Towards a cultural historical theory of knowledge mapping: collaboration and activity in the zone of proximal development

This chapter locates knowledge mapping within the theoretical framework of cultural historical activity theory. Cultural historical activity theory provides an analytic tool for understanding how knowledge maps can act as “stimuli-means”: a cultural artefact that can mediate the performance of subjects (Vygotsky, 1978 ). Knowledge maps possess Vygotsky’s double nature: they not only enable students to enact academic practice but also allow refl ection on that practice. They enable students to build an “internal cognitive schematisation of that practice” (Guile, 2005 , p.127). Further, cultural historical activity theory gives the tools to analyse the social context of our use of knowledge maps and thus consider the mediating rules (tacit and explicit) and division of labour that mediate our use of knowledge maps. Knowledge maps can be viewed as acting within Brandom’s ( 2000 ) space of reasons , which allows learners to use reasons to develop and exchange judgements based on shareable, theoretically articulated concepts and collectively develop the ability to restructure their knowledge and enact these judgements (Guile, 2011 ). In particular multimodal collaborative knowledge maps can act as Vygotsky’s (Vygotsky, 1978 ) zone of proximal development , where teacher and peer-to-peer interaction allow students to solve problems and learn concepts and skills that they would be otherwise unable to tackle.

Is there variation in the response to contact call playbacks across the hybrid zone of the parrot Platycercus elegans?

Learned vocal signals could be important in the formation of prezygotic isolation between two hybridising taxa. This study examined whether vocal variation in the parrot Platycercus elegans facilitates the separation of individuals from two subspecies, P. e. elegans (CR) and P. e. flaveolus (YR). CR and YR have very different plumage coloration, respectively deep crimson and pale yellow, but hybridise where they meet creating an intermediate population (WS). In a factorial design playback experiment, we conducted 108 playback trials on three focal populations (YR, WS, CR), in and around this area of hybridisation, to test if they respond differently to contact calls from their own or another population. We also analysed whether differences in acoustic variables of the stimulus calls predicted the response to the call. We did not find any indication that individuals from the three focal populations responded differently to calls sampled from their own or another subspecies. We did find an effect of two of the five acoustic variables that we used to describe and classify contact calls from the three source populations. Specifically, duration of the stimulus call positively affected the response from individuals from WS and negatively the response from CR, and CR responded more to stimulus calls with a lower peak frequency. Overall, we found no indication that acoustic variation in contact calls on a subspecies level is involved in maintaining plumage colour differences between P. e. elegans and P. e. flaveolus subspecies.