Friesen2009

From emcawiki
Jump to: navigation, search
Friesen2009
BibType ARTICLE
Key Friesen2009
Author(s) Norm Friesen
Title Discursive psychology and educational technology: beyond the cognitive revolution
Editor(s)
Tag(s) Discursive Psychology, Education, Technology, Technologized interaction, Cognition, AI reference list
Publisher
Year 2009
Language English
City
Month
Journal Mind, Culture & Activity
Volume 16
Number 2
Pages 130–144
URL Link
DOI 10.1080/10749030802707861
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

Download BibTex

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.

Notes