goal of addressing educational questions about learning to use these tools[10]., 百拇医药