Visual Logic Maps (vLms)

Advances in Early Childhood and K-12 Education - Advanced Concept Maps in STEM Education ◽

10.4018/978-1-5225-2184-6.ch005 ◽

2017 ◽

pp. 108-149

Keyword(s):

Concept Map ◽

Thinking Maps ◽

Logical Operators ◽

Domain Specific ◽

Euler Diagrams ◽

Mathematical Diagrams ◽

Spatial Maps ◽

Cognitive Origins

This concluding chapter describes and analyses a concept map based, Visual Logic Maps (vLms). Essentially the vLms maps differ from the Thinking Maps discussed in the last chapter in that the Visual Logic Maps shifts its emphasis from map structure to map glyphs. In Thinking Maps it is the structure of the eight specific maps that determine how information is going to be organized and mentally process. The Visual Logic Maps reduces each of the maps to seven specific glyphs that operate as constant logical operators. In the conclusion of the chapter and the book it is argued that both the Thinking Maps and Visual Logic Maps are essentially non-verbal spatial maps that find the cognitive origins in the logical/mathematical diagrams of Venn and Euler. Unlike Venn an Euler Diagrams, however, Visual Logic and Thinking Maps are not domain specific nor mathematical in the numeric sense.

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Concept Maps as a Technique for Organizing, Analyzing, and Transforming Knowledge

Handbook of Research on Modern Educational Technologies, Applications, and Management ◽

10.4018/978-1-7998-3476-2.ch047 ◽

2021 ◽

pp. 762-777

Author(s):

Michael Tang ◽

Janelle M. Johnson

Keyword(s):

Concept Mapping ◽

Concept Maps ◽

Concept Map ◽

Cognitive Styles ◽

Thinking Maps ◽

Academic Fields ◽

Definition Of ◽

Mind Maps ◽

Teaching Learning ◽

Mapping Theory

The chapter begins with the origins of concept maps as a tool to promote constructivist learning, an educational philosophy and practice, and is followed by a concept map taxonomy. A definition of concept maps is provided and the main differences between Mind Maps©, Thinking Maps®, and Concept Maps are discussed with Thinking Maps classified as a type of concept map that is separate and different from both other maps. The chapter then offers a second definition of the term “concept maps,” with a detailed discussion of Thinking Maps resulting in a new taxonomy of knowledge or concept maps. The authors then investigate integrating concept maps with cognitive styles theory to determine if concept mapping might have a neuro-psychological basis and if mapping theory can be related to different academic fields and professions. The chapter concludes that the use of concept mapping can promote more holistic and effective teaching, learning, and practice in STEM education.

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How does the Type of Task Influence the Performance and Social Regulation of Collaborative Learning?

International Journal of Higher Education ◽

10.5430/ijhe.v7n2p28 ◽

2018 ◽

Vol 7 (2) ◽

pp. 28 ◽

Cited By ~ 2

Author(s):

Santiago Roger Acuna ◽

Gabriela Lopez-Aymes ◽

Silvia T. Acuna-Castillo

Keyword(s):

