Difference between revisions of "Amerine1988"
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|URL=http://link.springer.com/article/10.1007/BF00177308 | |URL=http://link.springer.com/article/10.1007/BF00177308 | ||
|DOI=10.1007/BF00177308 | |DOI=10.1007/BF00177308 | ||
| + | |Abstract=To discover some of the implicit and generally unrecognized cogni- | ||
| + | tive tasks which underlie the achievement of coherent or "ac- | ||
| + | countable" cognitive performances we examined videotapes of a | ||
| + | series of science experiments in a third grade classroom. These ex- | ||
| + | periments are part of a commercial "multimedia" science program, | ||
| + | "Amazing Adventures. ''1 This program is comprised of animated | ||
| + | film-strips and illustrated storytexts depicting "Cosmos the In- | ||
| + | credible" and his young friends performing extraordinary, seem- | ||
| + | ingly magical feats; these turn out to be based on natural scientific | ||
| + | principles which are the subject of student science experiments, | ||
| + | conducted in accordance with instructions provided by "Activity | ||
| + | Sheets" correlated with the film strips. | ||
| + | Our approach to these data is influenced most directly by the | ||
| + | recent work of Harold Garfinkel and his students (Garfinkel, in | ||
| + | press; Garfinkel, Lynch and Livingston, 1981; Lynch, Livingston | ||
| + | and Garfinkel, 1983). | ||
}} | }} | ||
Revision as of 03:16, 23 June 2016
| Amerine1988 | |
|---|---|
| BibType | ARTICLE |
| Key | Amerine1988 |
| Author(s) | Ronald Amerine, Jack Bilmes |
| Title | Following instructions |
| Editor(s) | |
| Tag(s) | EMCA, instructions |
| Publisher | |
| Year | 1988 |
| Language | |
| City | |
| Month | |
| Journal | Human Studies |
| Volume | 11 |
| Number | 2 |
| Pages | 327–339 |
| URL | Link |
| DOI | 10.1007/BF00177308 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
To discover some of the implicit and generally unrecognized cogni- tive tasks which underlie the achievement of coherent or "ac- countable" cognitive performances we examined videotapes of a series of science experiments in a third grade classroom. These ex- periments are part of a commercial "multimedia" science program, "Amazing Adventures. 1 This program is comprised of animated film-strips and illustrated storytexts depicting "Cosmos the In- credible" and his young friends performing extraordinary, seem- ingly magical feats; these turn out to be based on natural scientific principles which are the subject of student science experiments, conducted in accordance with instructions provided by "Activity Sheets" correlated with the film strips. Our approach to these data is influenced most directly by the recent work of Harold Garfinkel and his students (Garfinkel, in press; Garfinkel, Lynch and Livingston, 1981; Lynch, Livingston and Garfinkel, 1983).
Notes
