Indiana University: Program in Instructional Systems
Technology![]()
Spring 1998 
Doctoral Seminar in Situated Cognition: R695
| Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational Researcher, 25, 5-11. |
| Barab, S. A., Cherkes, M. J., Swenson, R., Garrett, S., & Shaw, R. E. (under review). Principles of Self Organization: Ecologizing the Learner-Facilitator System. Journal of Learning Sciences. |
| Bransford, J. D., Goldman, S. R. and Vye, N. J. (1991). Making a difference in people's abilities to think: Reflections on a decade of work and some hopes for the future. In L. Okagaki and R. J. Sternberg (Eds.) Directors of Development (pp. 147-180. Hillsdale, NJ: Erlbaum. |
| Bransford, J. D., Franks, J. J., Vye, N. J., & Sherwood, R. D. (1979). New approaches to instruction: Because wisdom can't be told. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 470-497). Cambridge: Cambridge University Press. |
| Bredo, E. (1994). Reconstructing educational psychology: Situated cognition and Deweyian pragmatism. Educational Psychologist, 29(1), 23-35. |
| Brown, J.S., Collins, A, & Duguid, P. (1989). Situated cognition and the culture of learning, Educational Researcher, 18, 32-42. |
| Choi, J-I., & Hannafin, M. J. (1995). Situated cognition and learning environments: Roles, structures, and implications for design. Educational Technology Research and Development, 43, 53-69. |
| Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19 (6), 2-10. |
| Cognition and Technology Group at Vanderbilt. (1992). The Jasper series as an example of anchroed instruction: Theory, program description, and assessment data. Educational Psychologist, 27 (6), 2-10. |
| Cognition and Technology Group at Vanderbilt. (1993). Anchored instruction and situated cognition revisited. Educational Technology, 33, 52-70. |
| Cognitive Science (1993) 17 (1), Jan-March. Special Issue: Situated Action. Norwood, NJ: Ablex. |
| Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In L. B. Resnick (Ed.) Knowing, learning, and instruction: Essays in honor of Robert Glaser, Hillsdale, NJ: Erlbaum. |
| Derry, S. J. (1992). Beyond symbol processing: Expanding horizons for educational psychology. Journal of Educational Psychology, 84, 413-418. |
| di Sessa, A. A. (1988). What will it mean to be "educated" in 2020? In R. S. Nickerson & P. P. Zodhiates (Eds.), Technology in education: Looking toward 2020. Hillsdale, NJ: Erlbaum. |
| Gibson, J. J. (1986). The ecological approach to visual perception. Hillsdale, NJ: Erlbaum. |
| Glaser, R. (1991). Expertise and assessment. In M.C. Wittrock & E.L.Baker (Eds.) Testing and Cognition, (pp.17-30). Englewood Cliffs, NJ: Prentice Hall, |
| Greeno, J. G. (1989). A perspective on thinking. American Psychologist, 44, 134-141. |
| Greeno, J. G. Mathematical and scientific thinking in classrooms and other situations. In D. Halpern (Ed.) Enhancing thinking skills in the sciences and mathematics (pp. 39-61). Hillsdale NJ: Lawrence Earlbaum Associates. |
| Greeno, J. G. (1994). Gibson's affordances. Psychological Review, 101(2), 236-342. |
| Greeno, J. G. (1997). On claims that answer the wrong questions. Educational Researcher, 26, 5-17. |
| Greeno, J. G., & Moore, J. L. (1993). Situativity and symbols: Response to Vera and Simon. Cognitive Science, 17, 49-61. |
| Griffin, M. M. (1995). You can't get there from here: Situated learning, transfer, and map skills. Contrmporary Educational Psychology, 20, 65-87. |
| Lave, J. (1988). The practice of learning: The problem with "context." In S. Chaiklin & J. Lave (Eds.) Understanding practice: Perspectives on activity and context (pp.3-32). Boston, MA.: Cambridge University Press. |
| Law, L.C. (1994). Transfer of Learning: at http://infix.emp.paed.uni-muenchen.de/lsmandl/forschbe/lit32.html |
| McLellan, H. Evaluation in a situated learning environment. Educational Technology, March, 39-45. |
| Perfetto, G. A., Bransford, J.D. & Franks, J. J. (1983). Constraints on access in a problem solving context. Memory and Cognition, 11, 24-31. |
| Perkins, D. N., & Salomon, G. (1989). Are cognitive skills context-bound? Educational Researcher, 18, 16-25. |
| Prawat, R. S. (1995). Misreading Dewey: Reform, projects, and the language game. Educational Researcher, 24, 13-22. |
| Reed, E. S. (1991). Cognition as the cooperative appropriation of affordances. Ecological Psychology, 3(2), 135-158. |
| Roschelle, J. & Clancey, W. J., (1992). Learning as social and neural. Educational Psychologist, 27, 435-453. |
| Roth, W.-M. (1996). Knowledge diffusion in a grade 4-5 classroom during a unit of civil engineering: An analysis of a classroom community in terms of its changing resources and practices. Cognition and Instruction, 14(2), 170-220. |
