The Effects of Perspective-Taking on Perceptual Learning

• Autorzy: Ehsan Hashemi Jabali
• Języki publikacji: EN

Abstrakty

EN

Research in perceptual psychology and anthropology has demonstrated that experts will literally see objects and events in their domain differently than non-experts. Experts can make distinctions and notice subtleties that a novice does not perceive. Experts also have strategies for looking at data and artifacts in a domain; they know where to look so that they can answer the important questions. An expert perspective can be described as the ways of seeing and experiencing phenomena that are influenced by the specialized knowledge that an expert has. The present paper will survey the existing literature on perspective-taking and learning, with a short discussion at the end of some of the ways that existing technologies have been used to support the sharing of perspectives. Of particular interest in this paper is the potential to use new media technologies to convey the perspective of someone with specialized knowledge or insider information on an important event-a viewpoint that could be termed an "expert perspective."(original abstract)

Słowa kluczowe

EN

Psychology; High-tech; Multimedia

PL

Psychologia; Nowe technologie; Multimedia

• Czasopismo: International Letters of Social and Humanistic Sciences (ILSHS)
• Rocznik: 2015
• Tom: 7 (1)
• Strony: 123--132

Twórcy

autor

Ehsan Hashemi Jabali

• Department of Foreign Languages, Islamic Azad University, Khorasgan Branch, Isfahan, Iran

