Grounding cognition in intersubjectivity and agency: an investigation into an intercultural collaborative learning activity
Bibliographic record
Abstract
This study explores the insights that two Marxist-based social theories, sociocultural theory and cultural historical activity theory, provide for understanding how complex cognition emerged in a particular intercultural collaborative learning project as a function of intersubjectivity and individual and collective agency. Three female, adult learners in a graduate studies course in Canada collaborated to prepare a class presentation on a course reading, and then write a final joint paper, which analyzed the process of their learning from a sociocultural theory perspective. Despite often discordant and disruptive interactions, the group successfully completed all assigned tasks. Using data that include audio recordings of planning meetings, email exchanges, analyses by each participant of a single episode of agency, and participants' final joint paper, this investigation redescribes and explains the learning process as a complex activity system within the boundaries of particular reconceptualizations of intersubjectivity and agency.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.005 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".