Europa als mentales Modell in den Köpfen von Lernenden

2021 ◽  
Vol 74 (1) ◽  
pp. 61-92
Author(s):  
Corinna Krämer ◽  
Jörg Kilian ◽  
Erla Hallsteinsdóttir
Keyword(s):  
Mental Models ◽  
Concept Maps ◽  
Mental Lexicon ◽  
Pilot Project ◽  
Theoretical Framework ◽  
Research Network ◽  
Lexical Semantic ◽  
Extensive Pilot

Abstract The paper discusses concept maps as an instrument for the collection and reconstruction of lexical-semantic coded knowledge and demonstrates to what extent the elicited data can be interpreted as representations of mental models using onomosiological and framesemantic approaches. To this end, a theoretical framework is presented that discusses and legitimizes the use of concept maps due to their similarity to the ordering principles and structures of the mental lexicon. Finally, the application of thise tool, i. e. the concept maps, will be illustrated and discussed using one example from a more extensive pilot project conducted by the international EurEd research network.

scholarly journals Semantic and lexical features of words dissimilarly affected by non-fluent, logopenic, and semantic primary progressive aphasia

2019 ◽  
Vol 25 (10) ◽  
pp. 1011-1022 ◽  
Author(s):  
Jet M. J. Vonk ◽  
Roel Jonkers ◽  
H. Isabel Hubbard ◽  
Maria Luisa Gorno-Tempini ◽  
Adam M. Brickman ◽  
...  
Keyword(s):  
Semantic Processing ◽  
Mental Lexicon ◽  
Primary Progressive Aphasia ◽  
Word Form ◽  
Lexical Frequency ◽  
Progressive Aphasia ◽  
Primary Progressive ◽  
Lexical Semantic ◽  
Psycholinguistic Variables

AbstractObjective:To determine the effect of three psycholinguistic variables—lexical frequency, age of acquisition (AoA), and neighborhood density (ND)—on lexical-semantic processing in individuals with non-fluent (nfvPPA), logopenic (lvPPA), and semantic primary progressive aphasia (svPPA). Identifying the scope and independence of these features can provide valuable information about the organization of words in our mind and brain.Method:We administered a lexical decision task—with words carefully selected to permit distinguishing lexical frequency, AoA, and orthographic ND effects—to 41 individuals with PPA (13 nfvPPA, 14 lvPPA, 14 svPPA) and 25 controls.Results:Of the psycholinguistic variables studied, lexical frequency had the largest influence on lexical-semantic processing, but AoA and ND also played an independent role. The results reflect a brain-language relationship with different proportional effects of frequency, AoA, and ND in the PPA variants, in a pattern that is consistent with the organization of the mental lexicon. Individuals with nfvPPA and lvPPA experienced an ND effect consistent with the role of inferior frontal and temporoparietal regions in lexical analysis and word form processing. By contrast, individuals with svPPA experienced an AoA effect consistent with the role of the anterior temporal lobe in semantic processing.Conclusions:The findings are in line with a hierarchical mental lexicon structure with a conceptual (semantic) and a lexeme (word-form) level, such that a selective deficit at one of these levels of the mental lexicon manifests differently in lexical-semantic processing performance, consistent with the affected language-specific brain region in each PPA variant.

scholarly journals Wicked problems, wicked play

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Dulmini Perera
Keyword(s):  
Second Generation ◽  
Historical Context ◽  
Pilot Project ◽  
Wicked Problems ◽  
Theoretical Framework ◽  
Design Methods ◽  
Wicked Problem ◽  
Problem Situations

Design methods need to reconsider ways to avoid othering messiness (or what appears to be contradictory or nonsensical) within wicked problem situations, particularly crisis sites. As such, this paper suggests that play frames (defined as Fun Machines) can be utilised as situated strategies that designers can apply to address paradoxes and contradictions. The paper presents the theoretical framework for a Fun Machine by focusing on second-generation design methods and how they facilitate conversation, while simultaneously exploring an often-neglected playful aspect of conversation that is usually found in fun-making. The applications of a Fun Machine are discussed in the historical context (Cedric Price’s Fun Palace) and with a pilot project conducted at a contemporary crisis site (Dessau).  

