• Joint Attention Paradigm (Tomasello, Bruner, Vygotsky) • Intention-Reading and Role Reversal Imitation
• Media Equation (Reeves & Nass) • Colorado Literacy Tutor - Foundations To Literacy • Dialogue between a child and the computer in CLT • Research results, final remarks and bibliography
2
SOCIOCOGNITIVE INNATE SKILLS
SOCIOCULTURAL CONTEXT
PATTERN FINDING AND INTENTION READING
3
• Children develop a language because they identify with other people and perceive them as intentional agents. • We-intentionality – we perceive each other like the self • Communication is learning-teaching activity (interaction) • Language develops in a series of Joint Attentional Frames. • Social skills facilitate cognitive skills (pattern finding) 4
5
• What we are doing: objects and activities in attentional focus of the child and the adult (common ground) • Understanding Communicative Intentions of the adult: • You intend for [me to share attention to something]. • Language as an attention focusing tool (Tomasello)
• Role Reversal Imitation – social and cultural learning: • a child learns to use a symbol toward the adult in the same way as the adult used it toward her. 6
• People show natural social reactions to media. • Media (were) developed using basic human reactions. • All interfaces (computer programs) have personality. • Present-day media interact with latter-day brains. (Reeves i Nass 2000) • People treat media (computers) like the self (us). 7
• Avatar helping in MICROSOFT LIVE search engine
8
• • • •
Life-like character – Marni guides the young reader. The method of teaching reading: analytical and global Test: 50 Polish children in a primary school (age: 6-9) The total number of exercises done is 289.
• Examples of Fundamental Reading Exercises: • • • • •
Lowercase 4-Square Uppercase and Lowercase 4-Square Matching Lower – Lower Beginning Sounds Vowel Finding
9
10
• How is the child-computer-communication is possible? • What really happens? How far does CCC resembles JAF? • How effective is CLT and Marni for Polish children? • Research methods: • Recording of children and Marni interaction (screencast) • Collecting results of exercises (internet database) • Analysis of teaching method and interface design 11
12
13
• • • • •
The object of shared attention: finding vowels in a word Adult: avatar of Virtual Tutor – Marni Marni gives instruction and explanation (scaffolding) Marni monitors child’s attention and looks at him. Child: reacts verbally to Marni and follows her instruction
• Communicative intention: a child does what Marni says • Role Reversal Imitation: a child mimics Marni’s activity • Media Equation: a child treats Marni as its teacher 14
• Marni’s utterances – greetings, orders, explanations, praises and partings • • • • •
I like playing this game! Match the lower and uppercase letters! Give it another try, they are a match. You got it! Goodbye!
• Pupil’s utterances – comments and questions: • O! A teraz rusza głową! – O! She moves her head! • Co powiedziała? Jeszcze raz, bo nie słyszałem… • What was it? Once more, I haven’t heard her… 15
• The average score in exercises: >70% • Polish children understand what Marni says! • Children try to behave as if they were participating in a Joint Attention Frame and interact with Marni identifying with her. • Children do treat avatars as the self! • Perceiving them as the self is a consequence of being brought up in a series of Joint Attentional Frames.
16
• Children are programed to interact through culture and avatars – through technology (artificial intelligence). • Therefore children knowing how to interact with adults in JAF dialog with avatars and treat them as if avatars were adults (Media Equation). • Children transfer their reactions from JAF to CCC. • Both, children and avatars, behave just like other people because both originate from other people. 17
• • • • • • • •
•
Flom, R. at al. 2006. Gaze-following: Its Development and Significance. Juszczyk, K. 2005. Colorado Literacy Tutor jako pomoc w nauce i doskonaleniu czytania w języku angielskim dla polskich dzieci. Investigationes Linguisticae XII:44-61. ———. 2006. Ćwiczenie czytania w języku obcym wspomagane komputerowo programem Colorado Literacy Tutor. Investigationes Linguisticae XIII:62-85. Reeves, B., i C. Nass. 2000. Media i ludzie. Warszawa: PIW. Schaffer, H. 2005. Psychologia dziecka. Warszawa: Wydawnictwo Naukowe PWN. Tomasello, M. 1999. The Cultural Origins of Human Cognition. Cambridge: Harvard University Press. ———, M. 2005. Constructing a Language: A Usage-Based Theory of Language Acquisition. Cambridge: Harvard University Press. Wise, B. C., R.; van Vuuren, S.; Schwartz, S.; Snyder, L.; Ngampatipatpong, N.; Tuantranont, J.; & Pellom, B. [w druku]. Learning to Read with a Virtual Tutor: Foundations Literacy. w Interactive Literacy Education. (red.). Mahwah, NJ: Lawrence Erlbaum. http://CSLR.colorado.edu/beginweb/virtual_tutor/virtual_tutor.html Wygotski, L. 1989. Myślenie i mowa. Warszawa: Państwowe Wydawnictwa Naukowe. 18