Aparicio Juan José, Rodríguez Moneo María
Departamento de Psicología Básica I, Universidad Complutense de Madrid, Facultad de Psicologia, Campus de Somosaguas, 28223 Madrid, Spain.
Span J Psychol. 2005 Nov;8(2):180-98. doi: 10.1017/s1138741600005060.
In this paper, the perspective of situated cognition, which gave rise both to the pragmatic theories and the so-called semantic theories of learning and has probably become the most representative standpoint of constructivism, is examined. We consider the claim of situated cognition to provide alternative explanations of the learning phenomenon to those of psychology and, especially, to those of the symbolic perspective, currently predominant in cognitive psychology. The level of analysis of situated cognition (i.e., global interactive systems) is considered an inappropriate approach to the problem of learning. From our analysis, it is concluded that the pragmatic theories and the so-called semantic theories of learning which originated in situated cognition can hardly be considered alternatives to the psychological learning theories, and they are unlikely to add anything of interest to the learning theory or to contribute to the improvement of our knowledge about the learning phenomenon.
在本文中，我们审视了情境认知的观点。情境认知催生了学习的实用理论和所谓的语义理论，并且很可能已成为建构主义最具代表性的立场。我们考量了情境认知所宣称的内容，即它能为学习现象提供有别于心理学，尤其是有别于当前认知心理学中占主导地位的符号视角的解释。情境认知的分析层次（即全局交互系统）被认为是解决学习问题的一种不恰当方法。从我们的分析中可以得出结论，源自情境认知的学习实用理论和所谓的语义理论很难被视为心理学学习理论的替代理论，它们不太可能为学习理论增添任何有价值的内容，也不太可能有助于增进我们对学习现象的认识。
