Skip to main content

Theories of cognition in CSCW

  • Conference paper
  • First Online:

Abstract

There are many theories useful for framing CSCW research and they may in principle be irreducible to a single theory. CSCW research explores questions involving numerous distinct—though interacting—phenomena at multiple levels of description. The useful approach may be to clearly distinguish levels such as individual, small-group and community units of analysis, and to differentiate terminology for discussing these different levels. Theory in general has evolved dramatically over the ages, with a trend to extend the unit of cognition beyond the single idea or even the individual mind. Seminal theoretical works influential within CSCW suggest a post-cognitive approach to group cognition as a complement to analyzing cognition of individuals and of communities of practice.

This is a preview of subscription content, log in via an institution.

Buying options

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   129.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   169.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   169.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Adams, F., & Aizawa, K. (2008). The bounds of cognition. Malden, MA: Blackwell.

    Google Scholar 

  • Bakhtin, M. (1986). Speech genres and other late essays (V. McGee, Trans.). Austin, TX: University of Texas Press.

    Google Scholar 

  • Carroll, J. (Ed.). (2003). HCI models, theories and frameworks: Toward a multidisciplinary science. San Francisco, CA: Morgan Kaufmann Publishers.

    Google Scholar 

  • Chomsky, N. (1959). Review of verbal behavior, by B. F. Skinner. Language. 35(1), 26–57.

    Article  Google Scholar 

  • Chomsky, N. (1969). Aspects of a theory of syntax. Cambridge, MA: MIT Press.

    Google Scholar 

  • Clark, H. (1996). Using language. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Clark, H., & Brennan, S. (1991). Grounding in communication. In L. Resnick, J. Levine & S. Teasley (Eds.), Perspectives on socially shared cognition. (pp. 127–149). Washington, DC: APA.

    Chapter  Google Scholar 

  • Descartes, R. (1633/1999). Discourse on method and meditations on first philosophy. New York, NY: Hackett.

    Google Scholar 

  • Dillenbourg, P. (1999). What do you mean by "Collaborative learning"? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches. (pp. 1–16). Amsterdam, NL: Pergamon, Elsevier Science.

    Google Scholar 

  • Dillenbourg, P., Baker, M., Blaye, A., & O’Malley, C. (1996). The evolution of research on collaborative learning. In P. Reimann & H. Spada (Eds.), Learning in humans and machines: Towards an interdisciplinary learning science. (pp. 189–211). Oxford, UK: Elsevier.

    Google Scholar 

  • Donald, M. (1991). Origins of the modern mind: Three stages in the evolution of culture and cognition. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Dourish, P. (2001). Where the action is: The foundations of embodied interaction. Cambridge, MA: MIT Press.

    Google Scholar 

  • Ehn, P. (1988). Work-oriented design of computer artifacts. Stockholm, Sweden: Arbetslivscentrum.

    Google Scholar 

  • Engeström, Y. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki, Finland: Orienta-Kosultit Oy.

    Google Scholar 

  • Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen & R.-L. Punamäki (Eds.), Perspectives on activity theory. (pp. 19–38). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Engeström, Y. (2008). From teams to knots. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Floyd, C. (1992). Software development and reality construction. In C. Floyd, H. Zuellinghoven, R. Budde & R. Keil-Slawik (Eds.), Software development and reality construction. (pp. 86–100). Berlin, Germany: Springer Verlag.

    Google Scholar 

  • Gadamer, H.-G. (1960/1988). Truth and method. New York, NY: Crossroads.

    Google Scholar 

  • Garfinkel, H. (1967). Studies in ethnomethodology. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Garfinkel, H. (2006). Seeing sociologically: The routine grounds of social action. Boulder, CO: Paradigm Publishers.

    Google Scholar 

  • Gee, J. P. (1992). The social mind: Language, ideology, and social practice. New York, NY: Bergin & Garvey.

    Google Scholar 

  • Grudin, J. (1994). Eight challenges for developers. Communications of the ACM. 37(1), 93–105.

    Article  Google Scholar 

  • Guribye, F. (2005). Infrastructures for learning: Ethnographic inquiries into the social and technical conditions of education and training. Unpublished Dissertation, Ph.D., Department of Information Science and Media Studies, University of Bergen. Bergen, Norway.

    Google Scholar 

  • Hegel, G. W. F. (1807/1967). Phenomenology of spirit (J. B. Baillie, Trans.). New York, NY: Harper & Row.