Bibliografia

• Ackermann, E. (1996). Perspective-taking and object construction. In Y. Kafai & M. Resnick (Eds.), Constuctionism in practice: Designing, thinking, and learning in a digital world (pp. 25-37). Mahwah, New Jersey: Lawrence Erlbaum Associates.
• Anderson, R. C, Pichert, J. W., & Shirey, L. L. (1983). Effects of the reader's schema at different points in time. Journal of Educational Psychology, 75(2), 271-279.
• Arriaga, X. B., & Rusbult, C. E. (1998). Standing in my partner's shoes: Parmer perspective taking and reactions to accommodative dilemmas. Personality & Social Psychology Bulletin,24(9), 927-948.
• Bower, G. H., & Morrow, D. G. (1990). Mental models in narrative comprehension. Science, 47, 44-48.
• Breazeal, C, Berlin, M., Brooks, A., Gray, J., & Thomaz, A. L. (2006). Using perspective taking to learn from ambiguous demonstrations. Robotics and Autonomous Systems, 54, 385-393.
• Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Education Researcher, 18(1), 32-42.
• D'Argembeau A., Ruby P., Collette F., Degueldre C, Balteau E., Luxen A., et al. (2007). Distinct regions of the medial prefrontal cortex are associated with self-referential processing and perspective taking. Journal of Cognitive Neuroscience, 19(6), 935- 955.
• Decety, J., & Sommerville, J. A. (2003). Shared representations between self and others: A social cognitive neuroscience view. Trends in Cognitive Sciences, 7, 527-533.
• de Vega, M. (1994). Characters and their perspectives in narratives describing spatial environments. Psychological Research, 56,116-126.
• Doise, W., & Mungy, G. (1979). Individual and collective conflicts of centrations in cognitive development. European Journal of Psychology, 9, 105-108.
• Falk, D. R., & Johnson, D. W. (1977). The effects of perspective-taking and egocentrism on problem solving in heterogeneous and homogeneous groups. The Journal of Social Psychology, 102, 63-72.
• Galinsky, A. D., & Gillian, K. (2004). The effects of perspective-taking on prejudice: The moderating role of self-evaluation. Personality and Social Psychology Bulletin, 30(5), 594-604.
• Gillespie, A. (2006). Games and development of perspective taking. Human Development, 49, 87-92.
• Goodwin, C. (1994). Professional vision. American Anthropologist. 96,606-633.
• Goodwin, C. (1995). Seeing in depth. Social Studies of Science, 25, 237-274.
• Kanuka, H., & Anderson, T. (1998). Online social interchange, discord, and knowledge construction. Journal of Distance Education, 13(1), 51-1 A.
• Kearsley, G., & Shneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning. Retrieved November, 19,2007, from http://home.sprynet.com/~gkearsley/engage.htm
• Kita, S. (2003). Interplay of gaze, hand, torso orientation and language in pointing. In S. Kita (Ed.), Pointing: Where language, cognition and culture meet (pp. 307-328). Mahwah, NJ: Lawrence Earlbaum Associates.
• Kohlmeier, J. (2005). The impact of having 9th graders "do history." The History Teacher, 38(4), 499-525.
• Kosslyn, S. M., Thompson, W. L., Wraga, M., & Alpert, N. M. (2001). Imagining rotation by endogenous versus exogenous forces: Distinct neural mechanisms. NeuroReport, 12,2519-2525. 24(9), 927-948.
• Kuhl, P. K., Tsao, F. M., & Liu, H. M. (2003). Foreign-language experience in infancy: Effects of short-term exposure and social interaction on phonetic learning. Proceedings of the National Academy of Sciences, USA. 100, 9096-9101.
• Lakoff, G., & Johnson, M. (1999). Philosophy in the flesh: Embodied mind and its challenge to western thought. New York: Basic Books.
• Lave, J., & Wengef, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
• Lou, Y., Abrami, P. C, & d'Apollonia, S. (2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 77(3), 449- 521.
• Lozano, S. C, Hard, B. M., & Tversky, B. (2006). Perspective taking promotes action understanding and learning. Journal of Experimental Psychology: Human Perception and Performance, 32(6), 1405-1421.
• Mead, G. H. (1934). Mind, self, & society from the standpoint of a social behaviorist (C.W. Morris, Ed.). Chicago, IL: University of Chicago Press.
• Montgomery, H. (1994). Towards a perspective theory of decision-making and judgment. Acta Psychologica, 87, 155-178.
• Morrow, D. G., Bower, G. H., & Greenspan, S. (1989). Updating situation models during narrative comprehension. Journal of Memory and Language, 28, 292-312.
• Okita, S. Y., Bailenson, J., & Schwartz, D. L. (2007). The mere belief of social interaction improves learning. Proceedings of the Twenty-ninth Meeting of the Cognitive Science Society. Nashville, TN.
• Oswald, P. A. (1996). The effects of cognitive and affective perspective taking on empathetic concern and altruistic helping. The Journal of Social Psychology, 136(5), 613-623.
• Pea., R. (1993). Practices of distributed intelligence and designs for education. In G. Salomon (Ed.), Distributed cognitions (pp. 47-87). Cambridge, UK: Cambridge University Press.
• Pea, R., Mills, M., Rosen, J., Dauber, K., Effelsberg, W., & Hoffert. E. (2004). The DIVER project: Interactive digital video repurposing. IEEE Multimedia, 7/(1), 54-61.
• Rizzolatti, G., & Arbib, M. A. (1998). Language within our grasp. Trends in Neurosciences, 21(5), 188-194.
• Rohrer, T. (2005). Image schemata in the brain. In B. Hampe & J. Grady (Eds.), From perception to meaning: Image schemas in cognitive linguistics (pp. 165-196). Berlin: Mouton de Gruyter.
• Ruby, P., & Decety, J. (2004). How would you feel versus how do you think she would feel? A neuroimaging study of perspective-taking with social emotions. Journal of Cognitive Neuroscience, 16(6), 988-999.
• Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3(3), 265-283.
• Schultz, P. W. (2000). Empathizing with nature: The effects of perspective taking on concern for environmental issues. Journal of Social Issues, 56(3), 391-406.
• Sessa, V. I. (1996). Using perspective taking to manage conflict and affect in teams. The Journal of Applied Behavioral Science, 32(1), 101-115.
• Sevillano, V., Aragones, J. I., & Schultz, P. W. (2007). Perspective taking, environmental concern, and the moderating role of dispositional empathy. Environment and Behavior, 39(5), 685-705.
• Siegler, R. S. (1995). How does change occur: A microgenetic study of number conservation. Cognitive Psychology, 28, 225-273.
• Stevens, R. R. (1999). Disciplined perception: Comparing the development of embodied mathematical practices in school and at work. Unpublished Dissertation, University of California at Berkeley, Berkeley, CA.
• Stevens, R. R., & Hall, R. (1998). Disciplined perception: Learning to see in technoscience. In M. Lampert & M. L. Blunk (Eds.), Talking mathematics in school: Studies of teaching and learning (pp. 107-149). Cambridge, UK: Cambridge University Press.
• Tomasello, M., Kruger, A. C, & Ratner, H. H. (1993). Cultural learning. Behavioral and Brain Sciences, 16,495-552.
• Weyant, J. M. (2007). Perspective taking as a means of reducing negative stereotyping of individuals who speak English as a second language. Journal of Applied Social Psychology, 37(4), 703-716.