The Distribution of Distributed Cognition: Multiple Interpretations and Uses

Educational Psychology Review

Volumn 10, Issue 1, 1998, Pages 97-113

  Moore, Joyce L ^a   Rocklin, Thomas R ^a  

^a UNIVERSITY OF IOWA   (United States)

Author keywords

Commentary; Context; Distributed cognition; Educational psychology; Situated cognition

Indexed keywords

EID: 0032393401     PISSN: 1040726X     EISSN: None     Source Type: Journal    
DOI: 10.1023/A:1022862215910     Document Type: Article

References (41)

1. Anderson, J. R., Reder, L. M., and Simon, H. A. (1996). Situated learning and education. Educ. Res. 25(4): 5-11.
2. Brown, A. L., Ash, D., Rutherford, M., Nakagawa, K., Gordon, A., and Campione, J. (1993). Distributed expertise in the classroom. In Salomon, G. (ed.), Distributed Cognitions: Psychological and Educational Considerations, Cambridge University Press, New York, pp. 188-228.
3. Choi, J., and Hannafin, M. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educ. Technol. Res. Devel. 43(2): 53-69.
4. Cobb, P., and Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educ. Psychol. 31(3/4): 175-190.
5. Derry, S. J., DuRussel, L. A., and O'Donnell, A. M. (1998). Individual and distributed cog-nitions in interdisciplinary teamwork: A developing case study and emerging theory. Educ. Psychol. Rev. 10: 25-56.
6. Gibson, J. J. (1979). The Ecological Approach to Visual Perception, Houghton Mifflin, Boston.
7. Greeno, J. G. (1994). Gibson's affordances. Psychol. Rev. 101(2): 336-342.
8. Greeno, J. G., Smith, D. R., and Moore, J. L. (1993). Transfer of situated learning. In Detterman, D. K., and Sternberg, R. J. (eds.), Transfer on Trial: Intelligence, Cognition, and Instruction, Ablex, Norwood, NJ, pp. 99-167.
9. Greeno, J. G., Collins, A., and Resnick, L. (1996). Cognition and learning. In Berliner, D., and Calfee, R. (eds.), Handbook of Educational Psychology, Simon and Schuster Macmillan, New York, pp. 15-46.
10. Hewitt, J., and Scardamalia, M. (1998). Design principles for distributed knowledge building processes. Educ. Psychol. Rev. 10: 75-96.
11. Hutchins, E. (1991). The social organization of distributed cognition. In Resnick, L. B., Levine, J. B., and Teasley, S. D. (eds.), Perspectives on Socially Shared Cognition, American Psychological Association, Washington, DC, pp. 283-307.
12. Hutchins, E. (1995a). How a cockpit remembers its speeds. Cogn. Sci. 19: 265-288.
13. Hutchins, E. (1995b). Cognition in the Wild, MIT Press, Cambridge, MA.
14. King, A. (1998). Transactive peer tutoring: Distributing cognition and metacognition. Educ. Psychol. Rev. 10: 57-74.
15. Lave, J. (1988). Cognition in Practice: Mind, Mathematics, and Culture in Everyday Life, Cambridge University Press, Cambridge.
16. Lave, J. (1991). Situating learning in communities of practice. In Resnick, L. B., Levine, J. M., and Teasley, S. D. (eds.), Perspectives on Socially Shared Cognition, American Psychological Association, Washington, DC, pp. 63-82.
17. Lave, J., and Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation, Cambridge University Press, Cambridge.
18. Lebeau, R. (1998). Cognitive tools in a clinical encounter in medicine: Supporting empathy and expertise in distributed systems. Educ. Psychol. Rev. 10: 3-24.
19. Linde, C. (1988). The quantitative study of communicative success: Politeness and accidents in aviation discourse. Lang. Soc. 17: 375-399.
20. Moschkovich, J. N. (1996). Moving up and getting shorter: Negotiating shared descriptions of linear graphs. J. Learn. Sci. 5: 241-279.
21. Nardi, B. (1996). Studying context: A comparison of activity theory, situated action models, and distributed cognition. In Nardi, B. (ed.), Context and Consciousness: Activity Theory and Human-Computer Interaction, MIT Press, Cambridge, MA, pp. 69-102.
