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Journal articles on the topic 'Mental model'

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Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

Rowe, Anna L., Nancy J. Cooke, Kelly J. Neville, and Chris W. Schacherer. "Mental Models of Metal Models: A Comparison of Mental Model Measurement Techniques." Proceedings of the Human Factors Society Annual Meeting 36, no. 16 (October 1992): 1195–99. http://dx.doi.org/10.1177/154193129203601603.

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Although use of the mental model construct has proliferated in recent research, the construct lacks a clear definition and an agreed upon method of measurement. Furthermore, the reliability and validity of the different measurement techniques in use have not been established, thereby making generalizations across studies of mental models difficult. The purpose of the current project was to assess several methods of measuring mental models in terms of their reliability/stability over time. Subjects” mental models of the automobile engine system were elicited on two occasions separated by one week, using seven different knowledge elicitation techniques. Subjects” level of experience was also measured to allow comparisons between experts and novices. The results indicate that each of the measurement techniques tended to be reliable for both experts and novices. However, reliability tended to be greater for experts than novices. Additionally, experts tended to agree with each other more than did the novices. Some evidence also indicated that the results from the similarity ratings and subsequent Pathfinder analysis converged with those from the structured interviews.

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2

Radvansky, Gabriel A., Daniel H. Spieler, and Rose T. Zacks. "Mental model organization." Journal of Experimental Psychology: Learning, Memory, and Cognition 19, no. 1 (1993): 95–114. http://dx.doi.org/10.1037/0278-7393.19.1.95.

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3

Kaszás, Beáta, and István Tiringer. "Selection, optimization, compensation: Baltes’ model of the elderly’s adaptation processes." Mentálhigiéné és Pszichoszomatika 11, no. 3 (September 2010): 191–208. http://dx.doi.org/10.1556/mental.11.2010.3.2.

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4

Lewis, C. "A model of mental model construction." ACM SIGCHI Bulletin 17, no. 4 (April 1986): 306–13. http://dx.doi.org/10.1145/22339.22388.

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5

Patidar, Teena, and Prof Avinash Sharma. "Study on Social Network Mental Disorder Detection Based Markov Model." International Journal of Trend in Scientific Research and Development Volume-3, Issue-2 (February 28, 2019): 415–18. http://dx.doi.org/10.31142/ijtsrd21398.

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6

Peterson, Robert F. "On Sperry's mental model." American Psychologist 45, no. 1 (1990): 70–71. http://dx.doi.org/10.1037/0003-066x.45.1.70.b.

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7

Wright, Robert. "A Better Mental Model." Sciences 26, no. 2 (March 4, 1986): 8–10. http://dx.doi.org/10.1002/j.2326-1951.1986.tb02834.x.

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8

Guan, Li, Bibo Hao, Qijin Cheng, Paul SF Yip, and Tingshao Zhu. "Identifying Chinese Microblog Users With High Suicide Probability Using Internet-Based Profile and Linguistic Features: Classification Model." JMIR Mental Health 2, no. 2 (May 12, 2015): e17. http://dx.doi.org/10.2196/mental.4227.

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Background Traditional offline assessment of suicide probability is time consuming and difficult in convincing at-risk individuals to participate. Identifying individuals with high suicide probability through online social media has an advantage in its efficiency and potential to reach out to hidden individuals, yet little research has been focused on this specific field. Objective The objective of this study was to apply two classification models, Simple Logistic Regression (SLR) and Random Forest (RF), to examine the feasibility and effectiveness of identifying high suicide possibility microblog users in China through profile and linguistic features extracted from Internet-based data. Methods There were nine hundred and nine Chinese microblog users that completed an Internet survey, and those scoring one SD above the mean of the total Suicide Probability Scale (SPS) score, as well as one SD above the mean in each of the four subscale scores in the participant sample were labeled as high-risk individuals, respectively. Profile and linguistic features were fed into two machine learning algorithms (SLR and RF) to train the model that aims to identify high-risk individuals in general suicide probability and in its four dimensions. Models were trained and then tested by 5-fold cross validation; in which both training set and test set were generated under the stratified random sampling rule from the whole sample. There were three classic performance metrics (Precision, Recall, F1 measure) and a specifically defined metric “Screening Efficiency” that were adopted to evaluate model effectiveness. Results Classification performance was generally matched between SLR and RF. Given the best performance of the classification models, we were able to retrieve over 70% of the labeled high-risk individuals in overall suicide probability as well as in the four dimensions. Screening Efficiency of most models varied from 1/4 to 1/2. Precision of the models was generally below 30%. Conclusions Individuals in China with high suicide probability are recognizable by profile and text-based information from microblogs. Although there is still much space to improve the performance of classification models in the future, this study may shed light on preliminary screening of risky individuals via machine learning algorithms, which can work side-by-side with expert scrutiny to increase efficiency in large-scale-surveillance of suicide probability from online social media.

