Skip to main content
SpringerLink
Log in

The Role of the Context in the Acquisition and in the Organisation of Knowledge: Studies from Adults and from Children

  • Conference paper
  • First Online:
Modeling and Using Context (CONTEXT 2001)

Part of the book series: Lecture Notes in Computer Science ((LNAI,volume 2116))

  • 600 Accesses

Abstract

For a few years, partisans of two theoretical approaches have debated about the role attributed to the context concept in the acquisition and the organization of knowledge. The first one is the symbolic information processing system which focuses on the symbolic structures of the mind. The second one is the “situated cognition” theory which postulates that all the action of subject proceeds according to social and physical context in which it appears. Although these two approaches appear a priori conflicting, several authors get to connect certain characteristics of these two theories. These authors propose the intervention of two forms of context in cognition. The purpose of this paper is to present this new approach and illustrate it with experimental studies.

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

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight 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

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Akman V (2000) Rethinking context as a social construct. Journal of Pragmatics 32: 743–759.

    Article  Google Scholar 

  2. Bastien C (1998) Does context modulate or underlie human knowledge ?. In: Quelhas, A.C., Pereira, F. (eds): Cognition and Context, ISPA, Lisboa, pp 13–25.

    Google Scholar 

  3. Bastien-Toniazzo M (1997) Tutorials in domain-specific acquisition. International Journal of Psychology 32: 129–138.

    Article  Google Scholar 

  4. Bonnardel N (2000) Towards understanding and supporting creativity in design: Analogies in a constrained cognitive environment. Knowledge-Based Systems Journal 13: 505–513.

    Article  Google Scholar 

  5. Bonnardel N, Chevalier A (2000) The role of constraints in creativity: A study on the design of Web sites. Oral Communication presented at the XXVII International Congress of Psychology, Stockholm, Sweden (July), pp 23–28.

    Google Scholar 

  6. Brézillon P, Pomerol J-CH, Saker I (1998) Contextual and contextualized knowledge: An application in subway control. International Journal of Human-Computer Studies 48: 357–373.

    Article  Google Scholar 

  7. Butterworth G (1998) Context and cognition in models of cognitive growth. In: Quelhas, A.C, Pereira F. (eds): Cognition and Context, ISPA, Lisboa, pp 27–44.

    Google Scholar 

  8. Clancey W J (1993) Situated action: A neuropsychological interpretation response to Vera and Simon. Cognitive Science 17: 87–116.

    Google Scholar 

  9. Clancey W J (1997) The conceptual nature of knowledge, situations, and activity. In: Feltovich, P., Hoffman, R., Ford, K. (eds): Human and Machine Expertise in Context. Menlo Park, CA, The AAAI Presse, pp 247–291.

    Google Scholar 

  10. Karmiloff-Smith A (1992) Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA, MIT Press.

    Google Scholar 

  11. Martinez L, Genisio V (1999) Le concept d’ordre: connaissance générale ou connaissance spécifique. Proceedings of the National Congress of the French Society of Psychology. Aix-en-Provence, France.

    Google Scholar 

  12. Newell A, Simon H A (1972) Human problem solving. Englewood Cliff. New Jersey: Prentice Hall.

    Google Scholar 

  13. Rappaport A T (1998) Constructive cognition in a situated background. International of Human-Computer Studies 49: 927–933.

    Article  Google Scholar 

  14. Richard J-F (1995) Les activités mentales: comprendre, raisonner, trouver des solutions. Paris, Armand Colin.

    Google Scholar 

  15. Suchman L A (1987) Plans and situated action: The problem of human-machine communication. New York, Cambridge University Press.

    Google Scholar 

  16. Vera A H, Simon H A (1993) Situated Action: A Symbolic Interpretation. Cognitive Science 17: 7–48.

    Article  Google Scholar 

  17. Weil-Barais, A (ed) (1999) L’homme cognitive. France, Presse Universitaire de France.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Research Center in Psychology of Cognition, Language and Emotion (PsyCLE), University of Provence, 29, avenue Schuman, F-13621, Aix-en-Provence Cedex 1

    Aline Chevalier

  2. Laboratory of Cognitive Psychology (LPC), University of Provence, 29, avenue Schuman, F-13621, Aix-en-Provence Cedex 1

    Laure Martinez

Authors
  1. Aline Chevalier
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Laure Martinez
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Department of Computer Engineering, Bilkent University, Bilkent, Ankara, 06533, Turkey

    Varol Akman

  2. Department of Computer and Management Sciences, University of Trento, 38100, Trento, Italy

    Paolo Bouquet

  3. Philosophy Department, University of Michigan, 2251 Angell Hall, Ann Arbor, MI, 48109-1003, USA

    Richmond Thomason

  4. Philosophy Department, University of Dundee, Dundee, DD1 4HN, Scotland, UK

    Roger Young

Rights and permissions

Reprints and permissions

Copyright information

© 2001 Springer-Verlag Berlin Heidelberg

About this paper

Cite this paper

Chevalier, A., Martinez, L. (2001). The Role of the Context in the Acquisition and in the Organisation of Knowledge: Studies from Adults and from Children. In: Akman, V., Bouquet, P., Thomason, R., Young, R. (eds) Modeling and Using Context. CONTEXT 2001. Lecture Notes in Computer Science(), vol 2116. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-44607-9_35

Download citation

  • DOI: https://doi.org/10.1007/3-540-44607-9_35

  • Published:

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-540-42379-9

  • Online ISBN: 978-3-540-44607-1

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics

Search

Navigation