{"id":7081,"date":"2006-11-19T17:31:16","date_gmt":"2006-11-19T17:31:16","guid":{"rendered":"http:\/\/www.earthwidemoth.com\/blog\/2006\/11\/19\/bransford-and-m-1\/"},"modified":"2006-11-19T17:31:16","modified_gmt":"2006-11-19T17:31:16","slug":"bransford-and-m-1","status":"publish","type":"post","link":"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/19\/bransford-and-m-1\/","title":{"rendered":"Bransford and McCarrell, “Cognitive Approach to Comprehension”"},"content":{"rendered":"\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>\n

Bransford,
\n John D., and Nancy S. McCarrell. "A Sketch of a Cognitive Approach
\n to Comprehension: Some Thoughts about Understanding What It Means to
\n Comprehend." Cognition and the Symbolic Processes<\/i>. Walter
\n Weimer and David Palermo, eds. New York: Lawrence Erlbaum, 1974. 189-229.\n <\/p>\n

<\/p>\n

Bransford and McCarrell set out to "raise particular questions about
\ncomprehension<\/b> that may provoke further discussion and research" (189). How
\ndoes one comprehend? What is the relation of object perception to
\ncomprehensible event? What is the ratio of perceptual experience to recall or
\nmemory in the meaningful event? Bransford and McCarrell key on the notion of a "click
\nof comprehension<\/b>." The "click" rests at the crisis point between
\naporia and epiphany<\/b>: a moment of meaning-detonation<\/b>. Bransford and
\nMcCarrell work through contextual constraints on meaning (missing or missed
\ncues). They also explain the crucial role of relations among objects<\/b>
\n(195). That is, isolates (whether words or "brute things"<\/b>) do not
\nmean in quite the same way when their relationality is diminished or altogether
\nignored. Their strong emphasis on comprehension as an orchestration of
\nrelations<\/b> (perception, new knowledge, existing knowledge) matches well with
\nGibson’s discussion of affordances<\/b> (and also Fuller’s discussion of
\nGibson’s affordances). <\/p>\n

In one example, Bransford and McCarrell speculate about what they term "abstract
\ninvariances<\/b>" (197). They refer to walking as a relative class of events
\nwhich, in specific cases, might vary. The "different particulars<\/b>"
\ninvolved with walking, then, might make is seem a novel event; however, there
\nremains an abstract class of invariable information–abstract invariances–that
\napply to all (most!) instances of walking (or that function to distinguish
\nwalking from non-walking at the level of comprehension). The article goes on to
\nconsider relations and "entities involved" (an environmental or ecological
\nconsideration) and a few of the ways these ideas might be generalized to
\nlinguistic comprehension<\/b> (201). That which is "directly expressed" in
\nsentences (204) can only be comprehended in concert with whatever other
\ninformation is available, including what Bransford and McCarrell "alinguistic
\ninformation<\/b>" (204). They also consider the "instigating force<\/b>" of an
\nunnamed, unseen entity that impacts comprehension despite its absence from the
\ncontext, be it syntactic or scenic (211).<\/p>\n

Other strong examples include the function of "submerged<\/b>" in a
\nparagraph about a man abandoning his car and walking toward the city (214).
\nWhen the word is missing from the paragraph, comprehension is much more
\ndifficult. When added, however, the entire sequence of events as well as their
\nmotivations is comprehendible. A second example involves ambiguity in a
\nconfusing word, like "nog<\/b>." "[The] ambiguous sentence The boy was
\nfound by the nog<\/i> can be disambiguated as a function of our knowledge of
\nnogs<\/i><\/b>. If nog<\/i> is assumed to refer to a monument in Central Park
\nthe sentence will be understood as a paraphrase of The boy was found near the
\nnog<\/i>; but if it refers to a furry animal with a good nose for tracking, the
\nsentence will be understood to be a paraphrase of The nog found the boy<\/i>"
\n(219).<\/p>\n

Sum: "Our approach to comprehension focuses on the comprehender’s ability
\nto use his general knowledge<\/b> to create situations that permit the relations
\nspecified in input sentences to be realized, or to postulate situations<\/b>
\n(e.g., instigating forces) that allow perceptual events to be understood. In
\nshort, the ability to create some level of semantic content<\/b> sufficient to
\nachieve a click of comprehension<\/b> depends upon the comprehender’s ability
\nto think" (220).<\/p>\n

