Discursive Psychology and Educational Technology: Beyond the Cognitive Revolution

Autor/in	Friesen, Norm
Titel	Discursive Psychology and Educational Technology: Beyond the Cognitive Revolution
Quelle	In: Mind, Culture, and Activity, 16 (2009) 2, S.130-144 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-9039
Schlagwörter	Constructivism (Learning); Psychological Studies; Educational Technology; Psychology; Natural Language Processing; Memory; Models; Computational Linguistics; Computer Science; Information Processing; Electronic Learning; Cognitive Psychology; Computers; Social Action; Interpersonal Relationship; Artificial Intelligence + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Psychologie; Natürliche Sprache; Gedächtnis; Analogiemodell; Linguistics; Computerlinguistik; Informatik; Informationsverarbeitung; Kognitive Psychologie; Digitalrechner; Soziales Handeln; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Künstliche Intelligenz
Abstract	As an alternative to dominant cognitive-constructivist approaches to educational technology, this article makes the case for what has been termed a discursive, or postcognitive, psychological research paradigm. It does so by adapting discursive psychological analyses of conversational activity to the study of educational technology use. It applies these modified techniques specifically to discursive interactions with chatbots or intelligent agents, and to the theories commonly associated with them. In doing so, it presents a critique of notions of human-computer "indistinguishability" or equality as they have been articulated from Alan Turing to Reeves and Nass, and it sketches an alternative account of the potential and limitations of this technology. In divergence from Turing and Reeves and Nass, human discourse generated through encounters with natural language interfaces is seen as emphasizing the issue of conversation itself, foregrounding the achievement of common discursive aims and projects, rather than illuminating the internal states of either interlocutor. Mind and cognition, correspondingly, are revealed as phenomena "accomplished" through contingent social activity, rather than as computational processes concealed within or distributed between mind and machine. (Contains 1 figure and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10