A Case Study in the Mental Models and Mental-Logic

Mental Logic ◽  
1998 ◽  
pp. 393-428
Keyword(s):  
Mental Models ◽  
Mental Logic

Mental Logic Versus Mental Models

1992 ◽  
Vol 37 (5) ◽  
pp. 438-439
Author(s):  
Richard A. Griggs
Keyword(s):  
Mental Models ◽  
Mental Logic

scholarly journals Navigating Mental Models of Risk and Uncertainty within the Ocean Forecast System: An Oregon Case Study

2019 ◽  
Vol 11 (2) ◽  
pp. 431-447
Author(s):  
Jessica Kuonen ◽  
Flaxen Conway ◽  
Ted Strub
Keyword(s):  
Decision Making ◽  
Mental Models ◽  
Information Seeking ◽  
Scientific Information ◽  
End Users ◽  
Research Approach ◽  
Commercial Fishing ◽  
End User ◽  
Data Provider

Abstract This case study explores how to add value to regional ocean condition forecast information by bringing awareness to the processes that govern decision-making and outcomes within the system. A modified mental models research approach is applied to examine differences and similarities in perceptions of risk and comfort with uncertainty between two interdependent communities, the ocean “data provider” and “end user,” and how these perceptions impact accessibility and usefulness of data products. In this study, data providers are academic and agency scientists from institutions that provide ocean condition forecasts to public end users (n = 17). End users are members of the Oregon commercial-fishing community (n = 16). Comparisons reveal key differences and similarities related to the nature of each profession that impact perceptions of scale in time and space and reveal the ways that cumulative and intersecting risks and uncertainties act as key drivers in decision-making. Implications for expanding the current understanding of how ocean forecasts are produced and used include 1) highlighting the value of optimizing ocean forecast delivery tools based on end-user needs and information-seeking processes already in place, 2) identifying structural and cultural barriers within the data-provider network that prevent them from doing so, and 3) demonstrating the value of learning about both producers and users of scientific information and suggesting potential ways to structure cooperation and strengthen relationships between them by working toward a common desired outcome.

Exploring learning how to learn in a team-based engineering education

2014 ◽  
Vol 11 (1) ◽  
pp. 63-82 ◽  
Author(s):  
Dirk Ifenthaler ◽  
Zahed Siddique ◽  
Farrokh Mistree
Keyword(s):  
Mental Models ◽  
Semantic Analysis ◽  
Shared Mental Models ◽  
Shared Knowledge ◽  
Graduate Course ◽  
Content Type ◽  
Knowledge Representations ◽  
Complex Processes ◽  
Learning Team

Purpose – In this paper, the authors aim to explore how students learn how to learn in a team-based graduate course Designing for Open Innovation using a theoretical framework that focuses on the cognitive functions of team-based processes and team performance. Design/methodology/approach – An automated assessment methodology for the structural and semantic analysis of individual and shared knowledge representations serves as a foundation for the approach. A case study is presented that explores the development of individual mental models and shared mental models over the course. Findings – An assessment of the mental models indicates that in this course three types of learning took place, namely individual learning, team-based learning, and learning from each other. Originality/value – The automatically generated graphical representations provide insight into the complex processes of the learning-dependent development of individual mental models and shared mental models.

Case Study: The Wrong Mental Model can Kill You

2007 ◽  
Vol 51 (9) ◽  
pp. 554-558 ◽  
Author(s):  
Kenneth Nemire
Keyword(s):  
Decision Making ◽  
Mental Models ◽  
Mental Model ◽  
External World ◽  
Roller Coaster ◽  
Internal Representations ◽  
Study Participants

Mental models are internal representations of the external world that are thought to influence perception and decision-making. An inappropriate mental model of a “roller coaster” was hypothesized to have caused the injury of one person and the death of another in a roller coaster incident. A study was conducted to learn about existing internal representations of roller coasters. Participants were asked to draw a roller coaster. Despite the existence of several types of roller coasters, 98% of the study participants drew a roller coaster representing the oldest and most prevalent type of coaster. The results of the study are discussed with respect to this injury incident and the importance of educating product users about more appropriate mental models that may help prevent injury or death.

Graphical Logic Paradigm and Reasoning Process Research

2014 ◽  
Vol 1006-1007 ◽  
pp. 1084-1091 ◽  
Author(s):  
Ren Long ◽  
Yi Ting Zhang ◽  
Yu Hui Wang
Keyword(s):  
Mental Models ◽  
Process Research ◽  
Problem Difficulty ◽  
Reasoning Process ◽  
Reasoning Test ◽  
High Degree ◽  
Mental Logic

Through the mental models, mental logic and raven's graphic reasoning test research, this paper deduced a series of graphic reasoning paradigm, and summarized the process of graphical reasoning. Through the demonstration of problem difficulty experiment and written report experiment, confirmed a high relevance between the graphic logic steps iteration and species and questions difficulty. Furthermore, reasoning order and default graphical reasoning paradigm have a high degree of agreement. Confirmed the rationality and widespread adaptability of graphic reasoning paradigms.

scholarly journals Modelos mentais relacionados ao aprendizado de cálculos para folhas de pagamento em um curso técnico

ForScience ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. e00753
Author(s):  
Diny Gabrielly de Miranda Martins ◽  
Dandara Lorrayne do Nascimento
Keyword(s):  
High School ◽  
Human Resources ◽  
Mental Models ◽  
Qualitative Case Study ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Reasoning Strategies ◽  
Recursos Humanos ◽  
Quality Learning

Foi realizado um estudo de caso qualitativo, com 24 alunos de um curso técnico em Recursos Humanos, com o objetivo de verificar quais são os modelos mentais que esses estudantes possuem sobre cálculos para folhas de pagamento. Ao utilizar um questionário e realizar entrevistas semiestruturadas, a fim de investigar os possíveis níveis de evolução dos modelos mentais dos estudantes, as análises mostraram que 17% dos alunos são não modeladores, ou seja, não possuem nenhuma estratégia de pensamento sobre o tema, mesmo que este já tenha sido ministrado ao longo do Ensino Fundamental e Médio. Além disso, foi observada a importância em considerar as estratégias de raciocínio dos alunos, não considerando apenas os “erros” ou “acertos” nas questões propostas. Pode-se considerar que dentro do mesmo curso diversos alunos apresentaram modelos mentais diferentes uns dos outros mesmo recebendo a mesma instrução. Esse resultado mostra a importância da reflexão sobre as práticas didático-pedagógicas utilizadas em sala de aula, uma vez que o intuito é proporcionar a todos os alunos uma aprendizagem efetiva e de qualidade que perdure ao longo da vida. Palavras-chave: Modelos mentais. Curso técnico. Matemática.   Mental models related to calculus learning for payrolls in a technical course Abstract A qualitative case study was carried out with 24 students from a technical course in Human Resources, with the objective of verifying what are the mental models that these students have on payroll calculations. When using a questionnaire and conducting semi-structured interviews, in order to investigate the possible levels of evolution of the students' mental models, the analyzes showed that 17% of the students are non-modelers, in other words they do not have any thinking strategy on the theme, even ifit has already been taught throughout Elementary and High School. In addition, the importance of considering the students' reasoning strategies was observed, not only considering the “mistakes” or “successes” in the proposed questions. It can be considered that, within the same course, several students presented different mental models from each other even receiving the same instruction. This result shows the importance of reflecting on the didactic-pedagogical practices used in the classroom, since the aim is to provide all students with effective and quality learning that lasts throughout their lives. Keywords: Mental models. Technical Course. Mathematics.

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