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Situated cognition is a theory that posits that knowing is inseparable from doing〔John Seely Brown, Collins, & Duguid, 1989; Greeno, 1989〕 by arguing that all knowledge is situated in activity bound to social, cultural and physical contexts.〔Greeno & Moore, 1993〕 Under this assumption, which requires an epistemological shift from empiricism, situativity theorists suggest a model of knowledge and learning that requires thinking on the fly rather than the storage and retrieval of conceptual knowledge. In essence, cognition cannot be separated from the context. Instead knowing exists, ''in situ'', inseparable from context, activity, people, culture, and language. Therefore, learning is seen in terms of an individual's increasingly effective performance across situations rather than in terms of an accumulation of knowledge, since what is known is co-determined by the agent and the context. This perspective attempts to resolve the subject-object problem and rejects mind-body dualism and person-environment dualism, being conceptually similar to functional contextualism, and B.F. Skinner's behavior analysis. ==History== While situated cognition gained recognition in the field of educational psychology in the late twentieth century,〔Brown, Collins, & Duguid, 1989〕 it shares many principles with older fields such as critical theory, (Frankfurt School, 1930; Freire, 1968) anthropology (Jean Lave & Wenger, 1991), philosophy (Martin Heidegger, 1968), critical discourse analysis (Fairclough, 1989), and sociolinguistics theories (Bhaktin, 1981) that rejected the notion of truly objective knowledge and the principles of Kantian empiricism. Situated cognition draws a variety of perspectives, from an anthropological study of human behavior within communities of practice〔Lave & Wenger, 1991〕 to the ecological psychology of the perception-action cycle〔J. J. Gibson, 1986〕 and intentional dynamics,〔Shaw, Kadar, Sim & Reppenger, 1992〕 and even research on robotics with work on autonomous agents at NASA and elsewhere (e.g., work by W. J. Clancey). Early attempts to define situated cognition focused on contrasting the emerging theory with information processing theories dominant in cognitive psychology.〔Bredo, 1994〕 Recent perspectives of situated cognition have focused on and draw from the concept of identity formation〔 as people negotiate meaning through interactions within communities of practice.〔Brown & Duguid, 2000; Clancey, 1994〕 Situated cognition perspectives have been adopted in education,〔Brown, Collins, & Duguid, 1989)〕 instructional design,〔Young, 2004〕 online communities and artificial intelligence (see Brooks, Clancey). Grounded Cognition, concerned with the role of simulations and embodiment in cognition, encompasses Cognitive Linguistics, Situated Action, Simulation and Social Simulation theories. Research has contributed to the understanding of embodied language, memory, and the representation of knowledge.〔Barsalou, L. Grounded Cognition (2008) Annu. Rev. Psychol. 2008. 59:617–45〕 Recently theorists have recognized a natural affinity between situated cognition, New Literacy Studies and new literacies research (Gee, 2010). This connection is made by understanding that situated cognition maintains that individuals learn through experiences. It could be stated that these experiences, and more importantly the mediators that affect attention during these experiences is affected by the tools, technologies and languages used by a socio-cultural group and the meanings given to these by the collective group. New literacies research examines the context and contingencies that language and tool use by individuals and how this changes as the Internet and other communication technologies affect literacy.〔Leu et al., 2009〕 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Situated cognition」の詳細全文を読む スポンサード リンク
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