Rosanna Yuen-Yan Chan
ABSTRACT
Social media and online social networks dramatically change the way in which knowledge is acquired and disseminated. How do we re-understand about human knowledge and knowing? This work aims at extending the current understanding of human epistemic cognition in online social environments, where epistemic cognition refers to cognitions and cognitive processes related to epistemic matters such as knowledge and beliefs justification. We approach our inquiry with mixed methods: (1) quantitative study to test whether epistemic cognition might differ in individual and social contexts, and whether online interactions might mediate the later; and (2) social cognitive task analysis with interviews to manifest the intricate interplay of dynamics between social epistemic cognition and online interactions. We introduce the new construct of social epistemic cognition and contribute to the field of HCI with an evolved theory which states that epistemic cognition can be promoted in online social environments as mediated by online interactions.
- Autin, J. My kind of people? Perceptions about Wikipedia contributors and their motivations. In Proceedings of the 2011 SIGCHI Conference on Human Factors in Computing Systems, ACM, New York, NY, USA, 2011, pp. 3411--3420. Google Scholar
Digital Library
- Antin, J. and Cheshire, C. Readers are not free-riders: Reading as a form of participation on Wikipedia. In Proceedings of the 2010 ACM Conference on Computer Supported Cooperative Work, ACM, New York, NY, USA, 2010, pp. 127--130. Google ScholarDigital Library
- Bandura, A. Social Foundations of Thought and Action: A Social Cognitive Theory. Prentice-Hall, Englewood Cliffs, NJ, USA, 1986.Google Scholar
- Barnatt, C. A Brief Guide to Cloud Computing. Robinson, London, 2010.Google Scholar
- Bereiter, C. Principled practical knowledge: Not a bridge but a ladder, to appear in Journal of the Learning Sciences, 2013.Google Scholar
- Bernecker, S. and Pritchard, D. Eds. Routledge Companion to Epistemology. Routledge, London, UK, 2010.Google Scholar
- Bransford, J.D., Brown, A.L. and Cocking, R.R. Eds. How People Learn: Brain, Mind, Experience, and School. National Academy Press, Washington DC, USA, 2000.Google Scholar
- Card, S.K., Moran, T.P., and Newell, A. The Psychology of Human-Computer Interaction. Erlbaum, Hillsdale, NJ, USA, 1983. Google ScholarDigital Library
- Chinn, C. A., Buckland, L. A., and Samarapungavan, S. C. B. Integrating philosophy into learning sciences research on epistemic cognition. In Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010), 2, 2010, 37--44.Google Scholar
- Chinn, C., Buckland, L. and Samarapungavan, A. Expanding the dimensions of epistemic cognition: arguments from philosophy and psychology. Educational Psychologist, 46, 3 (2011), 141--167.Google ScholarCross Ref
- Crandall, B., Klein, G. and Hoffman, R.R. Working Minds: A Practitioner's Guide to Cognitive Task Analysis. The MIT Press, Cambridge, MA, USA, 2006.Google Scholar
- Fiske, S.T. and Taylor, S.E. Social Cognition (2nd Ed.). McGraw-Hill, New York, NY, USA, 1991.Google Scholar
- Floridi, L. Information ethics: Its nature and scope. In Information Technology and Moral Philosophy, van den Hoven, J. and Weckert, J. Eds. Cambridge University Press Cambridge, NY, USA, 2008.Google Scholar
- Fuller, S. Social Epistemology. Indiana University Press, Bloomington, IN, USA, 2002.Google Scholar
- Hofer, B.K. Dimensionality and disciplinary differences in personal epistemology. Contemporary Educational Psychology, 25, 4(2000), 378--405.Google ScholarCross Ref
- Hofer, B.K. and Pintrich, P.R. The development of epistemological theories: Beliefs about knowledge and knowing and their relation to learning. Review of Educational Research, 67, (1997), 88--140.Google ScholarCross Ref
- Hofer, B.K. and Pintrich, P.R. Personal Epistemology: The Psychology of Beliefs about Knowledge and Knowing. Erlbaum, Mahwah, NJ, USA, 2002.Google Scholar
- Hoffman R. R. and Lintern, G. Eliciting and representing the knowledge of experts. In Cambridge Handbook of Expertise and Expert Performance, Ericsson, K. A. et al. Eds. Cambridge University Press, New York, NY, USA, 2006, 203--222.Google Scholar
- Hoffman R.R. and Militello L.G. Perspectives on Cognitive Task Analysis: Historical Origins and Modern Communities of Practice. Taylor & Francis Press, New York, NY, USA, 2009.Google Scholar
- Hu, L. and Bentler, P.M. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1 (1999), 1--55.Google ScholarCross Ref
- Goldman, A. I. Epistemology and Cognition. Harvard University Press, Cambridge, MA, USA, 1986.Google Scholar
- Goldman, A.I. Knowledge in a Social World. Oxford University Press, New York, NY, USA, 1999.Google Scholar
- Goldman, A.I. A guide to social epistemology. In Goldman, A.I. and Whitcomb, D. Eds. Social Epistemology: Essential Readings. New York, NY, USA, Oxford University Press, 2011.Google Scholar
- Kadushin, C. Understanding Online Social Networks: Theories, Concepts, and Findings. Oxford University Press, New York, NY, USA, 2012.Google Scholar
