Cognitive ethnography is a methodological approach that assumes cognition is distributed through social interactions, tools, language, and coordinated activities. It views cognition as embodied in artifacts and objects. The approach was developed based on nomological network theory, which uses both deductive and inductive frameworks involving theory, hypotheses, observations, and confirmation. An example application involves using video games to facilitate greater success with printed text by assessing comprehension through gameplay. Measures of comprehension can be applied both within and outside of games.
3. Methodology
As a methodological approach, cognitive ethnography assumes that cognition is
distributed through rules, roles, language, relationships and coordinated
activities, and can be embodied in artifacts and objects
(Dubbels, 2008).
5. The pattern for a nomological network fits a deductive/ inductive framework:
•Deductive: theory, hypothesis, observation, and confirmation
•Inductive: observation, pattern, tentative hypothesis,
6. EXAMPLE
Can the literate practice of gaming be used to facilitate greater success
with printed text?
7. Will a top down approach to instruction outperform a bottom approach
in developing academic knowledge of comprehension in reading?
HYPOTHESIS
8. Games Club for Readers
Read Aloud Play Aloud
Dubbels, B.R. (2008) Video games, reading, and transmedial
comprehension. In R. E. Ferdig (Ed.), Reference. Information Science
Handbook of research on effective electronic gaming in education.
Dubbels, B.R. & Rummell, A. (2008) Observations on the exploration of
comprehension as transmedial. National Reading Conference.
9. Why games for learning?
• Games, by their very
nature, assess, measure, and evaluate.
• Games serve as an example of an informative
assessment (Wiliam & Thompson, 2006).
10. Informative Assessment
– An informative assessment guides and facilitates
learning as part of the assessment through feedback
and interaction. The act of playing the game provides
feedback on performance—the assessment is the
learning intervention. No external measures are
added on for assessment.
– Research findings from over 4,000 studies indicate
that informative assessment has the most significant
impact on achievement (Wiliam, 2007).
• But, you still need to know what you are
assessing, measuring, and evaluating.
• Assessing inside and out of the game.
11. Learning and schema building
are iterative
Interaction seems essential in learning, the more feedback the learner
receives on a behavior, attitude, or performance, the more likely they are to
become aware of it and either refine or change the behavior with the information
provided in the feedback (Ferster & Skinner, 1957; Baer & Wolf, 1970;
Vygotsky, 1976).
Taken side by side, games are designed in much the same way we
conceptualize learning through as we view Vygostky’s zone of proximal
development (Tharp & Gallimore, 1988, p. 35) next to game designer Daniel
Cook ( last visited 6/10/09, http://is.gd/1kQ0r).
13. Microworlds Measured for Comprehension, & Problem Solving
These dimensions and descriptors offer significance in that they are predicated
upon sensorimotor experience for creating and recalling memory and
representation
(Fischer & Zwaan, 2008).
14. Embodiment and Motor Resonance
The brain is for action Sensory Organs
• Perceptual, affect, and motor-
action areas of the brain are
important in making meaning
from discourse as elements of
memory production;
• Areas in the brain that control
motor, perceptual, and affect
are activated both tacitly and
explicitly as a metacognitive
processes as mental
simulations of discourse—or
vicarious experience through
text.
– Glenberg (1999), Zwann (2002)
15. Comprehension and Representation
• Adults who build coherent representations also better
understand, remember, and make connections between different parts of
a text (Johnson-Laird, 1983; Kintsch & van Dijk, 1978; van den
Broek, 1994).
• Situation model construction consists of the same general processes
across media (e.g., Gernsbacher et al., 1990; Magliano et al., 2001)
16. Mental Representation & Expertise
• Domain expertise may interact with verbal
ability; and retrieval structures vary according
to the domain of expertise.
– Schneider and Körkel (1989); Fincher-Kiefer, Post, Greene &
Voss, 1988; Yekovich, Walker, Ogle & Thompson in 1990
• Thus if you know about dinosaurs, one may
have more highly developed categories of
memory and thus schema with which to
retrieve and integrate new information.