22. Nash, W. (1993). Jargon: Its Uses and Abuses, Blackwell, Cambridge, MA.
23. Newman, D., Griffin, P., and Cole, M. (1989). The Construction Zone: Working for Cognitive Change in School, Cambridge University Press, Cambridge, UK.
24. Nickerson, R. S. (1993). On the distribution of cognition: Some reflections. In Salomon, G. (ed.), Distributed Cognitions: Psychological and Educational Considerations, Cambridge University Press, New York, pp. 229-261.
25. Pea, R. (1993). Practices of distributed intelligence and designs for education. In Salomon, G. (ed.), Distributed Cognitions: Psychological and Educational Considerations, Cambridge University Press, New York, pp. 47-87.
26. Perkins, D. N. (1993). Person-plus: A distributed view of thinking and learning. In Salomon, G. (ed.), Distributed Cognitions: Psychological and Educational Considerations, Cambridge University Press, New York, pp. 88-110.
27. Phillips, D. C. (1993). Paul Hirst's structure, or, the uses and abuses of an overworked concept. In Barrow, R., and White, P. (eds.), Beyond Liberal Education: Essays in Honor of Paul H. Hirst, Routledge, New York, pp. 79-93.
28. Reed, E. S. (1988). James Gibson's ecological approach to cognition. In Costall, A., and Still, A. (eds.), Cognitive Psychology in Question, St. Martin's Press, New York, pp. 142-173.
29. Resnick, L. B. (1991). Shared cognition: Thinking as social practice. In Resnick, L. B., Levine, J. M., and Teasley, S. D. (eds.), Perspectives on Socially Shared Cognition, American Psychological Association, Washington, DC, pp. 1-20.
30. Resnick, M. (1991). Beyond the centralized mindset. In Birnbaum, L. (ed.), Proceedings of the International Conference on the Learning Sciences, Association for the Advancement of Computing in Education, Charlottesville, NC, pp. 389-396.
31. Salomon, G. (1993a). Editor's introduction. In Salomon, G. (ed.), Distributed Cognitions: Psychological and Educational Considerations, Cambridge University Press, New York, pp. xi-xxi.
32. Salomon, G. (1993b). No distribution without individuals' cognition: A dynamic interactional view. In Salomon, G. (ed.), Distributed Cognitions: Psychological and Educational Considerations, Cambridge University Press, New York City, pp. 111-138.
33. Salomon, G., Perkins, D. N., and Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educ. Res. 20(3): 2-9.
34. Scribner, S. (1988). Studying working intelligence. In Rogoff, B., and Lave, J. (eds.), Everyday Cognition: Its Development in Social Context, Harvard University Press, Cambridge, MA, pp. 9-40.
35. Suchman, L. A. (1987). Plans and Situated Action, Cambridge University Press, Cambridge.
36. Tannen, D. (1994). Talking from 9 to 5: How Women's and Men's Conversational Styles Affect Who Gets Heard, Who Gets Credit, and What Gets Done at Work, William Morrow, New York.
37. Thelen, E., and Smith, L. B. (1994). A Dynamic Systems Approach to the Development of Cognition and Action, MIT Press, Cambridge, MA.
38. Vera, A. H., and Simon, H. A. (1993). Situated action: A symbolic interpretation. Cogn. Sci. 17(1): 7-48.
39. von Glasersfeld, E. (1984). An introduction to radical constructivism. In Watzlawick, P. (ed.), The Invented Reality, Norton, New York, pp. 17-40.
40. von Glasersfeld, E. (1990). An exposition of constructivism: Why some like it radical. In Davis, R. B., Maher, C. A., and Noddings, N. (eds.), Constructivist views of the teaching and learning of mathematics. J. Res. Math. Educ.: Monogr. 4: 19-30.
41. Young, M. F. (1993). Instructional design for situated learning. Edu. Technol. Res. Devel. 41(1): 43-58.