Smart People or Smart Contexts? Cognition, Ability, and Talent Development in an Age of Situated Approaches to Knowing and Learning

By Sasha A. Barab, Jonathan Plucker. 2002

452 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/a28de5be3df0d2a9c8a3a0c66e6373aa334f0f7f

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Citations in the corpus

The role of ecological constraints on expertise development (2010, background): “The performance of an expert should be conceived as being influenced by an interaction of external and internal constraints (Barab & Plucker, 2002).”
The nature and role of experiential knowledge for environmental conservation (2006, background): “This temporal-specific and situation-specific nature of expertise is well documented by educational psychologists (Barab & Plucker 2002).”
Influence of learning and working climate on the retention of talented employees (2011, background): “On the one hand, talent is viewed as a powerful, innate component (Echols, 2007) while, on the other hand, it is believed that factors from the environment, especially education and training, cause talent to emerge (Barab and Plucker, 2002).”
Authentic Problem Solving and Learning in the 21st Century (2015, background): “In sharp contrast, a key premise of the ecological learning paradigm is that of situating the learner within the learning context, which bears ‘real-world’ relevance and is community based rather than individual based (Barab and Plucker 2002; Brown 2006; Vygotsky 1978).”
“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory (2007, background): “…the differences between decontextualized and embodied knowledge (Lave, 1993), the difficulty of planning for specific forms of learning (Holzkamp, 1992), and the apparent disjunction between individual learners with other learners and their social environments (Barab & Plucker, 2002; Shultz, 1986).”
Activity theory for designing mobile learning (2007, background): “…is considered to be distributed across and situated within the transaction of subject, available tools and community contexts with the division of labour or roles in which the entire systems, not individual or environmental components, are the minimal unit of analysis (Barab and Plucker, 2002).”
A Distributed Cognition Perspective on Newcomers' Change Processes: The Management of Cognitive Uncertainty in Two Investment Banks (2007, background): “Attunement refers to how people notice the information that specific resources offer and then use this contextualized information (Barab and Plucker, 2002).”
Relating Narrative, Inquiry, and Inscriptions: Supporting Consequential Play (2007, background): “…content and process within inquiry into socially relevant issues, align with theoretical perspectives that emphasize the need to situate the disciplinary content and methods within a broader contextual framework (Barab and Plucker, 2002; Bransford et al ., 2002; Brown et al ., 1989; Greeno, 1998).”
Ecological cognition: expert decision-making behaviour in sport (2017, background): “An important aspect of expert performance involves acting in a manner that is consistent with ways that are socio-culturally endorsed (Barab & Plucker, 2002; van Dijk & Rietveld, 2017), such as those valued in different sports.”
Coding Classroom Interactions for Collective and Individual Engagement (2015, unknown): “…in number (Crick, 2012; Dockter, Haug, & Lewis, 2010; Gonz alez, Moll, & Amanti, 2013; Lawson & Lawson, 2013; Rumberger & Rotermund, 2012) as sociocultural views on learning become more appreciated (Barab & Plucker, 2002; Chaiklin, 1993; Engestr€om, 1999; Greeno, 1991; Lave & Wenger, 1991).”
Why Isn't Creativity More Important to Educational Psychologists? Potentials, Pitfalls, and Future Directions in Creativity Research (2004, background): “Indeed, Barab and Plucker (2002) recently argued that environmental (construed broadly) and individual factors are inseparable influences on talent development and creativity.”
What exactly is acquired during skill acquisition (2011, background): “simply as a psychological construct existing in the head, but as an interactive process (or what Dewey, 1938, referred to as a ‘transaction’) involving individuals and physical and social performance contexts (Barab and Plucker, 2002; Brown, Collins and Duguid, 1989; Greeno, 1998; Kirshner and Whits”
Taking Up Opportunities to Learn: Constructing Dispositions in Mathematics Classrooms (2009, background): “There has been growing consensus among educators that learning is a sociocultural act in which social, affective, environmental, and cultural factors interact with more traditional cognitive factors ( Barab & Plucker, 2002; Bransford, Brown, & Cocking, 2000; Greeno, 1991).”