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Wang, Xinqiang, Dajun Zhang, and Jinliang Wang. "Dual-Factor Model of Mental Health: Surpass the Traditional Mental Health Model." Psychology 02, no. 08 (2011): 767–72. http://dx.doi.org/10.4236/psych.2011.28117.

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Dewi, Komang Melina, I. Wayan Suja, and I. Dewa Ketut Sastrawidana. "MODEL MENTAL SISWA TENTANG TERMOKIMIA." Jurnal Pendidikan Kimia Undiksha 2, no. 2 (September 30, 2018): 45. http://dx.doi.org/10.23887/jjpk.v2i2.21165.

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AbstrakPenelitian ini bertujuan mendeskripsikan dan menjelaskan profil model mental dan faktor-faktor penyebab terbentuknya model mental alternatif siswa kelas XI tentang termokimia di SMA Negeri Bali Mandara. Penelitian ini menggunakan mixed methods jenis sekuensial. Pengumpulan data dilakukan dengan observasi, pemberian tes hasil belajar dua tingkat, dan wawancara. Analisis data dilakukan secara deskriptif berdasarkan hubungan antara jawaban siswa dan argumentasinya dengan melibatkan tiga level kimia. Teknik analisis data hasil wawancara meliputi tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa profil model mental siswa kelas XI tentang termokimia, meliputi 1,94 % model mental ilmiah dan 98,05% model mental alternatif, yang terdiri atas 28,19% miskonsepsi khusus dan 69,86% benar sebagian. Faktor-faktor penyebab terbentuknya model mental alternatif pada pikiran siswa, meliputi rendahnya minat belajar siswa, kurangnya pemahaman siswa tentang termokimia, kurangnya perhatian siswa ketika pembelajaran, metode mengajar yang diterapkan guru tidak mencankup tiga level kimia dan padatnya kegiatan sekolah.Kata-kata kunci : termokimia, model mental, model mental alternatif.AbstractThis research was aimed describe and explain the profile of the mental models and the factors that cause the formation of alternative mental models of class XI students about thermochemistry at Bali Mandara High School. This research uses a sequential type mixed methods. Data collection was carried out by observation, giving two-level learning outcomes tests, and interviews. Data analysis is carried out descriptively, based on the relationship between student answers and their arguments involving three chemical levels. The technique of analyzing data from interviews includes the stages of data reduction, data presentation, and conclusion drawing. The results of this research indicate that the profile of the mental model of class XI students about thermochemistry includes 1.94% of the scientific mental model and 98.05% of the alternative mental models, which consist of 28.19% special misconceptions and 69.86% are partly correct. Factors that cause the formation of alternative mental models on the minds of students, including the low interest in student learning, lack of student understanding of thermochemistry, lack of attention of students when learning, teaching methods applied by teachers do not cover three chemical levels and the density of school activities.Key words: thermochemistry, mental models, alternative mental models.

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Schwartz, Daniel L., and John B. Black. "Analog Imagery in Mental Model Reasoning: Depictive Models." Cognitive Psychology 30, no. 2 (April 1996): 154–219. http://dx.doi.org/10.1006/cogp.1996.0006.

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12

Czeglédi, Edit. "The application of the transtheoretical model of behavior change for the treatment of obesity." Mentálhigiéné és Pszichoszomatika 13, no. 4 (December 2012): 411–34. http://dx.doi.org/10.1556/mental.13.2012.4.4.

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Moore, Donna, Nicholas Drey, and Susan Ayers. "Use of Online Forums for Perinatal Mental Illness, Stigma, and Disclosure: An Exploratory Model." JMIR Mental Health 4, no. 1 (February 20, 2017): e6. http://dx.doi.org/10.2196/mental.5926.