– Chi and Koeske, (1983),
22. Causal network analysis
Epaminondas Story Epaminondas Story
Van den Broek,P., Kendou, P., Kremer, K., Lynch, J.
Butler, J., White, M., and Pugzles Lorch, E.
(2005, p. 112-13)
23.
24. How do we build a comprehension model?
Comprehension Model Literary Elements
• A spatial-temporal framework • Character/ Characterization
– spatial locations, time frames • diction
• Entities • Plot
– people, objects, ideas, • Setting
• Properties of entities • Point of View
– color, emotions, goals, shape, et • Theme
c.
• Tone
• Relational information
• Voice
– spatial, temporal, causal, owners
hip, kinship, social, etc. • Word choice
25. Comprehension measures for reflect aloud using the event indexing model --
Studen Boo Fl D Pro Sit Plo Set Char Them PO Tone W Voice/ Genr Autho
t k ec p t e V C Diction e r
o
d
e
Scoring 4 3 2 1 0
Defined Meaning in Mentioned Cued/ Cued/ Absent
context Explained Recognize Recognize
Detailed Term term
Description Explained
26. Modified fluency with play and agency
1 I have chosen a challenging book. I read with hesitation with emphasis on single words—I am trying to learn them
in isolation from one another. The "flow" in my reading is a little clunky like a telegraph with word-by-word
reading.
2 I just read with two to three word phrasing.
My reading seems very hesitant, like I might be unsure, with considerable pausing. I am blending and decoding the
words. I am naming the words rather than letting them flow.
3 I am pausing for ending punctuation, but am not making inflection changes from sentence to sentence. I read in
phrases but I am lacking in tone necessary in fluent understandable reading.
4 Most of the time, I have, "flow" and phrasing. It is like telling a story to my friends, with vocal intonation and prosody
that indicates awareness of punctuation for pausing and breath, and appropriate inflection (i.e., happy voice).
I should be doing Shakespeare! My performance is characterized by reading that generally "flows."My voice
5 changes to reflect meaning changes in the passage. My inflections are consistently appropriate, and my
reading is fluent and smooth, generally easy to listen to and understood.
Adapted from Table 1. from Marston, Mansfield, cited in (pg. 81
Heineman, in Fountas and Pinnell, 1996) by Dubbels (2005).
28. Causal network analysis
Epaminondas Story Epaminondas Story
Van den Broek,P., Kendou, P., Kremer, K., Lynch, J.
Butler, J., White, M., and Pugzles Lorch, E.
(2005, p. 112-13)
29. Building comprehension process
Age/ time
Learning
to Read Basic reading skills Comprehension Skills
Decoding
Reading Comprehension
Grade 4
Reading to Learn
Figure 1. Kintsch & Kintsch in Paris
& Stahl (2006)
30. Elements of comprehension
• Attention
• Prior Knowledge
• Content, Structure, Genre, Categories, Concepts
• Situation Model
– spatial locations, time
frames, people, objects, ideas, color, emotions, goals, shape, spatial, temporal, causal, ownership, kins
hip, social, etc.
• Composition of Comprehension as an active, compositive, compensatory process
• Higher order process can bootstrap lower order process like decoding.
• Good readers make predictions and read to verify.
• The presence of support through visual and discourse modes increased the likelihood that participants
would generate a specific prediction. Furthermore, the likelihood of generating a given prediction increased
with multiple sources of visual and discourse modes of support. The more support, the more predictions.
• Comprehension is transmedial, higher order narrative categories aid in chunking and providing boot-
strapping.
• It is easier to build on a pre-existing foundation of prior knowledge than it is to work from scratch.
31. How do we build a comprehension model?
Comprehension Model Literary Elements
• A spatial-temporal framework • Character/ Characterization
– spatial locations, time frames • diction
• Entities • Plot
– people, objects, ideas, • Setting
• Properties of entities • Point of View
– color, emotions, goals, shape, et • Theme
c.
