{"id":6334,"date":"2005-06-25T14:22:18","date_gmt":"2005-06-25T14:22:18","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2005\/06\/25\/geisler-on-ment\/"},"modified":"2005-06-25T14:22:18","modified_gmt":"2005-06-25T14:22:18","slug":"geisler-on-ment","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2005\/06\/25\/geisler-on-ment\/","title":{"rendered":"Geisler on Mental Models"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>

Here, just some old notes on genre from the plane ride to Albuquerque last
\nweek.  Clearly, they were written at the choppy altitude of 6,000 feet or
\nthereabouts.<\/p>\n

<\/p>\n

Cheryl Geisler’s chapter, "Toward a Sociocognitive Model of
\nLiteracy," presents the study of four writers (two experts and two novices) who
\nare charged with producing an academic essay on the ethics of paternalism. 
\nCentrally, Geisler sets out to
\ncomplicate overlap of academic discourse and conversational models of literacy; she argues that the expert writers
\n(who notably are performing in their primary disciplinary area: philosophy) are more adept
\nthan novices at "producing positions" that are better attuned to "specialized
\ncontexts."  Geisler advances her claim after referring to Langer and
\nintroducing the familiar axes of social and cognitive (which are admittedly too
\neasily split):<\/p>\n

"In particular, [the results of my study] suggest that experts
\nat advanced philosophical argument use acts of reading and writing to construct
\nand act upon socially configured mental models<\/i>.  The presence of
\nsuch mental models, I will argue, indicates that a purely conversational model
\nof literacy may be missing the point of why individuals propose and maintain
\nwritten interaction in the first place" (171).<\/p><\/blockquote>\n

Geisler draws on Scribner and Cole’s literacy model and
\nHeritage’s conversation model to establish the framework for her hybrid model–a
\nboth-and<\/i> of everyday conversational dynamics and what I will call
\nlogo-buffered<\/i>
\ncognitive activity.  Geisler explains that "researchers in cognitive
\nscience now generally believe that knowledge representations in the form of
\nmental models play a central role in defining expertise (Glaser; Johnson-Laird)"
\n(173).  These models are akin to "’mental maps’ with which we plan
\nshopping trips and give visitors directions" (173).  <\/p>\n

To study the activity of the four writers, she applied three
\ndata-gathering methods: 1. speak-aloud protocols, 2. complete
\ncollections of produced text, and 3. interviews.  Geisler found that the
\nparticipants followed relatively similar procedures; their reading and writing
\nsequences, time-on-task and related activity were similar. Distinctive, however,
\nwere the experts’ attention to authorship.  Both experts engaged the texts
\nas authored and developed well-positioned critiques thereafter.  The novice
\nwriters, on the other hand, either forwarded a writer-centered perspective on
\nthe idea of paternalism or established two parallel tracks (i.e. "Here’s what I think; Here’s
\nwhat they think.").  As a way of explaining what she means with "socially
\nconfigured mental models," Geisler discusses the differences between turn-taking
\nin conversation and reader-writer dialogism in literacy practices; the activity
\nstructure involved in writing includes a different moderation of "reflecting and
\norganizing" (183).  In an echo of her earlier claim, Geisler concludes
\nwith an offering of the more nuanced hybrid model; she works through a
\ncharacterization of expertise "as the construction and manipulation of special
\nsocially configured mental models" (184).  <\/p>\n

Two amendments to the hybrid model: 1. "advanced literacy
\npractices are embedded in different social contexts than those of standard
\nconversations" (185) and 2. the incorporation of mental models, which "both move away from everyday practice
\nand remain rooted there" (186).  And there’s discussion of the
\nconfigurative force of shared mental models (are they really shared?  how
\nshared are they?): "These mental models create, in effect, a new plane of
\nintersubjective knowledge, a third dimension of culturally shared abstractions"
\n(187).  <\/p>\n