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Background Perinatal mental illness is a global health concern; however, many women with the illness do not get the treatment they need to recover. Interventions that reduce the stigma around perinatal mental illness have the potential to enable women to disclose their symptoms to health care providers and consequently access treatment. There are many online forums for perinatal mental illness and thousands of women use them. Preliminary research suggests that online forums may promote help-seeking behavior, potentially because they have a role in challenging stigma. This study draws from these findings and theoretical concepts to present a model of forum use, stigma, and disclosure. Objective This study tested a model that measured the mediating role of stigma between online forum use and disclosure of affective symptoms to health care providers. Methods A Web-based survey of 200 women who were pregnant or had a child younger than 5 years and considered themselves to be experiencing psychological distress was conducted. Women were recruited through social media and questions measured forum usage, perinatal mental illness stigma, disclosure to health care providers, depression and anxiety symptoms, barriers to disclosure, and demographic information. Results There was a significant positive indirect effect of length of forum use on disclosure of symptoms through internal stigma, b=0.40, bias-corrected and accelerated (BCa) 95% CI 0.13-0.85. Long-term forum users reported higher levels of internal stigma, and higher internal stigma was associated with disclosure of symptoms to health care providers when controlling for symptoms of depression and anxiety. Conclusions Internal stigma mediates the relationship between length of forum use and disclosure to health care providers. Findings suggest that forums have the potential to enable women to recognize and reveal their internal stigma, which may in turn lead to greater disclosure of symptoms to health care providers. Clinicians could refer clients to trustworthy and moderated online forums that facilitate expression of perinatal mental illness stigma and promote disclosure to health care providers.

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Karmakar, Chandan, Wei Luo, Truyen Tran, Michael Berk, and Svetha Venkatesh. "Predicting Risk of Suicide Attempt Using History of Physical Illnesses From Electronic Medical Records." JMIR Mental Health 3, no. 3 (July 11, 2016): e19. http://dx.doi.org/10.2196/mental.5475.

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Background Although physical illnesses, routinely documented in electronic medical records (EMR), have been found to be a contributing factor to suicides, no automated systems use this information to predict suicide risk. Objective The aim of this study is to quantify the impact of physical illnesses on suicide risk, and develop a predictive model that captures this relationship using EMR data. Methods We used history of physical illnesses (except chapter V: Mental and behavioral disorders) from EMR data over different time-periods to build a lookup table that contains the probability of suicide risk for each chapter of the International Statistical Classification of Diseases and Related Health Problems, 10th Revision (ICD-10) codes. The lookup table was then used to predict the probability of suicide risk for any new assessment. Based on the different lengths of history of physical illnesses, we developed six different models to predict suicide risk. We tested the performance of developed models to predict 90-day risk using historical data over differing time-periods ranging from 3 to 48 months. A total of 16,858 assessments from 7399 mental health patients with at least one risk assessment was used for the validation of the developed model. The performance was measured using area under the receiver operating characteristic curve (AUC). Results The best predictive results were derived (AUC=0.71) using combined data across all time-periods, which significantly outperformed the clinical baseline derived from routine risk assessment (AUC=0.56). The proposed approach thus shows potential to be incorporated in the broader risk assessment processes used by clinicians. Conclusions This study provides a novel approach to exploit the history of physical illnesses extracted from EMR (ICD-10 codes without chapter V-mental and behavioral disorders) to predict suicide risk, and this model outperforms existing clinical assessments of suicide risk.

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Bennett, Joel B., Michael Neeper, Brittany D. Linde, Gale M. Lucas, and Lindsay Simone. "Team Resilience Training in the Workplace: E-Learning Adaptation, Measurement Model, and Two Pilot Studies." JMIR Mental Health 5, no. 2 (May 2, 2018): e35. http://dx.doi.org/10.2196/mental.8955.

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Background The majority of resilience interventions focus on the individual. Workplace resilience is a growing field of research. Given the ever-increasing interconnectedness in businesses, teamwork is a guarantee. There is also growing recognition that resilience functions at the team level. Objective The objective of our work was to address three shortcomings in the study of workplace resilience interventions: lack of interventions focusing on group-level or team resilience, the need for brief interventions, and the need for more theoretical precision in intervention studies. Methods The authors took an established evidence-based program (Team Resilience) and modified it based on these needs. A working model for brief intervention evaluation distinguishes outcomes that are proximal (perceptions that the program improved resilience) and distal (dispositional resilience). A total of 7 hypotheses tested the model and program efficacy. Results Two samples (n=118 and n=181) of engineering firms received the Web-based training and provided immediate reactions in a posttest-only design. The second sample also included a control condition (n=201). The findings support the model and program efficacy. For example, workplace resilience was greater in the intervention group than in the control group. Other findings suggest social dissemination effects, equal outcomes for employees at different stress levels, and greater benefit for females. Conclusions This preliminary research provides evidence for the capabilities of e-learning modules to effectively promote workplace resilience and a working model of team resilience.

