Re: [xmca] Inside|Outside; emotion|cognition

Carol-- You are missing some in between discussion and also an actual idea
of the research site and existing procedures. This will not be of interest
to all, but to get some idea of the use of slow motion animation and physics
teaching in an informal setting go to

http://www.tclearninglounge.org/ click on ucsd buddies and then
the second yellow entry for Robert. Its both serious and whimsical.

Other productions at the site might be of interest to some.

Why in the world do you think that the emotion/cognition/action
nexus cannot be empirically studied? Seems like there is a mountain of
counter evidence, all of it, of course, subject to various interpretations,
but that does not distinguish it from all sorts of other stuff we
"re-search."
mike

mike

On 4/3/08, Carol Macdonald <carolmacdon@gmail.com> wrote:
>
> Mike, on your physics experiment, it seems to me that you are opening
> different streams for capturing information, but not sure what kind of
> information you are going to get: it is certainly a very open design. Are
> you asking children to do think aloud protocols? Are you promoting them to
> do "emote" aloud protocols? Is the whole process going to be videoed--I
> would certainly want to be able to reanalyse historical moments of the data.
> I am going to talk to a colleague of mine who did a piece of research on LSV
> and interactive ICT and get back to you with some of his thoughts. Off the
> cuff, I think the emotion-cognition relationship is really only solvable on
> the theoretical level. It has a natural path yes, but empirically, the
> children have to be able to reflectively abstract on their emotions, and we
> really never ask them to do that except cognitively. In our
> analysis/experimental setup we may be creating something which is atypical,
> but of course, then leading change, at least in your context.
> Carol
>
>
> On 03/04/2008, Mike Cole <lchcmike@gmail.com> wrote:
>
> > I'll follow up on the civil war issue separately, David. But want to
> > pursue
> > the issue of intonation. Reason: I think we need some
> > observable/classifiable/ maybe even quantifiable ways to study the
> > emotion/action/cognition relationshipS.
> >
> > Given your comments on variability, what are the consequences for
> > method?
> >
> > Concrete case. We are experimenting with a new way to teach kids basic
> > physics concepts that involves them using stop action animation,
> > resulting
> > in a video representation of the concept. And, along the way, a video
> > and
> > audio representation of the processes of interaction that assemble the
> > product. There are now large memory digital audio recorders with big
> > memories and handy usb ports so we can read the output straight into
> > existing software analysis programs. How do we start to think about the
> > kinds of data streams that need to be coordinated in order to make
> > warrantable claims about emotion|cognition??
> >
> > One of many questions on my mind
> >
> > On Wed, Apr 2, 2008 at 8:46 PM, David Kellogg <vaughndogblack@yahoo.com>
> > wrote:
> >
> > > Welcome back, Mike!
> > >
> > > I think part of the confusion comes from a difference in PURPOSE. You
> > want
> > > to see the Russian Civil War as an analogy for the developmental
> > crisis. (I
> > > can actually think of better analogies: Caravaggio, Rembrandt, the
> > Black
> > > Panther Party, etc.) I want to see the Russian Civil War as the
> > concrete
> > > context in which LSV experienced Marxism, as a living and deadly
> > reality
> > > with direct implications for the immediate future rather than simply a
> > guide
> > > to history.
> > >
> > > The physical presence of foreign troops on Soviet soil was certainly
> > real
> > > enough. Interestingly, it was the WESTERN allies who saw the allied
> > > expeditionary forces as outside interventions. Churchill said that
> > > Bolshevism had to be strangled in its cradle. Baron Wrangel organized
> > his
> > > legionnaires according to the country they came from and the language
> > they
> > > spoke. In Seattle there was a general strike which successfully
> > blocked
> > > Woodrow Wilson's dispatch of arms for Vladivostok.
> > >
> > > If tomorrow morning fourteen countries landed
> > > Arabic-speaking expeditionary forces in and around California in
> > support of
> > > embattled Muslims, I doubt very much if the LA Times would talk about
> > > outside help arriving for a locally led movement. Yet that is how the
> > > Russian government, under the influence of Marxism, chose to see the
> > matter
> > > and portray it in the papers, papers which LSV must have read. (I
> > still have
> > > this idiotic idea that if I read everything that LSV ever read I will
> > be
> > > able to think everything that he thought.)
> > >
> > > I don't think I ever said that Wolff-Michael overgeneralized his
> > results
> > > from Praat. But it seems to me that the reality of language is
> > VARIATION and
> > > not SYSTEMATIZATION, even as a system of words and rules it is
> > over-free
> > > rather than overdetermined. This is nowhere so true as in intonation.
> > >
> > > Even fairly coarse generalizations such as "yes-no questions tend to
> > come
> > > up" and "wh-questions tend to come down unless they are requests for
> > > confirmation" fall apart very easily (think of Irish intonation). I
> > don't
> > > think it's the case that we can simply "read off" an emotion from an
> > > intonation; intonation has a quite mutable relationship to both
> > temporal and
> > > spatial context. Intonation is not like grammar or vocabulary; it's
> > more
> > > like proxemics and eye-contact. Intonation was what Wittgenstein must
> > have
> > > had in mind when he said that to mean something was to go up to
> > somebody and
> > > tap them on the shoulder (Philosophy of Grammar).
> > >
> > > David Kellogg
> > > Seoul National University of Education
> > >
> > >
> > > ------------------------------
> > > You rock. That's why Blockbuster's offering you one month of
> > Blockbuster
> > > Total Access<
> > http://us.rd.yahoo.com/evt=47523/*http://tc.deals.yahoo.com/tc/blockbuster/text5.com
> > >,
> > > No Cost.
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> >
>
>
>
> --
> Visiting Researcher,
> Wits School of Education
> 6 Andover Road
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Received on Thu Apr 3 16:05 PDT 2008