ABSTRACT
Our starting point is a concern with the limitations of some conventional accounts of context and cognition. These accounts often proceed as if the individual encounters a culture or a context, as if cultures or contexts provide a single message, a single explanation of events, or unequivocal pieces of information. They also often proceed as if the outcome of cognitive development were the acquisition of a single understanding of events, a single way of defining a task or of looking at the world.