The Effects of Students' Computer-Based Prior Experiences and Instructional Exposures on the Application of Hypermedia-Related Mental Models

1996 ◽  
Vol 14 (2) ◽  
pp. 185-207 ◽  
Author(s):  
W. Michael Reed ◽  
David J. Ayersman ◽  
Min Liu
Keyword(s):  
Mental Models ◽  
Information Structure ◽  
Concept Maps ◽  
Semantic Networks ◽  
Computer Based ◽  
Group Concept ◽  
Prior Experiences

The focus of this study was for students using an extensive hypermedia environment to state how the program's features, tools, or commands reflected four theoretical constructs: 1) semantic networks, 2) concept maps, 3) frames/scripts, and 4) schemata. Two exercises were created: 1) context-weak and 2) context-strong. It was found that, when the context was strong, the students cited more semantic networks and concept maps than when the context was weak. They, however, cited more frames/scripts and schemata when the context was weak than when the context was strong. In addition to viewing the four construct-models individually, the results were interpreted when establishing a linear construct-models group (semantic networks and frames/scripts) and a nonlinear construct-models group (concept maps and schemata). Results were also interpreted when grouping the construct-models as information-structure construct-models (semantic networks and concept maps) and as user-practiced construct-models (frames/scripts and schemata).

scholarly journals The Mindset of Innovation: Contributions of Cognitive and Social Psychology

2021 ◽  
Vol 3 (4) ◽  
Author(s):  
LISETE BARLACH
Keyword(s):  
Social Psychology ◽  
Executive Functions ◽  
Mental Models ◽  
Cognitive Processes ◽  
Empirical Investigation ◽  
Theoretical Framework ◽  
Opening Up

In order to consider anything as new, individuals have to accept it aspossible. To consider it as innovative, a person has to see it as necessary.These two concepts, derived from Piaget's theory (1987), are key elementsfor the analysis of innovation mindset. Theoretical framework explainshow “opening up for new possibilities” implies overcoming pseudoimpossibilities, and how possibilities are built up alongside individualdevelopment. In short, an innovation has to be considered possible andnecessary, feasible and viable. Thus, the cognitive processes involvedin defining what is possible, and accepting what doesn't have to be theold way, are crucial mental structures subjacent to innovations’ decisionmaking. This study examines mindset through mental models, cognitiveprocesses and executive functions, as well as Piaget and Gestalt theory'scontributions. The empirical investigation involved a search for articlespublished on the theme between 2019 and 2021, concluding that they applythe innovation mindset definition, taking for granted the psychologicalmechanisms inlayed in it. The article also points up to the gap betweenmanagement and psychology, indicating the urgent need of interdisciplinarystudies, due to the mutual benefits for both sciences and also, bettercomprehension of the constructs.

scholarly journals The use of Concept Maps in the Evaluation of Cognitive Models of Science. The Case of Photoelectric Effect.

2017 ◽  
Author(s):  
Luiz Adolfo de Mello
Keyword(s):  
High School ◽  
Concept Maps ◽  
Cognitive Theory ◽  
Albert Einstein ◽  
Photoelectric Effect ◽  
Theoretical Framework ◽  
Scientific Models ◽  
Theory Of Science ◽  
Bachelor Of Science ◽  
Didactic Transposition

Using the theoretical framework of cognitive theory of science and using conceptual mapping will do the study of how original scientific models are transposed to the didactic models. This is, to analyze how the knowledge produced in the 'academic spheres' is modified, adapted, simplified and consolidate as knowledge to be taught in the classroom. Here we study the topic of physics called photoelectric effect. We will review the main concepts used by Albert Einstein (1905) in the development of the theory of the photoelectric effect and how they were transcribed, filtered and drawn up in textbooks made for the academic course of Bachelor of Science in Physics, for the basic cycle of university course and for high school. That is, how the eight (8) chapters of his article condense in a single section in high school textbooks. We will use here Concept Map to analyze how does the didactic transposition of this theory in the generalized sense by Izquierdo-Aymerich (2003) and synthesized by de Mello (2015a) of Chevallard theory (1985). We analyze, using as a theoretical framework the cognitive science theory [Nersessian, 1992; Jhonson-Laird, 1980] as the fact of the theory for the photoelectric effect have been proposal before the paradigm of quantum mechanics have been established affected the epistemological construction of that article and how this fact was transposed to textbooks. Here we will consolidate the most current version of the theory of didactic transposition that encompasses (synthesizes) the theory of Chevallard, cognitive theory of science and mental models of Jhonson-Laird. We will confirm here that CM is for the analysis of conceptual construction of any theory the equivalent of structured language is for programming.