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16

Cooke, Nancy J., and Anna L. Rowe. "Evaluating Mental Model Elicitation Methods." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 38, no. 4 (October 1994): 261–65. http://dx.doi.org/10.1177/154193129403800416.

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Researchers have developed and applied a number of methods for measuring mental models. Unfortunately not only is the mental model construct ill-defined, but the basic research associated with it offers little guidance concerning the selection of a method for a particular application. In this paper a program of research is presented that is designed address this shortcoming. Specifically, the research involves a comparative evaluation of methods to measure mental models on the basis of the relationship between the method's output (i.e., the mental model) and the criterion of primary importance to the problem (e.g., task performance, user acceptance). It is assumed that a method should be selected on the basis of its ability to generate output that is predictive of the criterion of interest. It is likely that because the methods tap different aspects of a mental model, they will predict performance well on some tasks and criteria, but not others. As an example of this approach, data are presented that help to select the best method for measuring technicians' mental models of an electronics troubleshooting task.

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Knesek, Gerald, and Thomas Hemphill. "Mental Health Navigation – a Model." Health Promotion International 35, no. 1 (January 25, 2019): 151–59. http://dx.doi.org/10.1093/heapro/day109.

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Summary The need for mental health care services is a growing concern around the world. This article proposes a conceptual model for the role a mental health care navigator to meet the growing needs of consumers who are seeking greater access to fragmented and confusing mental health care services. This conceptual model proposes integrating mental health into primary care with a more patient-centered approach to the care of the whole person. This approach is congruent with The Ottawa Charter for Health Promotion Charter calling for the reorienting of health services focusing on the total needs of the individual as a whole person. Although USA focused, the model has potential for sharing across countries to build capacity for mental health care in other countries around the world. The conceptual model focuses on matching consumer mental health care needs with the correct mental health care services. This would ensure that patients get the appropriate mental health care services while allowing the primary care physician to maintain the role of coordinator of care for all of the patient’s health care needs. The main intent of the model is to stimulate discussion and exploration around the role of a proposed mental health care navigator that can lead to creating models reflecting local need and adaptation. Successful models can lead to collaborative discussion encouraging capacity building in other countries. The authors maintain that coordination of health care, including mental, medical and surgical care, is the best approach to controlling costs and ensuring the health of the whole person.

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van der Henst, Jean-Baptiste. "Mental model theory and pragmatics." Behavioral and Brain Sciences 23, no. 2 (April 2000): 283–84. http://dx.doi.org/10.1017/s0140525x00212442.

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Johnson-Laird & Byrne (1991; 1993) present a theory of human deductive reasoning based on the notion of mental models. Unfortunately, the theory is incomplete. The present commentary argues that pragmatic considerations, particularly of the type discussed in Sperber and Wilson (1995), can complement the theory.

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Julstrom, Bryant A., and Robert J. Baron. "A model of mental imagery." International Journal of Man-Machine Studies 23, no. 3 (September 1985): 313–34. http://dx.doi.org/10.1016/s0020-7373(85)80038-9.

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Engel, Pascal. "Mental-model theory and rationality." Behavioral and Brain Sciences 16, no. 2 (June 1993): 345. http://dx.doi.org/10.1017/s0140525x00030387.

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Camden, Andrew. "Queering the Mental Health Model." BJPsych Bulletin 43, no. 4 (July 8, 2019): 188. http://dx.doi.org/10.1192/bjb.2019.45.

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Matsui, Hiroyuki, Hiroyuki Yokota, and Yukio Tokunaga. "Mental Model on Telephone Operation." Systems and Computers in Japan 19, no. 12 (1988): 45–53. http://dx.doi.org/10.1002/scj.4690191205.