| Roth, W.-M. (1996). Where is the context in contextual word problems?: Mathematical practices and products in grade 8 students' answers to story problems. Cognition and Instruction, 14(4), 487-527. |
| Roth, W.-M., & Bowen, G. M. (1996). Knowing and interacting: A study of culture, practices, and resources in a grade 8 open-inquiry science classroom guided by a cognitive apprenticeship metaphor. Cognition and Instruction, 13, 73-128. |
| Salomon, G., Perkins, D. N., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20, 2-9. |
| Schoenfeld, A. H. (1988). Problem solving in context(s). In R. I. Charles & E. A. Silver (Eds.), The teaching and assessing of mathematical problem solving, (pp. 83-92). Reston, VA: The National Council of Teachers of Mathematics, Inc. |
| Shanon, B. (1988). Semantic representation of meaning: A critique. Psychological Bulletin, 104(1), 70-83. |
| Shaw, R. E., Effken, J. A., Fajen, B. R., Garrett, S. R., & Morris, A. (1997). An ecological approach to the on-line assessment of problem-solving paths. Instructional Science, 25, 151-166. |
| Slezak, P. Situated cognition: Empirical issue, 'paradigm shift' or conceptual confusion? (am not sure) 806-811. |
| Soloman, G., Perkins, D. N., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational Researcher, 20 (3), 2-9. |
| Turvey, M. T., & Shaw, R. E. (1995). Toward an ecological physics and a physical psychology. In R. L. Solso and D. W. Massaro (Eds.), The science of the mind: 2001 and beyond (pp. 144-169). New York, NY: Oxford. |
| Vera, A. H., & Simon, H. A. (1993). Situated action: A symbolic interpretation. Cognitive Science, 17, 7-49. |
| Whitehead, A.N. (1929). The aims of education and other essays. New York: MacMillan. |
| Young, M. F. (1993). Instructional design for situated learning. Educational Technology Research and Development, 41 (1), 43-58. |
| Young, M. F., Kulikowich, J. M., & Barab, S. A. (1997). The unit of analysis for situated assessment. Instructional Science, 25, 133-150. |
| Young, M. & McNeese, M. (1995). A Situated Cognition Approach to Problem Solving. In J. Flach, P. Hancock, J. Caid, & K. Vicente (Eds.) The Ecology of Human-Machine Systems (pp. 359-391). Hillsdale, NJ: Erlbaum. |
| Dewey, J. (1938,1963). Experience & Education, New York: Collier Macmillan. ISBN# 0-02-013660-9 |
| Kirshner, D. & Whitson, J. A. (1997) Situated Cognition: Social, semiotic, and psychological perspectives. Mahwah, NJ: Erlbaum (ISBN# 0-8058-2038-8) |
| Lave, J. & Wenger (1990). Situated Learning: Legitimate Periferal Practice.New York: Cambridge U. Press. ISBN# 0-521-42374-0 |
| Bruner, J. (1986). Actual Minds, Possible Worlds. Harvard U. Press. |
| Coulter, J. (1989). Mind in Action. Atlantic Highlands, NJ: Humanities Press. (pp.9-54) |
| Chaiklin, S. & Lave, J. (1993). Understanding Practice: Perspectives on Activity and Context. Cambridge: Cambridge U. Press. |
| Clancey., W. J. (1993). Situated action: A neuropsychological interpretation response to Vera and Simon. Cognitive Science, 17, 87-116. |
| Determan, D. K. & Sternberg, R. J. (1993). Transfer on Trial: Intelligence, cognition, and instruction. Norwood, NJ: Ablex. ISBN# 0-89391-826-1 |
| Kelso, J. A. S. (1995). Dynamic Patterns: The self-organization of brain and behavior. Cambridge, MA: MIT Press. 0-262-11200-0 |
| Lakoff, G. (1987). Women, Fire, and Dangerous Things: What categories reveal about the mind. Chicago: U. of Chicago Press. (pp. xi - 11). |
| Lave, J. (1988). Cognition in practice: Mind, mathematics and culture in everyday life. Cambridge, UK: Cambridge University Press. |
| McLellan, H. (1996). Situated Learning Perspectives. Englewood Cliffs, NJ: Educational Technology Publications. |
| Saxe, G. B. (1991). Culture and Cognitive Development: Studies in mathematical understaning. Hillsdale, NJ: Erlbaum. |
| SCANS: U.S. Dept of Labor (1992). Executive Summary |
| Schoenfeld, A. H. & Herrmann, D. J. (1982). Problem perception and knowledge structure in expert and novice mathematical problem solvers. JEP: Learning Memory and Cognition, 8 (5), 484-494. |
| Shanon, B. (1990). Non-representationl frameworks for psychology: A typology. European Journal of Cognitive Psychology, 2(1), 1-22. |
| Shaw, R. E., Kadar, E., Sim, M. & Repperger, D. W. (1992). The intentional spring: A strategy for modeling systems that learn to perform intentional acts. J. of Motor Behavior 24(1), 3-28. |
| Shyu, H. (1997). Anchored instruction for Chinese students: Enhancing attitudes toward mathematics. Int'l J. of Instuctional Media, 24(1), 55-60. |
| Siegler, R. S. & Crowley, K. (1991). The microgenetic method. American Psychologist. 46 (6), 606-620. |