Synset Construction - Extending from Concepts Association of HNC to Lexical Semantic Web

2013 ◽  
Vol 756-759 ◽  
pp. 2064-2067
Author(s):  
Li Feng ◽  
Yi Qun Zhang
Keyword(s):  
Semantic Web ◽  
Natural Language ◽  
Semantic Network ◽  
Theoretical Framework ◽  
Lexical Semantic

HNC designs a theoretical framework for machine to understand the meaning of natural language and offers different ways to represent concepts. We use Synset-Lexeme Anamorphosis Method to enrich the framework. It aims to reach an effective connection between HNC and lexical semantic network to make the current Semantic Web more complete and perfect.

An Initial Analysis of Undergraduate Student Mental Models of Product Design

2020 ◽  
Author(s):  
Jessica R. Driscoll ◽  
Steven Hoffenson ◽  
Nicole Pitterson
Keyword(s):  
Product Design ◽  
Engineering Design ◽  
Mental Models ◽  
Concept Maps ◽  
Engineering Students ◽  
Design Research ◽  
Undergraduate Engineering ◽  
Design Learning ◽  
Definition Of ◽  
Mapping Exercise

Abstract Design is a concept that means different things to different people. Even in the engineering design research community, there is little agreement on a consistent definition of design. This study looks into how engineering students understand product design, using a concept mapping exercise to elicit the key concepts and relationships present in their mental models. An analysis of concept maps from 130 third-year undergraduate engineering students shows how these students think about design, the common themes and relationships that are seen across the population, and variations across different groups of students. By understanding how students in the midst of ABET-accredited programs conceptualize design, conclusions can be drawn regarding the effectiveness of existing curricula in instilling a complete understanding of holistic product design. This can lead to recommendations regarding future engineering design learning objectives, teaching materials, and activities.

Toward ideal enacted mental models of learning outcomes assessment in higher education

2017 ◽  
Vol 9 (4) ◽  
pp. 490-508
Author(s):  
William F. Heinrich
Keyword(s):  
Higher Education ◽  
Mental Models ◽  
Learning Outcomes ◽  
Concept Maps ◽  
Outcomes Assessment ◽  
Work Practice ◽  
Content Type ◽  
Learning Outcomes Assessment ◽  
Faculty And Staff ◽  
Assessment In Higher Education

Purpose The purpose of this paper is to explore the enacted mental models, the types of thinking and action, of assessment held by faculty and staff in higher education. Design/methodology/approach This research approaches the question: in what ways are “learning outcomes assessment” understood (thinking) as part of a system and assessed in the individual’s work (practice)?” Interviews and concept maps were used to identify influences, descriptions of actions, and connections to environments for 12 participants, known to have engaged in learning outcomes assessment. Findings By connecting individual perspectives to broader organizational understanding, a goal of this research was to identify and analyze how educators understand and practice learning outcomes assessment in higher education. Influences on assessment presented in the literature are confirmed and several behavioral types are defined and categorized. Research limitations/implications The findings focus attention on the ways individuals act on influences in systems of higher education. The findings yield opportunities for new ways to utilize assessment knowledge. The study is small and has implications for similar type institutions. Practical implications Faculty and staff can use these findings to create training and development protocols and/or adjust their own practices of assessment. Assessment professionals can apply findings to consulting on an array of assessment projects and with staff who have varying skill levels. Social implications The ways in which assessment is practiced is deeply influenced by training but is also shaped heavily by current environments and accountability structures. Policies and practices related to such environments can make a difference in preparing for scaled-up assessment practices and projects. Originality/value This research offers insight into possible archetypes of assessment behaviors and presents applied influences on assessment.

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