- Kitchener, K.S. Cognition, metacognition, and epistemic cognition. Human Development, 26, 4 (1983), 222--232.Google Scholar
- Klein, G., Ross, K.G., Boom, B.M. and Klein, D.E. Macrocognition. IEEE Intelligent Systems, 18, 3 (2003), 81--85. Google ScholarDigital Library
- Kline, P. The Handbook of Psychological Testing (2nd Ed.). Routledge, London, UK, 1999.Google Scholar
- Kuhn, T.S. The Structure of Scientific Revolutions. University of Chicago Press, Chicago, IL, USA, 1962.Google Scholar
- Kvanvig, J.L. The Value of Knowledge and the Pursuit of Understanding. Cambridge University Press,Cambridge, UK, 2003.Google Scholar
- Laudan, L. Science and values. University of California Press, Berkeley, CA, USA, 1984.Google Scholar
- Lave, J. and Wenger, E. Situated Learning: Legitimate Peripheral Participation. Cambridge University Press, Cambridge, UK, 1991.Google ScholarCross Ref
- McDonald, R.P. and Ho, M.H.R. Principles and practice in reporting structural equation analyses, Psychological Methods, 7, 1 (2002), 64--82.Google ScholarCross Ref
- Perry, W.G., Jr. Forms of Intellectual and Ethical Development in the College Years: A Scheme. San Francisco, CA, Jossey-Bass, 1968.Google Scholar
- Pritchard, D., Millar, A. and Haddock, A. The Nature and Value of Knowledge: Three Investigations, New York, NY, USA, Oxford University Press, 2010.Google Scholar
- Proctor, R.W. and Vu, K.P.L. Human information processing: An overview for human-computer interaction. In The Human-Computer Interaction Handbook: Fundamentals, Evolving Technologies, and Emerging Application (3rd ed), Jacko, J.A. Ed. Taylor and Francis Group, Boca Raton, FL, USA, 2012. Google ScholarDigital Library
- Proudfoot, M. and Lacey, A.R. The Routhedge Dictionary of Philosophy, 4th Ed. Routledge, New York, NY, USA, 2010.Google Scholar
- Salmon, W.C. Four Decades of Scientific Explanation. University of Minnesota Press, Minneapolis, MN, USA, 1989.Google Scholar
- Scardamalia, M. and Bereiter, C. Knowledge building: Theory, pedagogy, and technology. In Cambridge Handbook of the Learning Sciences, Sawyer, K. Ed. Cambridge University Press, New York, NT, USA, 2006, 97--118.Google Scholar
- Schommer, M. Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82, 3 (1990) 498--504.Google ScholarCross Ref
- schraefel, mc. Building Knowledge: What's beyond Keyword Search? IEEE Computer, 42, 3 (2009), 5259. Google ScholarDigital Library
- Sellen, A., Rogers, Y., Harper, R. and Rodden, T. Reflecting human values in the digital 21st-century sociotechnical environments. Communications of the ACM 52, 3 (2009), 58--66. Google ScholarDigital Library
- Sharp, H., Preece, J., and Rogers, Y. Interaction Design: Beyond Human-Computer Interaction (3rd Ed.). John Wiley & Son, West Sussex, UK, 2011. Google ScholarDigital Library
- Sosa, E. Reliabilism and intellectual virtue. In Epistemology: Internalism and Externalism, Kornblith Ed. Blackwell, Malden, MA, USA, 2001, 147--162.Google Scholar
- Stahl, G. Contributions to a theoretical framework for CSCL. In Proceedings of Computer-Supported Collaborative Learning (CSCL 2002), 2002, 62--71. Google ScholarDigital Library
- Stahl, G., Koschmann, T., and Suthers, D.D. Computer-supported collaborative learning. In Cambridge Handbook of the Learning Sciences, Sawyer, K. Ed. Cambridge University Press, New York, NT, USA, 2006, 409--425.Google Scholar
- Vygotsky, L. S. Mind in Society: The Development of Higher Psychological Processes. M. Cole, et al. Eds. Cambridge, MA, USA, Harvard University Press, 1978.Google Scholar
- Wertsch, J.V. Voices of the Mind: A Sociocultural Approach to Mediated Action. Cambridge, MA, USA, Harvard University Press, 1991.Google Scholar
- Westland, J.C. Lower bounds on sample size in structural equation modeling. Electronic Commerce Research and Applications, 9, 6 (2010), 476--487. Google ScholarDigital Library
- Zagzebski, L. On Epistemology. Wadsworth, Cengage Learning, Belmont, CA, USA, 2009.Google Scholar
Index Terms
- Social epistemic cognition in online interactions
Recommendations
Epistemic Cognition: A Promising and Necessary Construct for Enriching Large-scale Online Learning Analysis
L@S '17: Proceedings of the Fourth (2017) ACM Conference on Learning @ ScaleEpistemic cognition refers to the process of thinking about one's forms of knowledge and ways of knowing. Epistemic cognition becomes especially critical when learners need to, assess the validity, certainty, reliability, source, and limits of their ...
From Intersubjectivity to Group Cognition
The question of how it is possible for people to understand each other has been a controversial theme throughout the recent history of philosophy. It is a foundational issue for the social sciences, in which researchers try to understand the behaviors ...
The Impact of Geographic Distance on Online Social Interactions
Online social networking services entice millions of users to spend hours every day interacting with each other. The focus of this work is to explain the effect that geographic distance has on online social interactions and, simultaneously, to ...
Comments