Situated Conceptualization

情境概念化

• 批准号: 9905024
• 负责人: Lawrence Barsalou
• 金额: $ 26.23万
• 依托单位: Emory University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 1999
• 资助国家: 美国
• 起止时间: 1999-07-15 至 2002-12-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=9905024&HistoricalAwards=false
• 关键词: Situated; Conceptualization

The ability to conceptualize objects, events, and states is central to humancognition. When people plan and make decisions, they conceptualize futureevents; when people recall a previous experience, they conceptualize pastevents; when people understand language, they conceptualize the meaning of aspeaker's utterance. Theories of knowledge often assume that when peopleconceptualize something, they conceptualization it an isolated abstractmanner. Thus, when people conceptualize a chair, they conceptualize it asan isolated and abstract object; or when people conceptualize a purchase, theyconceptualize it as an unsituated abstract event. The proposed research aimsinstead to demonstrate that conceptualizations are situated, first, in aphysical environment, and second, with respect to the perceiver's cognitiveperspective. Thus, when people conceptualize a chair, they situate it in aparticular setting (e.g., a kitchen), and they adopt a cognitive perspectivetoward it (e.g., standing on it to change a light bulb). Besides includingsettings and cognitive perspectives, situated conceptualizations representfocal entities in a context-appropriate manner. When people conceptualize achair in a specific situation, they don't represent the chair abstractly,instead they represent a specific type of chair appropriate for that situation(e.g., a kitchen chair in a kitchen). Three lines of research examine whetherconceptualizations are situated. The first uses the property generation andproperty verification tasks to establish situational content inconceptualizations. The second uses the false memory task to demonstrate thatlearned material is typically situated, and that the situations inferred atencoding later produce reconstructive memory errors at retrieval. The thirdassesses the hypothesis that abstract concepts, such as truth and freedom,depend critically on their meanings for situationswithout situations theseconcepts are difficult to understand. This research is highly relevant toapplications in education and training. Should it demonstrate thatconceptualizations are situated, it would motivate instructional methods thatsituate learned material. Rather than trying to instill abstract non-situatedconcepts in students and trainees, instilling situated conceptualizations mayprove much more effective. The proposed research has much potential forsupporting and informing these efforts.

概念化物体、事件和状态的能力是人类认知的核心。 当人们计划和做出决定时，他们会构思未来的事件；当人们回忆起以前的经历时，他们会概念化过去的事件；当人们理解语言时，他们会概念化说话者话语的含义。 知识理论通常假设，当人们概念化某事物时，他们以一种孤立的抽象方式概念化它。 因此，当人们概念化椅子时，他们将其概念化为一个孤立的、抽象的物体；或者当人们将购买概念化时，他们将其概念化为一个无情境的抽象事件。 拟议的研究旨在证明概念化首先位于物理环境中，其次位于感知者的认知视角中。 因此，当人们概念化一把椅子时，他们会将其放置在特定的环境中（例如厨房），并对它采取认知视角（例如站在上面换灯泡）。 除了包括环境和认知视角之外，情境概念化还以适合上下文的方式表示焦点实体。 当人们在特定情况下概念化椅子时，他们并不是抽象地代表椅子，而是代表适合该情况的特定类型的椅子（例如，厨房里的厨房椅子）。 三方面的研究检验了概念化是否具有定位性。 第一个使用属性生成和属性验证任务来建立概念化中的情境内容。 第二个使用错误记忆任务来证明所学材料通常是位于位置的，并且编码中推断出的情况稍后会在检索时产生重建记忆错误。 第三个评估了这样一个假设，即真理和自由等抽象概念主要取决于它们在情境中的含义，如果没有情境，这些概念就很难理解。 这项研究与教育和培训应用高度相关。 如果它证明了概念化是定位的，那么它将激发定位所学材料的教学方法。 与其试图向学生和受训者灌输抽象的非情境概念，不如灌输情境概念化可能会更有效。 拟议的研究对于支持和指导这些努力具有很大的潜力。