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Friedman, Scott, Kenneth Forbus, and Bruce Sherin. "Representing, Running, and Revising Mental Models: A Computational Model." Cognitive Science 42, no. 4 (December 27, 2017): 1110–45. http://dx.doi.org/10.1111/cogs.12574.

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Frith, Emily, and Paul Loprinzi. "Can Facebook Reduce Perceived Anxiety Among College Students? Randomized Controlled Exercise Trial Using the Transtheoretical Model of Behavior Change." JMIR Mental Health 4, no. 4 (December 8, 2017): e50. http://dx.doi.org/10.2196/mental.8086.

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Background Recent studies suggest social media may be an attractive strategy to promote mental health and wellness. There remains a need to examine the utility for individually tailored wellness messages posted to social media sites such as Facebook to facilitate positive psychological outcomes. Objective Our aim was to extend the growing body of evidence supporting the potential for social media to enhance mental health. We evaluated the influence of an 8-week social media intervention on anxiety in college students and examined the impact of dynamic (active) versus static (passive) Facebook content on physical activity behaviors. Methods Participants in the static group (n=21) accessed a Facebook page featuring 96 statuses. Statuses were intended to engage cognitive processes followed by behavioral processes of change per the transtheoretical model of behavior change. Content posted on the static Facebook page was identical to the dynamic page; however, the static group viewed all 96 statuses on the first day of the study, while the dynamic group received only 1 to 2 of these status updates per day throughout the intervention. Anxiety was measured using the Overall Anxiety Severity and Impairment Scale (OASIS). Time spent engaging in physical activity was assessed using the International Physical Activity Questionnaire (IPAQ). Results The OASIS change score for the dynamic Facebook group was statistically significant (P=.003), whereas the change score for the static group was not (P=.48). A statistically significant group-by-time interaction was observed (P=.03). The total IPAQ group-by-time interaction was not statistically significant (P=.06). Conclusions We observed a decrease in anxiety and increase in total physical activity for the dynamic group only. Dynamic social networking sites, featuring regularly updated content, may be more advantageous than websites that retain static content over time. Trial Registration ClinicalTrials.gov NCT03363737; https://clinicaltrials.gov/ct2/show/NCT03363737 (Archived by WebCite at http://www.webcitation.org/6vXzNbOWJ)

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Lee, young sil, and Kyunghwa Lee. "Development of a Mental Coaching Model (Mental) and Mental Coaching Program for Sports Leaders." Korean Society for the Study of Lifelong Education 26, no. 4 (December 30, 2020): 139–61. http://dx.doi.org/10.52758/kjle.2020.26.4.139.

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Venn, Rosemary. "Peplau’s model in mental health nursing." Paediatric Nursing 10, no. 6 (July 1998): 18–21. http://dx.doi.org/10.7748/paed.10.6.18.s22.

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Dan, Naoko, Katsuhito Ishihara, Sakae Yamamoto, and Takaaki Koyazu. "Menu Selection Behavior and Mental Model." Japanese journal of ergonomics 31, Supplement (1995): 210–11. http://dx.doi.org/10.5100/jje.31.supplement_210.

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Biley, Francis, and Moira Donlan. "A model for mental handicap nursing." Nursing Standard 4, no. 29 (April 11, 1990): 36–39. http://dx.doi.org/10.7748/ns.4.29.36.s36.

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Iglehart, John K. "Decriminalizing Mental Illness — The Miami Model." New England Journal of Medicine 374, no. 18 (May 5, 2016): 1701–3. http://dx.doi.org/10.1056/nejmp1602959.

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Widaman, Keith F., David C. Geary, Pierre Cormier, and Todd D. Little. "A componential model for mental addition." Journal of Experimental Psychology: Learning, Memory, and Cognition 15, no. 5 (1989): 898–919. http://dx.doi.org/10.1037/0278-7393.15.5.898.

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Klimoski, Richard, and Susan Mohammed. "Team Mental Model: Construct or Metaphor?" Journal of Management 20, no. 2 (April 1994): 403–37. http://dx.doi.org/10.1177/014920639402000206.

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Kinderman, Peter. "A Psychological Model of Mental Disorder." Harvard Review of Psychiatry 13, no. 4 (July 2005): 206–17. http://dx.doi.org/10.1080/10673220500243349.

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Huttenlocher, Janellen, Nancy C. Jordan, and Susan Cohen Levine. "A mental model for early arithmetic." Journal of Experimental Psychology: General 123, no. 3 (1994): 284–96. http://dx.doi.org/10.1037/0096-3445.123.3.284.

