Editing Situated cognition (section)

==History==
While situated cognition gained recognition in the field of [[educational psychology]] in the late twentieth century,<ref name="Brown, Collins, & Duguid, 1989">Brown, Collins, & Duguid, 1989</ref> it shares many principles with older fields such as [[critical theory]],<ref>McLaughlin, N. (1999). Origin myths in the social sciences: Fromm, the Frankfurt School and the emergence of critical theory. Canadian Journal of Sociology/Cahiers canadiens de sociologie, 109-139.</ref><ref>Freire, P. (1996). Pedagogy of the oppressed (revised). New York: Continuum, 356, 357-358.</ref>  [[anthropology]] ([[Jean Lave]] & [[Etienne Wenger]], 1991), philosophy ([[Martin Heidegger]], 1968), [[critical discourse analysis]] (Fairclough, 1989), and [[sociolinguistics]] theories ([[Bakhtin]], 1981) that rejected the notion of truly objective knowledge and the principles of Kantian [[empiricism]].

[[Lucy Suchman]]'s work on situated action at Xerox Labs<ref name=":1">{{Cite book|title=Plans and situated actions: The problem of human-machine communication|last=Suchman|first=Lucy|publisher=Cambridge University Press|year=1987|isbn=9780521337397|location=Cambridge MA}}</ref> was instrumental in popularizing the idea that an actor's understanding of how to perform work results from reflecting on interactions with the social and material (e.g. technology-mediated) situation in which she or he acts.<ref name=":2">{{Cite journal|last=Suchman|first=Lucy|date=January 1993|title=Response to Vera and Simon's Situated Action: A Symbolic Interpretation|journal=Cognitive Science|volume=17|pages=71–75|doi=10.1111/cogs.1993.17.issue-1|doi-access=free}}</ref> More recent perspectives of situated cognition have focused on and draw from the concept of identity formation<ref>Lave, J. (1991). Situating learning in communities of practice.</ref> as people negotiate meaning through interactions within communities of practice.<ref>Brown, J. S., & Duguid, P. (2000). Balancing act: How to capture knowledge without killing it. Harvard business review, 78(3), 73-80.</ref><ref>Clancey, G. (2004). Local memory and worldly narrative: the remote city in America and Japan. Urban Studies, 41(12), 2335-2355.</ref> Situated cognition perspectives have been adopted in education,<ref>Brown, Collins, & Duguid, 1989)</ref> instructional design,<ref>Young, 2004</ref> online communities and artificial intelligence (see Brooks, Clancey). Grounded Cognition, concerned with the role of simulations and embodiment in cognition, encompasses Cognitive Linguistics, Situated Action, Simulation and Social Simulation theories. Research has contributed to the understanding of embodied language, memory, and the representation of knowledge.<ref>Barsalou, L. Grounded Cognition (2008) Annu. Rev. Psychol. 2008. 59:617–45</ref>

Situated cognition draws a variety of perspectives, from an anthropological study of human behavior in the context of technology-mediated work,<ref name=":1" /> or within [[communities of practice]]<ref name=":0">Lave & Wenger, 1991</ref>  to the [[ecological psychology]] of the perception-action cycle<ref>[[James J. Gibson]], 1986</ref> and intentional dynamics,<ref>Shaw, Kadar, Sim & Reppenger, 1992</ref> and even research on robotics with work on [[autonomous agent]]s at NASA and elsewhere (e.g., work by W. J. Clancey). Early attempts to define situated cognition focused on contrasting the emerging theory with information processing theories dominant in cognitive psychology.<ref>Bredo, 1994</ref>

Recently theorists have recognized a natural affinity between situated cognition, New Literacy Studies and new literacies research (Gee, 2010). This connection is made by understanding that situated cognition maintains that individuals learn through experiences. It could be stated that these experiences, and more importantly the mediators that affect attention during these experiences is affected by the tools, technologies and languages used by a socio-cultural group and the meanings given to these by the collective group. New literacies research examines the context and contingencies that language and tool use by individuals and how this changes as the Internet and other communication technologies affect literacy.<ref>Leu et al., 2009</ref>