    Google Scholar 

  • Heidegger, M. (1927/1996). Being and time: A translation of Sein und Zeit (J. Stambaugh, Trans.). Albany, NY: SUNY Press.

    Google Scholar 

  • Hollan, J., Hutchins, E., & Kirsh, D. (2000). Distributed cognition: Toward a new foundation of human-computer interaction research. ACM Transactions on Computer-Human Interaction. 7(2), 174–196.

    Article  Google Scholar 

  • Hopper, R. (1992). Telephone conversation. Bloomington, IN: Indiana University Press.

    Google Scholar 

  • Husserl, E. (1936/1989). The origin of geometry (D. Carr, Trans.). In J. Derrida (Ed.), Edmund Husserl’s origin of geometry: An introduction. (pp. 157–180). Lincoln, NE: University of Nebraska Press.

    Google Scholar 

  • Hutchins, E. (1996). Cognition in the wild. Cambridge, MA: MIT Press.

    Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.

    Google Scholar 

  • Jones, C., Dirckinck-Holmfeld, L., & Lindström, B. (2006). A relational, indirect, meso-level approach to CSCL design in the next decade. International Journal of Computer-Supported Collaborative Learning. 1(1), 35–56. Doi: http://dx.doi.org/10.1007/s11412–006–6841–7

    Article  Google Scholar 

  • Kant, I. (1787/1999). Critique of pure reason. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Kaptelinin, V., & Nardi, B. A. (2006). Acting with technology: Activity theory and interaction design. Cambridge, Mass.: MIT Press.

    Google Scholar 

  • Kershner, R., Mercer, N., Warwick, P., & Staarman, J. K. (2010). Can the interactive whiteboard support young children’s collaborative communication and thinking in classroom science activities? International Journal of Computer-Supported Collaborative Learning. 5(4).

    Google Scholar 

  • Latour, B. (1992). Where are the missing masses? The sociology of a few mundane artifacts. In W. E. Bijker & J. Law (Eds.), Shaping technology/building society. (pp. 225–227). Cambridge, MA: MIT Press.

    Google Scholar 

  • Latour, B. (2007). Reassembling the social: An introduction to actor-network-theory. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Linell, P. (2001). Approaching dialogue: Talk, interaction and contexts in dialogical perspectives. New York, NY: Benjamins.

    Google Scholar 

  • Linell, P. (2009). Rethinking language, mind, and world dialogically: Interactional and contextual theories of human sense-making. Charlotte, NC: Information Age Publishing.

    Google Scholar 

  • Looi, C.-K., So, H.-j., Toh, Y., & Chen, W. (2011). CSCL in classrooms: The Singapore experience of synergizing policy, practice and research. International Journal of Computer-Supported Collaborative Learning.

    Google Scholar 

  • Marx, K. (1867). Das Kapital: Kritik der politischen Oekonomie (Vol. I). Hamburg, Germany: Otto Meisner.

    Google Scholar 

  • Maturana, H. R., & Varela, F. J. (1987). The tree of knowledge: The biological roots of human understanding. Boston, MA: Shambhala.

    Google Scholar 

  • Mead, G. H. (1934/1962). Mind, self and society. Chicago, IL: University of Chicago Press.

    Google Scholar 

  • Mercer, N. (2000). Words and minds. How we use language to think together: Routledge.

    Google Scholar 

  • Plato. (340 BC/1941). The republic (F. Cornford, Trans.). London, UK: Oxford University Press.

    Google Scholar 

  • Polanyi, M. (1966). The tacit dimension. Garden City, NY: Doubleday.

    Google Scholar 

  • Robbins, P., & Aydede, M. (Eds.). (2009). The Cambridge handbook of situated cognition. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Rogoff, B. (1995). Sociocultural activity on three planes. In B. Rogoff, J. Wertsch, P. del Rio & A. Alvarez (Eds.), Sociocultural studies of mind. (pp. 139–164). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Sacks, H. (1962/1995). Lectures on conversation. Oxford, UK: Blackwell.

    Google Scholar 

  • Sacks, H., Schegloff, E. A., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language. 50(4), 696–735. Web: www.jstor.org.

    Article  Google Scholar 

  • Scardamalia, M., & Bereiter, C. (1996). Computer support for knowledge-building communities. In T. Koschmann (Ed.), CSCL: Theory and practice of an emerging paradigm. (pp. 249–268). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Schatzki, T. R., Knorr Cetina, K., & Savigny, E. v. (Eds.). (2001). The practice turn in contemporary theory. New York, NY: Routledge.