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Pramesti, Y. S., and I. Setyowidodo. "Students’ mental model in electric current." Journal of Physics: Conference Series 1013 (May 2018): 012024. http://dx.doi.org/10.1088/1742-6596/1013/1/012024.

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Gerard, Jules B. "The Medical Model of Mental Illness." International Journal of Law and Psychiatry 22, no. 1 (January 1999): 65–78. http://dx.doi.org/10.1016/s0160-2527(98)00015-6.

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Porter, Richard J. "The biopsychosocial model in mental health." Australian & New Zealand Journal of Psychiatry 54, no. 8 (July 31, 2020): 773–74. http://dx.doi.org/10.1177/0004867420944464.

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Brik, Youcef. "Mental model for handwritten keyword spotting." Journal of Electronic Imaging 27, no. 05 (October 4, 2018): 1. http://dx.doi.org/10.1117/1.jei.27.5.053027.

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Uitdewilligen, Sjir, Mary J. Waller, and Adrian H. Pitariu. "Mental Model Updating and Team Adaptation." Small Group Research 44, no. 2 (March 6, 2013): 127–58. http://dx.doi.org/10.1177/1046496413478205.

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Glasko, A. V., and L. G. Sadykhova. "A Mathematical Model of Mental Time." Neuroscience and Behavioral Physiology 46, no. 2 (December 18, 2015): 168–77. http://dx.doi.org/10.1007/s11055-015-0214-5.

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Tanabe, F. "Functional Structure, Constraints and Mental Model." Cognition, Technology & Work 2, no. 4 (November 2000): 238–39. http://dx.doi.org/10.1007/pl00011514.

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Unal, Suat, Gunay Palıc Sadoglu, and Ummu Gulsum Durukan. "TEACHER EDUCATORS’ VIEWS OF “MODEL” CONCEPT AND THEIR MENTAL MODELS." Journal of Baltic Science Education 13, no. 5 (December 25, 2014): 674–94. http://dx.doi.org/10.33225/jbse/14.13.674.

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The aim of this study is to reveal teacher educators’ views of model and also to determine their mental models about it. Phenomenographic research design has been carried out in this study. The sample of study consists of 14 teacher educators from education faculties of different universities in Turkey. Semi-structured interviews that consisted of 7 questions were used to collect data. Besides, sample was asked draw a concept map on “model” in the last interview question. Results have shown that teacher educators give similar responses including unqualified explanations to the interview questions related to the definition of model, characteristics of them, and the objectives of using models. It can also be asserted, that teacher educators do not have scientific understanding on the modeling process. The analyses of their responses to the interview questions and their concept maps have shown that most of the teacher educators in the sample have proximate or goal oriented mental models of the “model”. Considering the results, it is suggested that teacher educators should not only follow the new theories, methods, or the applications in related literature theoretically, but also employ different theories, methods, or applications such as models and modeling in their courses. Key words: model, modeling, teacher educators, mental model.

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Batlolona, J. R., S. Singerin, and M. Diantoro. "Influence of Problem Based Learning Model on Student Mental Models." Jurnal Pendidikan Fisika Indonesia 16, no. 1 (May 1, 2020): 14–23. http://dx.doi.org/10.15294/jpfi.v16i1.14253.

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The purpose of this study was to determine the development of mental models (MM) of students as well as to analyze the differences in MM based on the learning model used. This research is expected to be a guide for teachers in exploring the concept of physics as a whole. The study was conducted at the high school level with a medium level school category. The research method used mixed methods embedded experimental models with surface level, matching and deep (SMD) diagnostic test instruments. The results of the study showed that there were an increase on students’ MM at each meeting in the SMD level. Other results show that there are differences in the mean scores corrected between levels of the learning model. The mean score corrected PBL mental model is significantly different from conventional. The increase in MM students with PBL was higher than the increase in MM students with conventional learning. Thus, PBL can be recommended to increase MM students' physics of high school students.

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Sifaqui, Christian. "Structuring user interfaces with a meta-model of mental models." Computers & Graphics 23, no. 3 (June 1999): 323–30. http://dx.doi.org/10.1016/s0097-8493(99)00041-2.

