ERIC Number: ED313698
Record Type: Non-Journal
Publication Date: 1989-May
Reference Count: N/A
Cognition, Context, and Theory Building. Occasional Paper No. 11.
This paper explores some ways research can be used to create a more integrated theoretical understanding of the interaction between individual cognition and social/cultural context as the motive force in literate acts. Drawing on data from recent research on writing, the paper proposes three principles that inform a more complicated interaction and suggests that both cognition and context may in a sense construct one another. The principles the paper proposes are: (1) that cultural and social context can provide direct cues to cognition; (2) that context is always mediated by the cognition of the individual writer; and (3) that the bounded purposes that emerge from this process are highly constrained but at the same time meaningful, creative constructs. Addressing the issue of developing an interactive theory, the paper investigates the need for a broader vision of research as a tool for building contextualized and integrated theories of writing, and focuses on a particular route to theory building, suggesting reasons why observation-based research is the preferred route. Fifty-three references are attached. (KEH)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Writing, Berkeley, CA.; Center for the Study of Writing, Pittsburgh, PA.