• Tone
• Relational information
• Voice
– spatial, temporal, causal, owners
hip, kinship, social, etc. • Word choice
32. Feedback and interaction were central
to the work of Lev Vygotsky, as
The Zone of Proximal depicted here in Figure 1. (Tharp &
Development Gallimore, 1988, p. 35).
33. Invoking play
Probability
Branching
Rules
Roles & Identity
Imagery &
visualization
38. Why are they important?
• Because a decision tree is also a diagram of
the formal space of possibility in a game.
• Games represent the same design elements as
research and curriculum design.
50. Video games as Learning Tools Background
Developed a curriculum for teachers after using them with success at
Northeast Middle School
51. 40 38
Comparison of student 35
performance
The categories for 05-06 performance 30
was based upon the Minnesota Basic
Skills Test
25 24
The 06-07 scores were based upon the 21 Grade 7 (05-
MCA2 06)
20
16 Grade 8 (05-
All students were taught by one
15 06)
teacher each year.
Grade 8 (06-
I taught the 06-07 year using a much 10 07)
harder test with an emphasis on
games and play.
5
Specifically: Games unit, multimedia
units, sketch up, Etc.
0
Exceed Meets Partial Does
not
52. Building comprehension process
Age/ time
Learning
to Read Basic reading skills Comprehension Skills
Decoding
Reading Comprehension
Grade 4
Reading to Learn
Figure 1. Kintsch & Kintsch in Paris
& Stahl (2006)
61. Dance Dance Education
Because kids won’t let an education get in the way of their learning
Brock Dubbels
The Center for Cognitive Sciences
The University of Minnesota, Minneapolis
62. Extrinsic Motivation
Identity informs Continuum
motivation and
engagement External regulation Introjected regulation Identified regulation
•External regulation: doing something
for the sake of achieving a reward or
avoiding a punishment.
•Introjected regulation: partial
internalization of extrinsic motives.
•Identified regulation: doing an activity
because the individual identifies with
the values and accepts it as his own.
Dubbels (2009) Dance Dance Education and Rites of Passage ---Lessons learned about the importance of play in sustaining
engagement from a high school “girl gamer” based upon socio- and cultural-cognitive analysis for designing instructional
environments to elicit and sustain engagement through identity construction. IJGCMS.
63. Four Principles for
Engagement by Design
Play as a Subjunctive Mood Desirable Activities
Spaces Desirable Groups
Dubbels (2009) Dance Dance Education and Rites of Passage. IJGCMS.
64. Once again, Thresholds
Formerly, communities created rites of passage – where community
status and identity were earned and bestowed.
Notes de l'éditeur
In its traditional form, ethnography often involves the researcher living in the community of study, learning the language, doing what members of the community do—learning to see the world as it is seen by the natives in their cultural context, Fetterman (1998).Cognitive ethnography follows the same protocol, but its purpose is to understand cognitive process and context—examining them together, thus, eliminating the false dichotomy between psychology and anthropology.Observational techniques such as ethnography and cognitive ethnography attempt to describe and look at relations and interaction situated in the spaces where they are native. There are a number of advantages to both laboratory observation and in the wild as presented in Figure 1.
As mentioned, Cognitive Ethnography can be used as an attempt to provide evidence of construct validity. This approach, developed by Cronbach & Meehl (1955), posits that a researcher should provide a theoretical framework for what is being measured, an empirical framework for how it is to be measured, and specification of the linkage between these two frameworks. The idea is to link the conceptual/theoretical with the observable and examine the extent to which a construct, such as comprehension, behaves as it was expected to within a set of related constructs. One should attempt to demonstrate convergent validity by showing that measures that are theoretically supposed to be highly interrelated are, in practice, highly interrelated, and, that measures that shouldn’t be related to each other in fact are not.This approach, the Nomological network is intended to increase construct validity, and external validity, as will be used in the example, the generalization from one study context, such as the laboratory, to another context, i.e., people, places, times. When we claim construct validity, we are essentially claiming that our observed pattern — how things operate in reality — corresponds with our theoretical pattern — how we think the world works. To do this, it is important to move outside of laboratory settings to observe the complex ways in which individuals and groups adapt to naturally occurring, culturally constituted activities. By extending theory building with different approaches to research questions, and move from contexts observed in the wild, then refined in the laboratory, and then used as a lens in field observation.