Key terms: click of comprehension (189, 200, 210, 215), meaningful entities
\n(191), brute things (191), Piaget’s "assimilation" (192), Bartlett’s "effort
\nafter meaning" (192), affordances (193), abstract invariances (197),
\necological niche (200), grasping of relations (200), sufficient alinguistic
\ninformation (204), special assumption sentences and self-contained sentences
\n(208), elaboratives (209), constraints (210), instigating force (211),
\ncategories of information (216), single lexical equivalents (216), labels for
\nrelations (218), nog (219), storehouse of images (220).<\/p>\n

"Similarly, our perception of the world is rarely confined<\/b> to
\nidentification of an individual object in isolation<\/b>, but instead includes
\nperception of an object’s role in events<\/b>" (190).<\/p>\n

"Perception<\/b> affords more than information about the characteristics of
\nindividual objects; it affords information about the spatio-temporal
\nrelations<\/i> among entities<\/b> that characterize the dynamic perceptual events
\n(cf. E.J. Gibson, 1969; J.J. Gibson, 1966)" (191).<\/p>\n

"That physical properties may have meaningful implications is important for
\nconsideration of perceptual learning, because it suggests that relational
\ninformation<\/b> that allows objects to become meaningful also affects what
\nperceptual characteristics<\/b> are learned" (194).<\/p>\n

"The preceding discussion suggests that knowledge of entities<\/b> arises
\nfrom information about their relations to other knowledge<\/b>, and that
\nknowledge of relations distinguishes a meaningful object<\/b> from a ‘brute
\nthing’" (195).<\/p>\n

"Isolated objects<\/b> cannot be taken as the basic unit of analysis<\/b>
\nwhen one seeks to understand how they become meaningful. Objects become
\nmeaningful by virtue of their interrelations with other objects (including the
\nknowing organism); and objects are not always identified as mere objects" (197).<\/p>\n

"Knowledge of entities<\/b> and relations<\/b> also interact to allow the
\ncomprehender to understand implicational significances of events<\/b> which
\ninvolve more information than is momentarily present<\/b>" (199). ^Like
\nBruner?<\/p>\n

"These examples illustrate how relational information<\/b> about objects
\nand information about abstract invariants characteristic of events<\/b>
\ninteract to affect one’s ability to comprehend novel situations<\/b>" (199).<\/p>\n

"The basic paradigm [for "a detailed analysis of relational information
\nderived from perception"] is the ‘ecological niche<\/b>.’ It consists simply
\nof a film of a set of artificial entities<\/b> that can be made meaningful to
\nan organism as a function of his perception of their interactions in the
\nperceptual mini-world" (200).<\/p>\n

"These studies suggest that information ‘directly expressed’ by sentences
\ncannot always be equated with the information available to the comprehender.
\nComprehenders do not simply store the information underlying sentences, but
\ninstead use linguistic inputs in conjunction with other information to update
\ntheir general knowledge of the world" (204).<\/p>\n

"Reasonable evidence suggests that the comprehender must frequently do
\nconsiderable work to create situations<\/b> that allow him to grasp the relations
\nspecified in input sentences, and that at least some specifications are
\nnecessary for the click of comprehension<\/b> to occur" (210).<\/p>\n

"We have proposed that knowledge of language might fruitfully be
\nconceptualized as knowledge of abstract cues or instructions that guide the
\ncomprehender. The semantic content<\/b> of a particular linguistic message is
\ncreated only as the comprehender, guided by the linguistic cues, specifies
\nconditions under which the abstract relations can be realized<\/b> given his
\nknowledge of the world" (215).<\/p>\n

"Organisms must have information about an entity’s relations to other aspects
\nof his knowledge system to understand it. It follows that an image<\/b> of a
\nword’s referent cannot be equated with its meaning, and similarly, the meaning
\nof a whole sentence like The man made a touchdown<\/i> cannot be equated with
\nan image of a man crossing the goal line" (221).<\/p>\n","protected":false},"excerpt":{"rendered":"

