Constructive Interaction and the Iterative Process of Understanding |
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| Authors: | Naomi Miyake |
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| Affiliation: | 1. Neuropsychology Subprogram of the Psychology Doctoral Program of the Graduate Center of CUNY, 365 Fifth Ave, New York, NY 10016, United States;2. Queens College of the City University of New York, 65-30 Kissena Blvd Flushing, NY 11367, United States;3. Regeneron Pharmaceuticals, 777 Saw Mill River Rd, Tarrytown, NY 10591, United States;1. Department of Emergency Medicine OHSU, Oregon Health & Science University, Portland, OR;2. Department of Obstetrics & Gynecology, Oregon Health & Science University, Portland, OR;3. Department of Obstetrics & Gynecology, Vanderbilt University Medical Center, Nashville, TN;4. Vanderbilt Institute for Medicine and Public Health, Vanderbilt University Medical Center, Nashville, TN;5. Department of Medicine, Tufts Medical Center, Tufts University School of Medicine, Boston, MA;6. Department of Medicine, Tulane University School of Medicine, New Orleans, LA;7. Department of Epidemiology, Tulane University School of Public Health and Tropical Medicine, New Orleans, LA;8. Department of Obstetrics & Gynecology, University of Kentucky College of Medicine, Lexington, KY;9. Department of Medical Informatics & Clinical Epidemiology, Oregon Health & Science University, Portland, OR;10. Oregon Health & Science University-Portland State University School of Public Health & Preventive Medicine, Portland, OR |
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| Abstract: | When people try to understand complex physical devices (e.g., a sewing machine), they proceed in an iterative fashion. They seem to reach several points at which they claim to “understand” the device. Each point of understanding is incomplete and requires a new level of understanding. As a result, they cycle between understanding and non-understanding as they traverse different levels. The present study provides a framework to capture the iterative nature of understanding. These points are discussed and illustrated through observations of three pairs of people constructively interacting to understand how a sewing machine works. In addition to the iterative search for understanding, the conceptual point in space from which the speaker appeared to be viewing the machine was important. This conceptual point of view (C-POV) was reflected in their use of language. The C-POV appeared to be stable during points of understanding and to shift frequently at points of non-understanding. |
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