For children, play is imagination in action, however, for adolescents and school-age children imagination is play without action.Play may be a portal to working to develop skills, knowledge, and competencyPlay groups provide authentic shared experience without the need for Freudian meltdownsThis also begins to create group membership and experience to talk aboutWhat this means is that school-age are capable of building a mental representation. They can build micro-worlds through mental representation and imagination, to replicate, fabricate, exaggerate and minimize what they know of the world. This behavior is also important for academic work in school. Children must be capable of making mental representations from printed text, as well as verbal instruction. Play has a pivotal role in a child’s development, and can be leveraged for academic growth.
And most importantly, the five dimensions of the situation model. I hypothesized that if students could make a robust situation model, that they would have greater facility with decoding text and propositional levels in compensation.
There is an advantage to this
For Vygotsky, the uses of objects like toys are important for the creation and extension of the imagination. Vygotsky categorized these objects as pivots. The pivot is central to Vygotsky, because conceptual development is derived from action and interaction with objects in the environment. Remember,play is imagination in action, however, for adolescents and school-age children imagination is play without action
It was important to connect what I was learning in discourse processing in psycholinguistics to what I was doing in the classroom, as well as for the state standardized tests. I was given permission by my principal to attend the Minnesota DoE workgroup on the new Minnesota Comprehensive Assessment. My work on the test made me wonder about the way we were preparing for tests and the DoE’s expectation that if teachers teach to the standards, this would translate into better test scores. I was very troubled by this disconnection in expectation about practice, as well as the principles for the test design; such as lexile scores and Bloom’s taxonomy. The apparent lack of validity was troubling.Rather than asking any more questions, I decided that I would integrate what I was learning about reading comprehension in my graduate courses and see how they worked to drive instruction.
I did this because I was simply frustrated with what I was being told by my TAPP mentors and the “reading specialist”. That I needed to understand Bloom’s Taxonomy and Lexile scores. This did not add up. I was invited by the DoE to work on the panels for the MCA2, and my principal was generous enough to let me participate. It was here that I was told that teaching the standards would prepare the students, but their brochure for teachers was basically lost in translation.
What I wanted to do was to have a transfer of power. I modified the fluency rubric my district used for CBM– content based measures. My approach was an attempt to coach comprehension and strategic reading by emphasizing the event indexing model.
Walkthroughs of the game were used to look at decision making through navigation of the game.A Walkthrough, according to Dubbels (in Beach, Anson, Breuch, & Swiss eds, 2009), is a document that describes how to proceed through a level or particular game challenge. Walkthroughs are created by the game developer or players and often include video, audio, text, and static images—offering strategies, maps through levels, the locations of objects, and important and subtle elements of the game.In order to have a thorough understanding of possible the goals, actions, and behaviors available in the game, a number of walkthroughs were analyzed along with the game controls, and maps for optimal play
Rather than doing what was always done, I created a curriculum that emphasized linguistic comprehension.In 2005-06, I was recognized for doing interesting things with games in the classroom. This TV report was one of the many media outlets that did stories on my middle school students and their study of video games as narratives. What I did in this unit on games was to emphasize linguistic comprehension and then leverage it with print literacy.
Working hard at play and becoming playful at work – this taps into cognition as time-pressured and situated as cognitive and cultural. The thresholds also serve an instructional role in that they are used to create boundaries and goals.