\u23f3 Approximate reading time: <\/span> 4<\/span> mins<\/span><\/span>Bransford, John D., and Nancy S. McCarrell. "A Sketch of a Cognitive Approach to Comprehension: Some Thoughts about Understanding What It Means to Comprehend." Cognition and the Symbolic Processes. Walter Weimer and David Palermo, eds. New York: Lawrence Erlbaum, 1974. 189-229.<\/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":[175],"tags":[622,1038,1655,706,1656,135,1657,919,1658,1315,404,1659,1660,441,825,2007,445,553,346,453,383,970,1044,1661,1045,704,1662,1566,252,1663,1664,1049,1554,1082],"class_list":["post-7081","post","type-post","status-publish","format-standard","hentry","category-toolsinuse","tag-abstract","tag-affordance","tag-assimilation","tag-association","tag-click","tag-cognition","tag-comprehend","tag-comprehension","tag-concrete","tag-constraint","tag-context","tag-elaboratives","tag-event","tag-image","tag-imagery","tag-instigating-force","tag-knowledge","tag-language","tag-manipulanda","tag-meaning","tag-memory","tag-mind","tag-niche","tag-nog","tag-perception","tag-recall","tag-referent","tag-relations","tag-semantic","tag-sentence","tag-significance","tag-substance","tag-topoi","tag-word"],"yoast_head":"\nBransford and McCarrell, "Cognitive Approach to Comprehension" - Earth Wide Moth<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/www.earthwidemoth.com\/blog\/2006\/11\/19\/bransford-and-m-1\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Bransford and McCarrell, "Cognitive Approach to Comprehension" - Earth Wide Moth\" \/>\n<meta property=\"og:description\" content=\"\u23f3 Approximate reading time: 4 minsBransford, John D., and Nancy S. McCarrell. "A Sketch of a Cognitive Approach to Comprehension: Some Thoughts about Understanding What It Means to Comprehend." Cognition and the Symbolic Processes. Walter Weimer and David Palermo, eds. 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I'm setting out with hopes that I can wrap together a few thought-strands running through other coursework this week. It tracks through Weinberger, as well, so the application here isn't out of the blue.\u00a0 In his chapter on Space in Small Pieces Loosely Joined Weinberger\u2026","rel":"","context":"In "Networks"","block_context":{"text":"Networks","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/networkacy\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7011,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/27\/gibson-theory-o\/","url_meta":{"origin":7081,"position":2},"title":"Gibson, “Theory of Affordances”","author":"Derek Mueller","date":"July 27, 2006","format":false,"excerpt":"Gibson, James J. \"The Theory of Affordances.\" Perceiving, Acting, and Knowing. R.E. Shaw and J. Bransford, eds. Hillsdale, N.J.: Elrbaum, 1977. Gibson's seminal essay introduces the term, affordances, and articulates the nuances in its application to ecological psychology. An affordance, according to Gibson, is \"a specific combination of the properties\u2026","rel":"","context":"In "Tools-in-use"","block_context":{"text":"Tools-in-use","link":"https:\/\/www.earthwidemoth.com\/blog\/category\/toolsinuse\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":7000,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/09\/smith-hypertext\/","url_meta":{"origin":7081,"position":3},"title":"Smith, “Hypertextual Thinking”","author":"Derek Mueller","date":"July 9, 2006","format":false,"excerpt":"Smith, Catherine F. \"Hypertextual Thinking.\" 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. 264-281. Smith seeks to develop an understanding of hypertext as having a figural relationship to cognitive form and\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":7039,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/09\/09\/trimbur-essayis\/","url_meta":{"origin":7081,"position":4},"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). Consider the difference between literacy studies' framing of essayist literacy (text as \"self-sufficient\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":6990,"url":"https:\/\/www.earthwidemoth.com\/blog\/2006\/07\/01\/dias-et-al-dist\/","url_meta":{"origin":7081,"position":5},"title":"Dias et al., “Distributed Cognition at Work”","author":"Derek Mueller","date":"July 1, 2006","format":false,"excerpt":"Dias, Patrick, Aviva Freedman, Peter Medway, and Anthony Pare. \"Distributed Cognition at Work.\" Cushman, Kintgen, Kroll, and Rose 199-208. Dias et al. (reprinted here from Worlds Apart) briefly introduce the concept of distributed cognition, which recognizes \"that 'people appear to think in conjunction or partnership with others and with the\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":[]}],"jetpack_likes_enabled":true,"_links":{"self":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7081","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/comments?post=7081"}],"version-history":[{"count":0,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/posts\/7081\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/media?parent=7081"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/categories?post=7081"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.earthwidemoth.com\/blog\/wp-json\/wp\/v2\/tags?post=7081"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}