7 Matching Annotations
  1. Sep 2018
  2. newclasses.nyu.edu newclasses.nyu.edu
    1. 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.

    1. 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.

    2. action-orientation

      Does this mean, doing research for creating and designing rather than just publishing?

    3. 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.
    4. contextualizatio

      What is this referring to?

    5. 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?

    6. 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.