ABSTRACT
Several publications have been the place of a symbolic information processing versus situated cognition/situated action debate, especially the famous 1993 special issue of Cognitive Science on situated action (1993) and the discussion in the Educational Researcher between, on one side, Anderson, Reder, and Simon (1996, 1997) and, on the other, Greeno (1997). In this book, we concentrate on the first debate. The second one focuses on situated learning and education, a minor theme as regards our present preoccupations. The structure of the Educational Researcher debate merits, however, a short presentation.
