Taking influence from Peirce’s phenomenological categories (Firstness, Secondness, Thirdness), a notion of what we call bottom-up modeling has become increasingly significant in research areas interested in learning, cognition, and development. Here, following a particular reading of Peircean semiotics (cf. Deacon, Terrence. 1997. The symbolic species: The co-evolution of language and the brain . London and New York: W. W. Norton; Sebeok, Thomas and Marcel Danesi. 2000. The forms of meaning: Modelling systems theory and semiotic analysis . Berlin and New York: Mouton de Gruyter), modeling, and thus also learning, has mostly been thought of as ascending from simple, basic sign types to complex ones (iconic – indexical – symbolic; Firstness – Secondness – Thirdness). This constitutes the basis of most currently accepted (neo-Peircean) semiotic modeling theories and entails the further acceptance of an unexamined a priori coherence between complexity of cognition and complexity of signification. Following recent readings of Peirce’s post-1900 semiotic, we will present, in abbreviated form, a discussion as to the limits of this theoretical approach for theories of learning that draws upon Peirce’s late semiotic philosophy, in particular his late work on iconicity and propositions. We also explore the corollary conceptions of semiotic resources and competences and affordances to develop an ecological perspective on learning that notably does not impose a linear developmental progression from simple to complex. In conclusion, we address some of the implications of this (post-Peircean) conceptualization for transdisciplinary research into learning.

中文翻译：

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皮尔士的反心理与学习理论

受到皮尔斯的现象学类别（第一，第二，第三）的影响，所谓的自下而上建模的概念在对学习，认知和发展感兴趣的研究领域中变得越来越重要。在这里，特别阅读了Peircean符号学（参见Deacon，Terrence。1997。象征性物种：语言与大脑的共同进化。伦敦和纽约：WW Norton； Sebeok，Thomas和Marcel Danesi。2000。含义的形式：建模系统理论和符号学分析；柏林和纽约：Mouton de Gruyter），建模以及学习也大多被认为从简单的基本符号类型升至复杂的符号类型（符号性，索引性和符号性） ；第一–第二–第三。这构成了当前最广泛接受的（新皮埃尔士）符号学建模理论的基础，并且需要进一步接受认知的复杂性和指称的复杂性之间的未经检验的先验一致性。在阅读了皮尔士（Peirce）的1900年后符号学的最新读物之后，我们将以简写形式介绍关于这种理论方法对学习理论的局限性的讨论，这些理论借鉴了皮尔士（Peirce）的晚期符号学哲学，特别是他在标志性和命题方面的晚期著作。我们还探索了符号学资源，能力和能力的推论概念，以发展关于学习的生态学观点，这种观点并不明显强加从简单到复杂的线性发展过程。综上所述，