Reading Comprehension ◽

Concept Maps ◽

Concept Map ◽

Cognitive Activity ◽

Social Regulation ◽

Collaborative Task ◽

Domain Specific ◽

Knowledge Area ◽

Quantitative Results ◽

Regulation Strategies

In this paper we analyze the effects of the type of collaborative task (elaboration of concept map vs elaboration of expository summary) on the performance and on the level of collaboration achieved by Mexican university students in the multimedia learning of a social sciences content (Communication Psychology). Likewise, the processes of social regulation that are put into play in these collaborative tasks are described. Forty-five students (17 women and 28 men) grouped in 15 triads participated in the study. Each triad was assigned to one of the two collaborative conditions: elaboration of concept map (8 groups) and elaboration of an expository summary (7 groups). It was monitored that there were no significant previous differences between two conditions regarding: reading comprehension, reading comprehension regulation strategies and domain-specific prior knowledge. To evaluate the performance in learning, the quality of the proposals made in concept maps and summaries were taken adapting the procedure proposed by Haugwitz, Nesbit and Sandmann (2010), and also the results obtained by the students in a multiple-choice questionnaire about the knowledge area. Likewise, the level of collaboration perceived by each member of the teams was examined using a Collaboration questionnaire developed by Chan and Chan (2011). The identification and characterization of the processes of social regulation was carried out through a qualitative analysis of the exchanges registered during the collaborative activity, considering the type (co-regulation and shared regulation) and the regulation orientation (directed to the task or to the management of collaboration). The quantitative results analysis showed the existence of significant effects working with collaborative concept maps in the knowledge acquired during the collaborative task and in some of the indicators of perceived collaboration. Although no significant statistical differences were found, in the teams that elaborated expository summaries, a predominance of episodes of regulation directed towards the cognitive activity of the collaborative task was observed, being scarce, in both conditions, the episodes of social regulation directed towards collaboration within the triads.

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Anaphora Resolution in Business Process Requirement Engineering

International Journal of Electrical and Computer Engineering (IJECE) ◽

10.11591/ijece.v8i3.pp1766-1773 ◽

2018 ◽

Vol 8 (3) ◽

pp. 1766

Author(s):

Riad Sonbol ◽

Ghaida Rebdawi ◽

Nada Ghneim

Keyword(s):

Language Processing ◽

Business Process ◽

Process Model ◽

State Of The Art ◽

Concept Map ◽

Requirement Engineering ◽

Anaphora Resolution ◽

Domain Specific ◽

Textual Description ◽

Core Components

Anaphora resolution (AR) is one of the most important tasks in natural language processing which focuses on the problem of resolving what a pronoun, or a noun phrase refers to. Moreover, AR plays an essential role when dealing with business process textual description, either when trying to discover the process model from the text, or when validating an existing model. It helps these systems in discovering the core components in any process model (actors and objects).In this paper, we propose a domain specific AR system. The approach starts by automatically generating the concept map of the text, then the system uses this map to resolve references using the syntactic and semantic relations in the concept map. The approach outperforms the state-of-the art performance in the domain of business process texts with more than 73% accuracy. In addition, this approach could be easily adopted to resolve references in other domains.

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Concept Mapping zum Lernen aus Texten

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652.22.2.119 ◽

2008 ◽

Vol 22 (2) ◽

pp. 119-125 ◽

Cited By ~ 9

Author(s):

Tatjana S. Hilbert ◽

Matthias Nückles ◽

Alexander Renkl ◽

Carla Minarik ◽

Angelika Reich ◽

...

Keyword(s):

Concept Mapping ◽

Concept Map

Concept Mapping ist eine Lernstrategie, die insbesondere das bedeutungsvolle Lernen unterstützt. Ziel dieser Studie war es, den Nutzen von kognitiven und/oder metakognitiven Prompts auf den Lernerfolg beim Lernen durch Concept Mapping zu untersuchen. Die teilnehmenden Schülerinnen und Schüler (N = 112, Durchschnittsalter: 17.20 Jahre) erzielten einen signifikant besseren Lernerfolg, wenn sie durch Prompts beim Anfertigen einer Concept Map unterstützt wurden. Gemischte Prompts waren dabei im Vergleich zu nur kognitiven bzw. nur metakognitiven Prompts nicht effektiver, offensichtlich regte bereits die Verfügbarkeit von Prompts die Lernenden zu systematischerem Lernverhalten an. Als Fazit dieser Studie lässt sich festhalten, dass Prompts als Hilfestellung bei der Anwendung einer neuen Lerntechnik sehr wohl positive Effekte haben. Eine Follow-Up-Messung ohne Prompts zeigte jedoch, dass die einmalige Unterstützung durch Prompts nicht ausreichte, um die Lerntechnik weiterhin selbstständig erfolgreich anzuwenden.

