On distinguishing epistemic from pragmatic action

Kirsh, David

doi:10.1016/0364-0213(94)90007-8

Cited by 265 publications

(207 citation statements)

References 10 publications

(10 reference statements)

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“…They have to consciously look for the information, which, in the ATR 72-600 associated flow, would be integrated into their kinetic melodies. These observations are consistent with research concerning complex environments, cognitive models that rely on the interpretation of representations lead to (re-) action speeds that are too slow; an alternate model where presentations directly lead to next actions, on the other hand, better fit actual speeds (Kirsh and Maglio 1994). In the cockpit, there are not only visual presentations but also auditory ones.…”

Section: Pilots Experience Presentations Rather Than Representationssupporting

confidence: 76%

“…The former constitutes ergotic, work-related, the latter the symbolic functions of movements. It has been shown that such ergotic actions are used to bring about changes in the world such that the problem-solving task becomes easier rather than being used to implement plans or reactions (Kirsh and Maglio 1994). These are then epistemic movements.…”

Section: Discussionmentioning

confidence: 99%

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How a cockpit forgets speeds (and speed-related events): toward a kinetic description of joint cognitive systems

Roth

Mavin

Munro³

2014

Cogn Tech Work

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Two seminal papers investigating the cognition involved in navigating modern, multi-crew aircraft developed a joint cognitive system approach while focusing on how a cockpit calculates and remembers speed (Henriqson et al. in Cogn Technol Work 13:217-231, 2011; Hutchins in Cogn Sci 19(3):265-288, 1995b). Although the joint cognitive systems approach constituted an advance over more traditional approaches focusing on individual pilot performances, both fall short of describing the cockpit joint cognitive system. Based on extensive ethnographic dataincluding recorded modified think-aloud protocols, debriefing sessions following (recorded) simulator biannual simulator assessments, and simulator performances followed by stimulated recall using simulator recordings-we show that a considerable amount of flying involves bodily and embodied knowledge sequentially and temporally organized in flows (kinetic melodies). These become apparent when pilots are asked to fly multiple aircraft (mixed-fleet flying), where the flow patterns from one cockpit are triggered in a physically and cognitively different cockpit. Focusing on embodied flows (kinetic melodies) allows us to highlight how cockpits forget speeds and how they fail to calculate the required speeds and speed-related events.

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Section: Pilots Experience Presentations Rather Than Representationssupporting

confidence: 76%

Section: Discussionmentioning

confidence: 99%

How a cockpit forgets speeds (and speed-related events): toward a kinetic description of joint cognitive systems

Roth

Mavin

Munro³

2014

Cogn Tech Work

View full text Add to dashboard Cite

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“…Kirsch and Maglio [32] distinguish between two types of actions: pragmatic and epistemic. Pragmatic actions are defined as those whose primary function is to bring the individual closer towards a goal state.…”

Section: Manipulating Perceptual Informationmentioning

confidence: 99%

Tangibles for learning: a representational analysis of physical manipulation

Manches

O’Malley

2011

Pers Ubiquit Comput

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Manipulatives-physical learning materials such as cubes or tiles-are prevalent in educational settings across cultures and have generated substantial research into how actions with physical objects may support children's learning. The ability to integrate digital technology into physical objects-so-called 'digital manipulatives'-has generated excitement over the potential to create new educational materials. However, without a clear understanding of how actions with physical materials lead to learning, it is difficult to evaluate or inform designs in this area. This paper is intended to contribute to the development of effective tangible technologies for children's learning by summarising key debates about the representational advantages of manipulatives under two key headings: offloading cognition-where manipulatives may help children by freeing up valuable cognitive resources during problem solving, and conceptual metaphors-where perceptual information or actions with objects have a structural correspondence with more symbolic concepts. The review also indicates possible limitations of physical objects-most importantly that their symbolic significance is only granted by the context in which they are used. These arguments are then discussed in light of tangible designs drawing upon the authors' current research into tangibles and young children's understanding of number.

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“…Bandura (1986) called this agentic three-way interaction a 'triadic reciprocality'-a notion comparable to Black and Wiliam's (2009) aforementioned conception of "a formative interaction" (p. 11). The process of active agency is well expressed by Kirsh and Maglio (1995), who use the term "epistemic actions", i.e., conscious self-regulatory actions, such as social interaction (e.g., discourse) and environmental structuring (e.g., adjusting noise or temperature), allowing individuals to access the information they need to more effectively achieve learning outcomes.…”

Section: Internalization Environment Interaction and Experiencementioning

confidence: 99%

Formative Assessment: Assessment Is for Self-regulated Learning

2012

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The article draws from 199 sources on assessment, learning, and motivation to present a detailed decomposition of the values, theories, and goals of formative assessment. This article will discuss the extent to which formative feedback actualizes and reinforces self-regulated learning (SRL) strategies among students. Theoreticians agree that SRL is predictive of improved academic outcomes and motivation because students acquire the adaptive and autonomous learning characteristics required for an enhanced engagement with the learning process and subsequent successful performance. The theory of formative assessment is found to be a unifying theory of instruction, which guides practice and improves the learning process by developing SRL strategies among learners. In a postmodern era characterized by rapid technical and scientific advance and obsolescence, there is a growing emphasis on the acquisition of learning strategies which people may rely on across the entire span of their life. Research consistently finds that the self-regulation of cognitive and affective states supports the drive for lifelong learning by: enhancing the motivational disposition to learn, enriching reasoning, refining meta-cognitive skills, and improving performance outcomes. The specific purposes of the article are to provide practitioners, administrators and policy-makers with: (a) an account of the very extensive conceptual territory that is the 'theory of formative assessment' and (b) how the goals of formative feedback operate to reveal recondite learning processes, thereby reinforcing SRL strategies which support learning, improve outcomes and actualize the drive for lifelong learning. OverviewThe paper advances the proposition that the theory and practice of formative assessment combines cognition, social, and cultural theories which guide instructional methods and drive self-regulated strategies and lifelong learning competences among learners. The first Educ Psychol Rev (2012) 24:205-249

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On distinguishing epistemic from pragmatic action

Cited by 265 publications

References 10 publications

How a cockpit forgets speeds (and speed-related events): toward a kinetic description of joint cognitive systems

How a cockpit forgets speeds (and speed-related events): toward a kinetic description of joint cognitive systems

Tangibles for learning: a representational analysis of physical manipulation

Formative Assessment: Assessment Is for Self-regulated Learning

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