    Google Scholar 

  • Schegloff, E. A. (2007). Sequence organization in interaction: A primer in conversation analysis. Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Schmidt, K., & Bannon, L. (1992). Taking CSCW seriously: Supporting articulation work. CSCW. 1(1), 7–40.

    Google Scholar 

  • Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York, NY: Basic Books.

    Google Scholar 

  • Sfard, A. (2008). Thinking as communicating: Human development, the growth of discourses and mathematizing. Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Shannon, C., & Weaver, W. (1949). The mathematical theory of communication. Chicago, IL: University of Illinois Press.

    MATH  Google Scholar 

  • Stahl, G. (2006). Group cognition: Computer support for building collaborative knowledge. Cambridge, MA: MIT Press. Web: http://GerryStahl.net/mit/.

    Google Scholar 

  • Stahl, G. (2009). Studying virtual math teams. New York, NY: Springer. Web: http://GerryStahl.net/vmt/book Doi: http://dx.doi.org/10.1007/978–1-4419–0228–3.

    Book  MATH  Google Scholar 

  • Stahl, G. (2010a). Group cognition as a foundation for the new science of learning. In M. S. Khine & I. M. Saleh (Eds.), New science of learning: Cognition, computers and collaboration in education. (pp. 23–44). New York, NY: Springer. Web: http://GerryStahl.net/pub/scienceoflearning.pdf.

    Google Scholar 

  • Stahl, G. (2010b). Guiding group cognition in CSCL. International Journal of Computer-Supported Collaborative Learning. 5(3), 255–258. Doi: http://dx.doi.org/10.1007/s11412–010–9091–7.

    Article  Google Scholar 

  • Stahl, G. (2010c). Marx and Heidegger. Philadelphia. PA: Gerry Stahl at Lulu. Web: http://GerryStahl.net/elibrary/marx.

    Google Scholar 

  • Stahl, G. (2010d). Tacit and explicit understanding. Philadelphia, PA: Gerry Stahl at Lulu. Web: http://GerryStahl.net/elibrary/tacit.

    Google Scholar 

  • Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences. (pp. 409–426). Cambridge, UK: Cambridge University Press. Web: http://GerryStahl.net/elibrary/tacit.

    Google Scholar 

  • Suchman, L. (1987). Plans and situated actions: The problem of human-machine communication. Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Teasley, S. D., & Roschelle, J. (1993). Constructing a joint problem space: The computer as a tool for sharing knowledge. In S. P. Lajoie & S. J. Derry (Eds.), Computers as cognitive tools. (pp. 229–258). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

    Google Scholar 

  • Turing, A. (1937). On computable numbers, with an application to the Entscheidungsproblem. Proceedings of the London Mathematical Society. 2(1), 230.

    Article  Google Scholar 

  • Vygotsky, L. (1930/1978). Mind in society. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Wegerif, R. (2007). Dialogic, education and technology: Expanding the space of learning. New York, NY: Kluwer-Springer.

    Book  Google Scholar 

  • Wells, G. (1999). Dialogic inquiry: Towards a socio-cultural practice and theory of education. Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Winograd, T., & Flores, F. (1986). Understanding computers and cognition: A new foundation of design. Reading, MA: Addison-Wesley.

    MATH  Google Scholar 

  • Wittgenstein, L. (1921/1974). Tractatus logico philosophicus. London, UK: Routledge.

    Google Scholar 

  • Wittgenstein, L. (1953). Philosophical investigations. New York, NY: Macmillan.

    Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Gerry Stahl .

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Springer-Verlag London Limited

About this paper

Cite this paper

Stahl, G. (2011). Theories of cognition in CSCW. In: Bødker, S., Bouvin, N., Wulf, V., Ciolfi, L., Lutters, W. (eds) ECSCW 2011: Proceedings of the 12th European Conference on Computer Supported Cooperative Work, 24-28 September 2011, Aarhus Denmark. Springer, London. https://doi.org/10.1007/978-0-85729-913-0_11

Download citation

  • DOI: https://doi.org/10.1007/978-0-85729-913-0_11

  • Published:

  • Publisher Name: Springer, London

  • Print ISBN: 978-0-85729-912-3

  • Online ISBN: 978-0-85729-913-0

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics