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Preface: Distributed Cognition and Educational Practice
Article

, University of Crete, Greece ; , , University of Twente

Journal of Interactive Learning Research Volume 13, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Traditionally, cognition has been treated as residing in the head, as being a property of the individual mind. To a large extent, current psychological and educational practice is founded upon this conception of cognition. Nevertheless, in recent years and in cognitive traditions such as educational psychology and cognitive science it has been advocated that cognition does not reside only in the head. Rather, it is suggested that cognition extends beyond the skin, essentially being distributed along two main dimensions; material and social. Assuming that an individual is performing a certain task, the material dimension of the distribution refers to the incorporation of all kinds of mental and physical artifacts in which cognition is encapsulated. On the other hand, the social dimension of the distribution of cognition refers to the involvement of social others who provide assistance in many ways during task execution by functioning as cognitive resources.

Citation

Karasavvidis, I., Kommers, P. & Stoyanova, N. (2002). Preface: Distributed Cognition and Educational Practice. Journal of Interactive Learning Research, 13(1), 5-9. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved September 15, 2019 from .

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