Meaning, Mind and Communication

Zlatev, Jordan; Sonesson, Göran; Konderak, Piotr

doi:10.3726/978-3-653-04948-0

Cited by 12 publications

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“…Perhaps the Saussurian view on the nature of a system of (linguistic) signs is an even better illustration of internal or "intra-systemic" factors -seeSaussure 1959. 5 Th e fi rst anthology in cognitive semiotics(Zlatev, Sonesson, Konderak 2016) provides a decent overview of the multiplicity of approaches within cognitive semiotics.…”

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confidence: 99%

Towards an integration of two aspects of semiosis – A cognitive semiotic perspective

Konderak

2021

SSS

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Meaning-making processes, understood hierarchically, in line with the Semiotic Hierarchy framework, change on various timescales. To account for and predict these changes, one can take a cognitive view on semiosis. I adopt an interdisciplinary approach combining semiotic studies and cognitive studies in an attempt to account for meaning-making activity and to predict the course of semiosis. In this context, I consider meaning-making activity as shaped by both “external” (to a semiotic system) as well as “internal” factors. I also show how both the “external” and “internal” sources of the dynamicity of meaning-making should be framed in terms of studies on cognition. I start with a non-standard, 4e approach to meaning-making. According to this framework, meaning-making processes are constituted by (and not just dependent on) environmental and bodily factors. The dynamicity of semiosis can be accounted for in terms of an experiencing, embodied subject (agent) enacting her/his/its own domain of meaningful phenomena. As I argue, this perspective on meaning-making is the cognitive foundation of the first two levels of the Semiotic Hierarchy. In the following sections I present the Peircean view on signs and semiosis, according to which semiosis is a result of the very nature of a sign and a sign system. In this view, the dynamicity of semiosis has primarily “internal” sources: it stems from the unavoidable fallibility of interpretation and synechism of signs. As I show, this aspect of semiosis can be addressed by means of standard (cognitivist) cognitive science and by means of cognitive modelling. Ultimately, I sketch a proposal of an attempt to develop a uniform cognitive framework allowing for integration of the above-mentioned aspects of semiosis – a framework based on Rowlands’ idea of the Amalgamated Mind.

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confidence: 99%

Towards an integration of two aspects of semiosis – A cognitive semiotic perspective

Konderak

2021

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Chapter 14. Black and white linguistic category entrenchment in English

Sandford

2018

Progress in Colour Studies

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CalMe: A Tangible Environment To Enhance Pupils Group Work Regulation

Bertolo,

Faedda,

Olry

et al. 2024

ACM Trans. Comput.-Hum. Interact.

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A large number of studies highlight the importance of regulation in collaborative learning. Nevertheless, only some studies describe how to get or support pupils to learn to regulate group work in school. In this context, we aim to understand if a specifically designed tangible environment can promote a regulated collaboration process during a face-to-face activity in school. Therefore, we conducted a two-year design-based research (DBR) study. This article describes the DBR cycles in detail and the steps we have executed to develop, test, implement, and evaluate a set of tangible artifacts called CalMe (for Collective attention led by a Mediated environment). First, we identified three specific dimensions that interfere with collaborative learning in the classroom: team building and collective decision-making, task regulation awareness, and oversolicitation limitation. Second, we proposed design choices leading to the first iteration of a CalMe device that meets these needs. We then assessed usability and acceptability before the pedagogical validation steps. Third, through a pilot study, we evaluated the pedagogical potential of the second iteration of the CalMe device in a real context of use in an elementary school class. We collected and analyzed data from surveys, focus groups, log data, and video recordings through all the steps. Moreover, to allow for duplication of the study, we propose and detail our methodological approach. This study shows an empirical example of a DBR process that allows responding as closely as possible to the needs of both pupils and teachers. This work also provides input to teachers regarding a better understanding of collaborative problem-solving activities. Although there is still room for improvement on specific dimensions related to task regulation, such as better management of ambient noise or work tempo, the results indicate that the CalMe device allows for a regulated collaboration process in schools. It shows an HCI design process that can be an example of how to influence classroom activities through technology to promote positive collaborative learning experiences.

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Meaning, Mind and Communication

Abstract: A cognitive semiotic perspective on the nature and limitations of concepts andconceptual frameworks.

Cited by 12 publications

References 0 publications

Towards an integration of two aspects of semiosis – A cognitive semiotic perspective

Towards an integration of two aspects of semiosis – A cognitive semiotic perspective

Chapter 14. Black and white linguistic category entrenchment in English

CalMe: A Tangible Environment To Enhance Pupils Group Work Regulation

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