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Scientific Problem Solving in a Virtual Laboratory: A Comparison Between Individuals and Pairs

Swiss Journal of Psychology ◽

10.1024/1421-0185.67.2.71 ◽

2008 ◽

Vol 67 (2) ◽

pp. 71-83 ◽

Cited By ~ 5

Author(s):

Yolanda A. Métrailler ◽

Ester Reijnen ◽

Cornelia Kneser ◽

Klaus Opwis

Keyword(s):

Visual Search ◽

Problem Solving ◽

Process Data ◽

Scientific Problem ◽

Domain Specific ◽

Scientific Problem Solving ◽

Before And After ◽

Verbal Data ◽

Psychological Knowledge ◽

Problem Solving Task

This study compared individuals with pairs in a scientific problem-solving task. Participants interacted with a virtual psychological laboratory called Virtue to reason about a visual search theory. To this end, they created hypotheses, designed experiments, and analyzed and interpreted the results of their experiments in order to discover which of five possible factors affected the visual search process. Before and after their interaction with Virtue, participants took a test measuring theoretical and methodological knowledge. In addition, process data reflecting participants’ experimental activities and verbal data were collected. The results showed a significant but equal increase in knowledge for both groups. We found differences between individuals and pairs in the evaluation of hypotheses in the process data, and in descriptive and explanatory statements in the verbal data. Interacting with Virtue helped all students improve their domain-specific and domain-general psychological knowledge.

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Emotions and health: The impact of emotions, emotions regulation, music, and acculturation on health

Zeitschrift für Gesundheitspsychologie ◽

10.1026/0943-8149.16.3.112 ◽

2008 ◽

Vol 16 (3) ◽

pp. 112-115 ◽

Cited By ~ 1

Author(s):

Stephan Bongard ◽

Volker Hodapp ◽

Sonja Rohrmann

Keyword(s):

Stress Responses ◽

Physiological Stress ◽

Anger Expression ◽

Domain Specific ◽

Cardiovascular Stress ◽

Expression Behavior ◽

Cardio Vascular ◽

And Coping ◽

Relationship Of ◽

The Impact

Abstract. Our unit investigates the relationship of emotional processes (experience, expression, and coping), their physiological correlates and possible health outcomes. We study domain specific anger expression behavior and associated cardio-vascular loads and found e.g. that particularly an open anger expression at work is associated with greater blood pressure. Furthermore, we demonstrated that women may be predisposed for the development of certain mental disorders because of their higher disgust sensitivity. We also pointed out that the suppression of negative emotions leads to increased physiological stress responses which results in a higher risk for cardiovascular diseases. We could show that relaxation as well as music activity like singing in a choir causes increases in the local immune parameter immunoglobuline A. Finally, we are investigating connections between migrants’ strategy of acculturation and health and found e.g. elevated cardiovascular stress responses in migrants when they where highly adapted to the German culture.

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Measurement Invariance of Divergent Thinking Across Gender, Age, and School Forms

European Journal of Psychological Assessment ◽

10.1027/1015-5759.25.1.1 ◽

2009 ◽

Vol 25 (1) ◽

pp. 1-7 ◽

Cited By ~ 12

Author(s):

Jörg-Tobias Kuhn ◽

Heinz Holling

Keyword(s):

Measurement Invariance ◽

Divergent Thinking ◽

Factor Model ◽

Age Groups ◽

Thinking Skills ◽

Specific Model ◽

Confirmatory Factor Analyses ◽

Domain Specific ◽

Gender And Age ◽

Confirmatory Factor

The present study explores the factorial structure and the degree of measurement invariance of 12 divergent thinking tests. In a large sample of German students (N = 1328), a three-factor model representing verbal, figural, and numerical divergent thinking was supported. Multigroup confirmatory factor analyses revealed that partial strong measurement invariance was tenable across gender and age groups as well as school forms. Latent mean comparisons resulted in significantly higher divergent thinking skills for females and students in schools with higher mean IQ. Older students exhibited higher latent means on the verbal and figural factor, but not on the numerical factor. These results suggest that a domain-specific model of divergent thinking may be assumed, although further research is needed to elucidate the sources that negatively affect measurement invariance.

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