Cognitively active externalization for situated reflection

Shirouzu, Hajime; Miyake, Noriko; Masukawa, Hiroyuki

doi:10.1207/s15516709cog2604_3

Cited by 105 publications

(53 citation statements)

References 23 publications

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“…As Shirouzu et al (2002) argued, a benefit of physical manipulation is that it supports reinterpretation of the visible. This reinterpretation could have happened in the following way: The children naturally collected the pieces into piles and moved them around.…”

Section: Discussionmentioning

confidence: 99%

“…Physical activity may help people adapt the environment and thereby facilitate reinterpretation. People can interact with their environments without exactly knowing the appropriate steps or envisioning the final state (O'Hara & Payne, 1998;Shirouzu, Miyake, & Masukawa, 2002). For example, in the previous fraction problem, the child might haphazardly push two pieces together.…”

Section: Research On Learning Through Physical Actionmentioning

confidence: 99%

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Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts

Martin¹,

2005

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Five studies examined how interacting with the physical environment can support the development of fraction concepts. Nine-and 10-year-old children worked on fraction problems they could not complete mentally. Experiments 1 and 2 showed that manipulating physical pieces facilitated children's ability to develop an interpretation of fractions. Experiment 3 demonstrated that when children understood a content area well, they used their interpretations to repurpose many environments to support problem solving, whereas when they needed to learn, they were prone to the structure of the environment. Experiments 4 and 5 examined transfer after children had learned by manipulating physical pieces. Children who learned by adapting relatively unstructured environments transferred to new materials better than children who learned with "well-structured" environments that did not require equivalent adaptation. Together, the findings reveal that during physically distributed learning, the opportunity to adapt an environment permits the development of new interpretations that can advance learning.

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Section: Discussionmentioning

confidence: 99%

Section: Research On Learning Through Physical Actionmentioning

confidence: 99%

Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts

Martin¹,

2005

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“…This not only provides an opportunity for him to learn but also provides a chance for his peer to correct any oversight in his understanding. In contrast, Other oriented dialogue exchanges (Shirouzu, Miyake, & Masukawa, 2002) happen when one person explains the concept to the other person while they solve the problem together. This type of exchange help the speaker to understand more about the concepts about the particular task at hand.…”

Section: Self-directed Vs Other Directed Learningmentioning

confidence: 99%

Using the Tablet Gestures and Speech of Pairs of Students to Classify Their Collaboration

Viswanathan

VanLehn

2018

IEEE Trans. Learning Technol.

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This thesis is an initial test of the hypothesis that superficial measures suffice for measuring collaboration among pairs of students solving complex math problems, where the degree of collaboration is categorized at a high level. Data were collected in the form of logs from students' tablets and the vocal interaction between pairs of students.Thousands of different features were defined, and then extracted computationally from the audio and log data. Human coders used richer data (several video streams) and a thorough understand of the tasks to code episodes as collaborative, cooperative or asymmetric contribution. Machine learning was used to induce a detector, based on random forests, that outputs one of these three codes for an episode given only a characterization of the episode in terms of superficialfeatures. An overall accuracy of 92.00% (kappa = 0.82) was obtained when comparing the detector's codes to the humans' codes. However, due irregularities in running the study (e.g., the tablet software kept crashing), these results should be viewed as preliminary.

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“…In order to answer this question, Miyake and her colleagues focused on individuals to understand the integrated effects of collaboration, while keeping the basic scope of analyses on the pair. In one of their studies, the task was to color the area of 2/3 of 3/4 of a piece of square paper (Shirouzu, Miyake, & Masukawa, 2002). This task can be correctly executed either by calculation and coloring, or by folding or marking the paper to get the area to color.…”

Section: Constructive Interaction As a Mechanism For Collaborative Lementioning

confidence: 99%

“…This role division of monitoring and task-doing alternated between the participants during the course of their interaction, giving each participant a chance to elevate his or her own reflective processes during the joint problem solving trials (Shirouzu et al, 2002).…”

Section: Constructive Interaction As a Mechanism For Collaborative Lementioning

confidence: 99%

A Collaborative Approach to Teaching Cognitive Science to Undergraduates: The Learning Sciences as a Means to Study and Enhance College Student Learning

Miyake

Shirouzu

2006

PSYCHOLOGIA -An International Journal of Psychological Sciences

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This paper reports on a new movement in cognitive studies that focuses on understanding and promoting collaborative learning. First, learning goals are redefined and a theoretical explanation of how collaboration works to achieve such goals is provided. A laboratory study to test this theoretical framework is then described. The study was integrated within a two-year curriculum which teaches introductory cognitive science, and which uses technological tools to enhance teaching and learning processes and outcomes. Two classes are described: one using a technique called "the jigsaw method" to teach the construct of semantic memory, and the other using a more complex design called "the dynamic jigsaw" to facilitate sophomores learning how to integrate 24 research findings into a coherent view of cognitive science. The results to date are promising while at the same time stimulating new research questions about how college students may be helped in their acquisition of not just basic academic knowledge but also skills for selfdirected learning and collaborative work.Key words: learning sciences, collaborative learning, the jigsaw method, mechanisms of constructive interactionRecently, a new research field called "learning sciences" has been gaining popularity and redefining instructional practices worldwide. Learning sciences seek to establish theoretical understandings of what learning is, and to promote higher levels of learning. They iteratively refine learning-related theories and demonstrate the effectiveness of the devised methods through actual practices (Bransford, Brown, & Cocking, 1999;Bransford & Donovan, 2005;Miyake & Shirouzu, 2003).Studies of how people can effectively learn have a long tradition because human beings have constantly been required to re-structure old experiences and to accommodate them to new situations. However, in the current age, where rapid changes are the norm, the degree to which this requirement occurs has increased more than ever. Students, for example, are required not only to acquire routine knowledge but also to apply what they learn to new situations, outside of school and in a distant future. To meet such requirements, new learning studies need new research methods which differ from those used in laboratory-based, conventional learning studies (Brown, 1992;Collins, 1992).

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Cognitively active externalization for situated reflection

Cited by 105 publications

References 23 publications

Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts

Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts

Using the Tablet Gestures and Speech of Pairs of Students to Classify Their Collaboration

A Collaborative Approach to Teaching Cognitive Science to Undergraduates: The Learning Sciences as a Means to Study and Enhance College Student Learning

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