Read
- Michael Cole, Cultural Psychology: A Once and Future Discipline. Introduction and Chapters 1-4.
Goal: To further the theoretical discussion about cognitive-cultural-communicative (C3) processes and systems by research and argument.
Your paper should be of one of the following types:
Egregious failure to follow formatting guidelines will result in an automatic failing grade on the assignment at the discretion of the instructor.
Due 4/30, in class and online via Turnitin.com. You will have to give a relatively informal presentation of your paper.
This project is optional. You can choose to do it or to complete the Video Ethnography Project.
Goal: The goals of this project are to document how real people on campus or in the local area engage in some meaningful activity. You should have already made contact with the people in an interesting activity setting for your earlier projects. If those contacts are still working, collect your video there. If, for some reason you cannot, or choose not to, collect video in that setting, you should quickly find another setting where you can collect video data.
Getting Started: I strongly recommend you re-read many of the methodological readings associated with ethnography, participant observation, and cognitive ethnography as you carry out this project. I especially recommend you have another look at Robert F. Williams, “Using Cognitive Ethnography to Study Instruction” and Lindlof & Taylor, “Participating, Observing, and Recording Social Action”.
Directions:
Directions:
Maximum 1000 words of text for your analysis. Attach the index, transcript, and any additional figures and tables.
Due 4/30, in class. You will have to give a relatively informal presentation of your project. If you have received consent to use the video in a classroom setting, you may show clips if you bring them in a suitable format. (Please make arrangements ahead of time.)
This project is optional. You can choose to do it or to complete the Theoretical Research Paper assignment.
Each week will include certain reading assignments, activities, or both. These activities supplement our main texts by focuses primarily on the methods of research. Consult the weekly schedule to determine reading assignments. Here are all of the major activities:
Note: For most of these projects, you will have to obtain informed consent.
Credit to Ed Hutchins from whom I’ve adapted some of these project ideas and taken some of the text for the directions.
Goal: To find and document cultural models used in the construction of meaningful passages in your interview.
Directions:
Maximum 1000 words of text. You can include additional figures and tables if they contribute to the description.
Due 4/2
Credit to Ed Hutchins from whom I’ve adapted this project idea and taken some of the text for the directions.
Goal: To learn how to conduct an interview, and transcribe an audio recording.
Getting Started: You need to read Lindlof & Taylor, “Qualitative Interviewing”.
Directions:
REMEMBER: NO INFORMED CONSENT means NO GRADE.
Due 3/19: Turn in your index and transcription.
Part 2: Describe and Analyze Cultural Models
Credit to Ed Hutchins from whom I’ve adapted this project idea and taken some of the text for the directions.
Goal: To learn how to attend to the details of the world of everyday activities.
Directions:
I assume you will use a digital camera for this assignment. The camera in your phone will even be fine, if it has sufficient resolution and a flash (if needed). If you do not have access to a digital camera, you can purchase an inexpensive disposable camera and have the film developed at, e.g., a CVS or Walgreens.
Maximum 800 words of text. Additional figures and tables (if they contribute to the description) are not included in the word count.
Due: 2/26
Note: NO INFORMED CONSENT means NO GRADE.
Download: Informed Consent Form
Credit to Ed Hutchins from whom I’ve adapted this project idea and taken some of the text for the directions.
All research using human and animal research subjects is subjected to oversight to protect the research subjects from unacceptable harms. In the case of research on human beings, a cornerstone of research ethics is the concept of informed consent. Your research subjects must consent to being a part of your study, and they must be informed about the nature of any risks involved. Human subjects research is reviewed by the Institutional Review Board (IRB) and the Office of Research Compliance (ORC).
The research activities in this class will be conducted under the terms of an application that Professor Brown submitted to the ORC. This application covers the Photo Documentation and Interview activities, as well as the optional Video Ethnography project. You must follow all of the instructions on the project page and on this page.
Download and print enough of the forms to take with you to do your data collection.
Credit to Ed Hutchins from whom I’ve adapted these project ideas and taken some of the text for the directions.
This week in CCC we’re reading the first part of Jean Lave’s Cognition in Practice (1988). Lave is one of the major figures in the area of so-called “Situated Cognition.” This sounds to my ear a little bit like the less conservative “Embedded Cognition” approaches which emphasize that environmental situatedness is important for understanding cognition, without thinking that features of the situation are constitutive of cognition. It is clear from the get-go that this is not in fact Lave’s view:
It will be argued here… that a more appropriate unit of analysis is the whole person in action, acting with the settings of that activity. This shifts the boundaries of activity well outside the skull and beyond the hypothetical economic actor, to persons engaged with the world…
It is within this framework that the idea of cognition as stretched across mind, body, activity and setting begins to make sense. (p. 17-18, emphasis added)
I am drawn back (no surprise) to John Dewey. John Dewey says, in the preface of his 1938 Logic, that throughout the work he refers to “inquiry” where he had previously referred to “thinking.” Perhaps we could adapt his definition of “inquiry” as a definition of “cognition” for situated cognition theory:
[Cognition] is the directed or controlled transformation of an indeterminate situation into a determinately unified one. (“The Pattern of Inquiry,” Logic, 1938, LW 12).
Could be a start.