Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts
Reading Abraham Lincoln: An Expert/Expert Study in the Interpretation of Historical Texts
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阅读亚伯拉罕·林肯：历史文本解释的专家/专家研究
DOI：
10.1207/s15516709cog2203_3
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发表时间：
1998
期刊：
影响因子：
--
通讯作者：
S. Wineburg
中科院分区：
文献类型：
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作者：
S. Wineburg
本研究探讨了不同背景知识的历史学家如何阅读一系列原始文献。两名大学历史学家在阅读有关亚伯拉罕林肯和奴隶制问题的文件时大声思考，其广泛目标是理解林肯对种族的看法。第一位历史学家将详细的内容知识带到了文件中;第二位历史学家熟悉文件中的一些主题，但很快就在细节中感到困惑。经过大量的认知混乱，第二位历史学家能够拼凑出一个解释性的结构，在任务结束时将他带到了他更有知识的同事开始的地方。数据分析的重点是，缺乏详细的内容知识，这位历史学家如何能够重新获得他的知识基础，在混乱中工作，并抵制简化的冲动。这项工作在历史和教育的认知分析的影响进行了讨论。
This study explored how historians with different background knowledge read a series of primary source documents. Two university-based historians thought aloud as they read documents about Abraham Lincoln and the question of slavery, with the broad goal of understanding Lincoln's views on race. The first historian brought detailed content knowledge to the documents; the second historian was familiar with some of the themes in the documents but quickly became confused in the details. After much cognitive flailing, the second historian was able to piece together an interpretative structure that brought him by the task's end to where his more knowledgeable colleague began. Data analysis focused on how, lacking detailed content knowledge, this historian was able to regain his intellectual footing, work through confusion, and resist the urge to simplify. Implications of this work for cognitive analyses in history and education are discussed.