Argues that the organization of cognitive structures for technical domains can be visualized as a network of connected thinkable models. Describes a taxonomy of models that has been developed and discusses the issue of how representations relate to human modes of perception and action. Contains 25 references. (DDR)

Explained are differences in communication, perception, arousal, and motivation for both teaching and learning styles. Experiential education is distinguished from experiential learning, and salient educational strategies are integrated into the educational cycle. (Author/CW)

Describes the use of brain models to connect the microscopic level accessible by molecular and cellular techniques with the systems level accessible by the study of behavior. Discusses classes of brain models, and specific examples of such models. Evaluates the strengths and weaknesses of using brain modelling to understand human brain function.…

Examines the place of mental models in the process of knowledge construction, particularly by the relationship between mental models and computer models in that process. Analyzes and discusses children's use of spreadsheets to build their own computer models. Suggests that the process of building models on a computer may provide direct support to…

This paper argues that schema theory and discourse analysis demonstrate that flow charts, grids, and tree diagrams are the most effective models of how the mind organizes ideas in information sets. It shows how each of these frameworks can be used as the central device in an integrated model of language learning. (15 references) (MDM)

Explores the utility of mental models as learning outcomes in using complex and situated learning environments. Describes two studies: one aimed at eliciting mental models in the heads of novice refrigeration technicians, and the other an ethnographic study eliciting knowledge and models within the community of experienced refrigeration…

In this introduction to a special issue on cognitive architectures and human-computer interaction (HCI), editors and contributors provide a brief overview of cognitive architectures. The following four architectures represented by articles in this issue are: Soar; LICAI (linked model of comprehension-based action planning and instruction taking);…

The model of the Big Bang is an integral part of the national curricula in England and Wales. Previous work (e.g. Baxter 1989) has shown that pupils often come into education with many and varied prior misconceptions emanating from both internal and external sources. Whilst virtually all of these misconceptions can be remedied, there will remain…

This paper is intended to provide the instructional technologist already possessing some understanding of expert systems with some insight into two of the many steps involved in the design and production of such systems: knowledge acquisition and knowledge structuring or representation. It is also intended to help technologists to see how they…

The two-part activity outlined in this paper reveals to undergraduate students that assumptions made in theory building remain unquestioned until one steps outside the initial realm of expectations, and that theories adopted have a demonstrable impact on behaviors. Part I defines a theory, describes the roles of assumptions and knowledge in…

This paper compares the process and structure of institutional research with three ways of conceptualizing science. The first section examines the scientific method as a process of disciplined inquiry, then compares institutional research to that process. The second section compares the logical structure of institutional research with the logical…

The concept of consciousness played a central role in Vygotsky's research and theory. Unfortunately, with the advent of behaviorism, consciousness fell into disfavor. One of the major obstacles in studying consciousness is that there is no single acceptable definition of the term. Various researchers have dealt with five different aspects of…

Designed to examine the structural differences in the representation of medical problems in subjects with varying degrees of medical expertise, this study uses an online, thinking-aloud technique to investigate the validity of Feltovich and Barrows' model of expert medical knowledge and illness scripts. Study methodology involved asking one…

This paper discusses questions pertinent to a definition of cognitive structure as the knowledge one possesses and the manner in which it is arranged, and considers how to select or devise methods of describing cognitive structure. The main purpose in describing cognitive structure is to see whether differences in memory (or cognitive structure)…

The developmental stages of writing can be related to Jean Piaget's final three stages of development (preoperational, concrete operational, and formal operational) and to the narrative, descriptive, explanative, analytical, and artistic rhetorical modes. As the child enters kindergarten or the first grade, narrative blooms. By this age most young…