TY - JOUR
T1 - Perspectival understanding of conceptions and conceptual growth in interaction
AU - Greeno, James G.
AU - Van De Sande, Carla
N1 - Funding Information:
This research was supported by Grant No. 200300029 from the Spencer Foundation.
PY - 2007/5/1
Y1 - 2007/5/1
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."
AB - 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."
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U2 - 10.1080/00461520709336915
DO - 10.1080/00461520709336915
M3 - Article
AN - SCOPUS:41349087965
SN - 0046-1520
VL - 42
SP - 9
EP - 23
JO - Educational Psychologist
JF - Educational Psychologist
IS - 1
ER -