A Theory Bite on Contextualizing, Framing, and Positioning: A Companion to Son and Goldstone

James G. Greeno

70 citations0/0 files storedCognition and Instruction

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Visual and Cognitive Learning Processes Science Education and Pedagogy Innovative Teaching and Learning Methods

Abstract

Son and Goldstone (2009) Son, J. Y. and Goldstone, R. L. 2009. Contextualization in perspective. Cognition and Instruction, 27: 51–89. [Taylor & Francis Online], [Web of Science ®] , [Google Scholar] provided orienting activities intended to increase personal engagement, and these activities reduced participants' transfer based on concepts of signal detectability theory. I offer a theoretical interpretation that differs from theirs. First, instead of assuming that activity is contextualized in some conditions and not in others, I assume that activity always occurs in some context, or framing. Second, instead of hypothesizing that generality is achieved by ignoring features of specific situation, I adopt the classical hypothesis (e.g., from Judd, 1908 Judd, C. H. 1908. The relation of special training to general intelligence. Educational Review, 36: 171–192. [Google Scholar]; Wertheimer, 1945/1959) that generality results from framing in which specific features are organized in a particular way that includes conceptual structure. Third, although I agree that an enactive positional framing, with more personal engagement, can result in a narrower depth of field, I hypothesize that what is enhanced or inhibited by enactive positioning depends on the activity, so that if activity is focused on conceptual structures (for example, in constructing explanations as studied by Chi et al., 1989 Chi, M. T. H., Bassok, M., Lewis, M. W., Reimann, P. and Glaser, R. 1989. Self-explanations: How students study and use examples in learning to solve problems. Cognitive Science, 13: 145–182. [Crossref], [Web of Science ®] , [Google Scholar]) personal engagement could increase generality of learning.

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References

1975Frame Analysis: An Essay on the Organization of Experience.2004What Video Games Have to Teach Us about Learning and Literacy 1998Comprehension: A Paradigm for Cognition 1975Frame Analysis: An Essay on the Organization of Experience.1999Identity and agency in cultural worlds 1981Situations and Attitudes 1989Self-explanations: How students study and use examples in learning to solve problems 1989Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems

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