Looser still:  What are mental models, anyway?  Are they more than
\nmetaphors<\/i>? 
\nAre socially configurative mental models the same as genres?  And where
\ndoes consciousness figure in? IOW, must we be conscious of the
\nconfigurative force of the mental model (its intrusion on our activity)? 
\nIn the planning of a shopping trip or the giving of directions to a
\nvisitor–take I81 North, exit 23, three rights), the directions and positions
\nare materially distinctive.  The roads and laws allow only so many
\npossibilities.  Different for models?   And finally, Bawarshi would have us teach a composition
\ncourse attendant to genre awareness<\/i>; to what degree are socially
\nconfigured mental models beneath awareness (i.e. the<\/i> unconscientization
\nin everyday activity? sub-limin(al)ography? 
\nWe can perform skillfully without pausing to give conscious attention to the
\ngeneric pre-configurations of the texts we write, yes?).<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 3<\/span> mins<\/span><\/span>Here, just some old notes on genre from the plane ride to Albuquerque last week.  Clearly, they were written at the choppy altitude of 6,000 feet or thereabouts.<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":false,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[46],"tags":[135,409,1986],"class_list":["post-6334","post","type-post","status-publish","format-standard","hentry","category-genre","tag-cognition","tag-geisler","tag-mental-models"],"yoast_head":"\nGeisler on Mental Models - 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Anderson, Chris. The Long Tail. New York: Hyperion, 2006. Ball, Philip. Critical Mass. New York: Farrar, Straus and Giroux, 2004. Barabasi, Alberto-Laszlo. Linked. New York: Perseus, 2002. Bazerman, Charles. \"A Relationship between Reading and Writing: The Conversational Model.\" College English\u2026","rel":"","context":"In "Dissertation"","block_context":{"text":"Dissertation","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/dissertation\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7028,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/01\/hesse-saving-a\/","url_meta":{"origin":6334,"position":1},"title":"Hesse, “Saving a Place for Essayistic Literacy”","author":"Derek Mueller","date":"September 1, 2006","format":false,"excerpt":"Hesse, Doug. \"Saving a Place for Essayistic Literacy.\" Passions, Pedagogies, and 21st Century Technologies. Eds. Gail E. Hawisher and Cynthia L. Selfe. Urbana, Ill.: NCTE, 1999. 34-48. Considering then-formidable digital avenues, such as home pages and listservs, Hesse issues a preservationist argument for the essay. The provisional, self-reflective, scrap-collecting models\u2026","rel":"","context":"In "Writing Technologies"","block_context":{"text":"Writing Technologies","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/writing_technol\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":6508,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/02\/19\/kress-literacy-1\/","url_meta":{"origin":6334,"position":2},"title":"Kress – Literacy in the New Media Age (2003) II","author":"Derek Mueller","date":"February 19, 2006","format":false,"excerpt":"In Literacy in the New Media Age, Gunther Kress settles into a gradual progression from long-held presumptions about alphabetic literacy to an increasingly hybridized and \"multimodal\" literacy based on the screen. The screen's proclivity for combining images and text has profound consequences, Kress argues, for the temporal\/sequential logics of letter,\u2026","rel":"","context":"In "Reading Notes"","block_context":{"text":"Reading Notes","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/reading_notes\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7039,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/09\/trimbur-essayis\/","url_meta":{"origin":6334,"position":3},"title":"Trimbur, “Essayist Literacy and the Rhetoric of Deproduction”","author":"Derek Mueller","date":"September 9, 2006","format":false,"excerpt":"Trimbur, John. \"Essayist Literacy and the Rhetoric of Deproduction.\" Rhetoric Review 9.1 (1990): 72-86. Trimbur works through an indictment of the \"monological regime of silence and facticity\" implicit (albeit with paradoxes and contradictions) in essayist literacy (72). 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Only in rare cases does one find imaginative curricula that engage with visuality as\u2026","rel":"","context":"In "Visuality and New Media"","block_context":{"text":"Visuality and New Media","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/visuality_and_n\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7001,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/09\/costanzo-readin\/","url_meta":{"origin":6334,"position":5},"title":"Costanzo, “Reading, Writing and Thinking in an Age of Electronic Literacy”","author":"Derek Mueller","date":"July 9, 2006","format":false,"excerpt":"Costanzo, William. \"Reading, Writing and Thinking in an Age of Electronic Literacy.\" Literacy and Computers: The Complications of Teaching and Learning with Technology. Cynthia Selfe and Susan Hiligoss, eds. Research and Scholarship in Composition Ser. New York: MLA, 1994. 11-21. 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