- Sep 2018
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newclasses.nyu.edu newclasses.nyu.eduKawulich1
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Forexample,theyreportthatmoredatahasbeencollectedaboutpolitical/religiousactivitiesthanabouteating/sleepingactivities,becausethepolitical/religiousactivitiesaremoreinterestingtoresearchersthaneating/sleepingactivities;yet,theamountoftimetheculturalmembersspentonpolitical/religiousactivitieswaslessthan3%,whiletheamountoftimetheyspenteating/sleepingwasgreaterthan60%.
This is such an interesting point. Observations can be accurate, but still misleading, if they aren't representative of the importance or frequency of activities.
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newclasses.nyu.edu newclasses.nyu.edu
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Theories of situated activity, co-construction of knowledge, and distributed intelligence helped connect learning to its contexts.
This is a nice (very brief) summary with links to more information.
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action-orientation
Does this mean, doing research for creating and designing rather than just publishing?
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On the other hand, you had the situated view, which helped establish a contextu-alized science for learning, in which learning at the minimum required investigating the social and cultural contexts of learning, and at the maximum treated learning as inherently a phenomenon not in the head but in the relationships between person and their context.
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contextualizatio
What is this referring to?
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pseudo-science
Is this because behaviorists believed that you can't scientifically observe and measure a mental event with the kind of rigor as you could a behavior?
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epiphenomena
A Mind-Body philosophy position that mental events are viewed as completely dependent on physical functions and, as such, have no independent existence or causal efficacy; it is a mere appearance.
So, a strict behaviorist might doubt that thoughts even exist, and that they are just products or "appearances" of a physical behavior or condition.
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