Search

Copyright of Lúdica Pedagógica is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Tropelías: Revista de Teoría de la Literatura y Literatura Comparada is the property of Prensas Universitarias de Zaragoza and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Teoría de la Educación. Revista Interuniversitaria is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The 'distributed cognition' research program, initiated by Edwin Hutchins, has contributed to the development of the 'course of action' research program from 1987 until now. Edwin Hutchins has recently recognized the proximity between his last researches, developed in terms of embodied and distributed cognition, and the enaction paradigm, followed by this 'course of action' research program. The question of the definition of an "augmented 'course of action' research program" is now raised. Such "program" should, in relation with this enaction paradigm, deepen and synthetize the past contributions of the 'distributed cognition' research program to the 'course of action' research program and add new contributions from it. Such deepening, synthesis, and renewal of the contributions to the 'course of action' research program are made easy by the mutual contribution and addition of different theoretical and methodological results obtained by the two research programs. We will present here our personal answer to this question. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The relation between fast and frugal heuristics and the environment is central to the normative project of the ecological rationality proposed by the ABC research group. This is why ecological rationality has been considered as a situated rationality. This paper shows that even if ecological rationality can be seen as situated rationality, this does not imply a situated form of reasoning and, in particular, that the understanding of the ecology of reasoning in this proposal is as static as it is in the standard studies of cognition. Next, the article focuses on showing that characterizing heuristic reasoning in a way that allows us to understand how interactions with the social and material environment are components of the cognitive structure that ground our reasoning is a desirable and viable task, which would allow us to formulate an interactive ecology of reasoning. [ABSTRACT FROM AUTHOR]

The objective of this research was to explore the function of smartphones in the modes of cognition. The research question refers to the modes of cognition associated with the use of mobile devices in a university course. To answer this inquiry, we used an exploratory type study, with a qualitative approach and design of case study with multiple units. The sample consisted of 53 students of the degree in Engineering in Business Management of the Instituto Tecnológico de Hermosillo. To collect the data we used the semi-structured interview, the participant observation, the survey and the analysis of secondary documents. Qualitative data were analyzed using linear and axial coding. The results show the predominance of knowledge modalities such as empirical cognition and distributed cognition, which contrast with the results obtained by other studies on mobile learning and the development of cognitive skills. We conclude that mobile learning induce an empirical cognition, based on the execution of procedures that oscillate between the algorithmic and the heuristic mental activity. [ABSTRACT FROM AUTHOR]

Research addressing collective memory in the Czech context is predominantly based on the constructivist approach laid out by Maurice Halbwachs. This approach can be characterized by an assumption of omnipresent existence of stable structures of meaning with which action is explained. In the existing literature, we can also find alternative approaches based on findings of the cognitive sciences. These approaches can be characterized by searching for neurophysiological invariants which determine the diffusion of cultural representations. With respect to this state of the research field, the aim of this text is twofold. First, to demonstrate that the assumptions highlighting supra-individual semantic structures introduced by the Halbwachsian tradition lead to premature closure of explanation, without taking into account the question of diffusion of semantic structures. Second, to show that the focus on cognitive phenomena (taking into account the question of diffusion of semantic structures) does not have to lead to acceptance of reductionist premises. As a result, this study attempts to suggest an approach which would be able to study collective memory without reliance on supra-individual entities on the one hand and on reductionist assumptions on the other. It seems that the approach of Situational Analysis fits those criteria well and therefore it is introduced in the concluding parts of the text. [ABSTRACT FROM AUTHOR]

Whereas once the conflict within cognitive science was between connectionism and cognitive approach, today "the struggle of fashion" is from the classical and "postcognitivist" approaches to cognition. These "new" approaches to cognitive science, to which we restrict ourselves in this work, agree in rejecting, totally or partially, the classical approach, and call for the necessity to pay attention to aspects that the classical approach has not sufficiently addressed. In this paper we review critically, with the support in the literature, the various labels that refer to what we call postcognitivist approaches and some of its basic postulates through two possible readings, metaphysical and methodological. The objective of this work is not to describe each of the postcognitivists stances separately, but to provide an overview of the current situation within the cognitive sciences. [ABSTRACT FROM AUTHOR]

This paper presents a theoretical and methodological discusssion on a visual etnography that took place in a sports training. We propose an integrated model of expert knowledge that explains the swimmers' and trainers decision-making as part of the Spanish Olympic team. We Stara with an ethnographic data collection that integrates analogical observation, video observation and interviews- The use of analytical tools such as ELAN software puts forward the possibility of measuring social activity not only with statistical models, but also by formalizing the interaction and the production of knowledge. We provide a detailed work of transcription and sistematization of visual patterns. Moreover, we make explicit the arquitectonic principles of ELAN software that build our codification strategy, avoiding the reification of the training process in synchronized swimming. Our results show the rich explanatory power of this mixed research methodology in sport environments, until now dominated by Standard models of research that do not take into account the distributed nature of decision-making in sports. [ABSTRACT FROM AUTHOR]

Copyright of Universidad & Empresa is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Redes is the property of Redes-Revista Hispana para el Analisis de Redes Sociales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Self-regulated learning mainly implies the monitoring and regulation of the own performance for the attainment of personal and educational goals. As a consequence, the student constructs significant learning and usually obtains good academic performance. Self-regulated learning implies a social aspect that includes interactions with peers and teachers who act as co-regulators of learning. The teachers would be the persons in charge of constructing social support inside the classroom, for example creating opportunities for peer collaboration in the accomplishment of the tasks. The notion of distributed cognition allows us to express that we do not think or learn alone, but by collaborating with other people and using cultural tools. We proposed to study self-regulated learning processes and distributed cognition in university students by means of the implementation of two studies of design where 172 students from the Universidad Nacional de Río Cuarto participated in 2007 and 2008. Across the activities and implemented protocols we could analyze the aspects of tasks that favor the students' processes of self-regulation of their performances and their participation in collaborative processes with their partners. Such aspects would be: demands for reflection on problems that they can find in their professional role, tasks that imply some level of control and evaluation, collaborative work, instances of integration of previous knowledge, out-of-school tasks, instances of feedback on the tasks, tasks of metacognitive and motivational reports and tasks with possibilities of review. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the author discusses articles within this issue, including one on socially distributed cognition, one on self-determination, and one on the philosophy of Friedrich Nietzsche.

Copyright of Acta Sociologica (0186-6028) is the property of Instituto de Investigaciones Filosoficas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The debate on the weight of words and images, or else on the digital and the analogical nature, has no place in complex research processes. This paper claims the need to move the methodological debate on audiovisual tools to a theoretical level. We propose an analytical for integration on expert knowledge, together with a codification strategy. We describe the entrance process and the natural history of the hospital unit case study. We also describe the observation setting, the type of analysis performed, and we give some examples of observed expert knowledge. Finally, we pinpoint some risks of audiovisual ethnography and we introduce some possible strategies to overcome them. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Psicología (1669-2438) is the property of Pontificia Universidad Catolica Argentina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this article is to socialize some observations about the process of the textile workers' occupational development belonging to the " Chain of Textile Value " in the Cordoba province, an extensionist experience of the INTI (National Institute of Industrial Technology), whose goal is to transform a chain of family subsistence productive units into a value chain for the production of textile craftwork emulating the concept of "open skies factory." Since 2005, this research team has collaborated with INTI through extension and research experiences. The intervention allowed to know and understand the various stages that the textile workers go through when developing their own occupation. We present stylized instances in this study. [ABSTRACT FROM AUTHOR]