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note
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This is not to underestimate the embodiment of expectations in the material conditions of the present, or to argue that material representations of expectations, such as prototypes, are unimportant. It is merely to begin the analysis with a notion of expectations as cognitive structures and rhetorics.
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PhD thesis, Twente University Press, NL This is similar to the notion of commitment that van Lente (p. 151) identifies in the analysis of ideographs. Ideographs are somewhat different from expectations and visions in being a set of guiding concepts representing unifying ideas and ideals
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H. van Lente, Promising technology: The dynamics of expectations in technological development, PhD thesis, Twente University Press, NL, 1993. This is similar to the notion of commitment that van Lente (p. 151) identifies in the analysis of ideographs. Ideographs are somewhat different from expectations and visions in being a set of guiding concepts representing unifying ideas and ideals.
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M. Driscoll, Psychology of Learning for Instruction (Boston, MA, Allyn and Bacon, 1994). Borrowing from schema theory in educational psychology, we may suggest that visions are modified in three ways: accretion, tuning and restructuring. In accretion new information is assimilated into existing schema without making changes to its overall structure. Tuning implies that actors modify existing schema, while restructuring is a process of creating a new schema addressing inconsistencies between an old schema and new knowledge.
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