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Diantari, Putu Eka Sukma, I. Wayan Suja, and I. Dewa Ketut Sastrawidana. "MODEL MENTAL SISWA PADA SUBPOKOK BAHASAN PERUBAHAN MATERI." Jurnal Pendidikan Kimia Undiksha 2, no. 2 (September 30, 2018): 59. http://dx.doi.org/10.23887/jjpk.v2i2.21168.

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AbstrakPenelitian ini bertujuan mendeskripsikan dan menjelaskan profil model mental siswa serta mengidentifikasi faktor-faktor penyebab terbentuknya model mental alternatif siswa pada subpokok bahasan perubahan materi di SMP Negeri 2 Singaraja. Penelitian ini menggunakan pendekatan mix methods jenis sekuensial. Pengumpulan data dilakukan dengan observasi, pemberian tes diagnostik dua tingkat (two-tier), dan wawancara. Hasil penelitian menunjukkan profil model mental siswa kelas VII pada subpokok bahasan perubahan materi 5,30% tergolong model mental ilmiah, serta 92,38% mengalami model mental alternatif, yang meliputi 69,81% memiliki model mental benar sebagian dan 22,57% memiliki model mental miskonsepsi khusus. Sedangkan sisanya, sebanyak 2,32% tidak memberikan tanggapan. Faktor penyebab terbentuknya model mental alternatif pada pikiran siswa, meliputi minat dan motivasi belajar siswa rendah, pemaknaan konsep-konsep perubahan materi rendah, pemahaman konsep pendukung terkait perubahan materi rendah, pemahaman terhadap ketiga level kimia (level makroskopis, level submikroskopis, dan level simbolik) beserta interkoneksinya rendah, buku teks (paket) yang digunakan kurang lengkap, dan strategi mengajar yang diterapkan oleh guru tidak tepat.Kata-kata kunci: perubahan materi, model mental, model mental alternatif.AbstractThis research was aimed to describe and explain the profile of mental model students and identify the factors that cause the formation of an alternative mental model students on the subject of material changes at SMP Negeri 2 Singaraja. This research is a mix methods approach, type sequential. Data collection was carried out by observation, giving two-tier diagnostic tests, and interviews. The results showed the profile of mental class VII grade students on the subject of material change 5.30% classified as a scientific mental model, and 92.38% experienced an alternative mental model, which included 69.81% having a partially correct mental model and 22.57% having special mental misconception models. While the rest, as much as 2.32% did not give a response. Factors that cause the formation of alternative mental models on students minds, including low interest and student learning motivation, meaning concepts of low material change, understanding of supporting concepts related to low material changes, understanding of all three chemical levels (macroscopic level, submicroscopic level, and symbolic level) along with the low interconnection, the textbook (package) used is incomplete, and the teaching strategy applied by the teacher is not appropriate.Keywords: change materials, mental model, alternative mental model

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Haber, Judith, and Carolyn V. Billings. "Primary Mental Health Care: A Model for Psychiatric-Mental Health Nursing." Journal of the American Psychiatric Nurses Association 1, no. 5 (October 1995): 154–63. http://dx.doi.org/10.1177/107839039500100504.

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Bhalwankar, Rajesh, and Jan Treur. "Modeling learner-controlled mental model learning processes by a second-order adaptive network model." PLOS ONE 16, no. 8 (August 24, 2021): e0255503. http://dx.doi.org/10.1371/journal.pone.0255503.

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Learning knowledge or skills usually is considered to be based on the formation of an adequate internal mental model as a specific type of mental network. The learning process for such a mental model conceptualised as a mental network, is a form of (first-order) mental network adaptation. Such learning often integrates learning by observation and learning by instruction. For an effective learning process, an appropriate timing of these different elements is crucial. By controlling the timing of them, the mental network adaptation process becomes adaptive itself, which is called second-order mental network adaptation. In this paper, a second-order adaptive mental network model is proposed addressing this. The first-order adaptation process models the learning process of mental models and the second-order adaptation process controls the timing of the elements of this learning process. It is illustrated by a case study for the learner-controlled mental model learning in the context of driving a car. Here the learner is in control of the integration of learning by observation and learning by instruction.

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Jongste, Henri de. "Mental models, humorous texts and humour evaluation." Review of Cognitive Linguistics 16, no. 1 (May 31, 2018): 97–127. http://dx.doi.org/10.1075/rcl.00005.jon.

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Abstract This paper investigates how a mental-model theory of communication can explain differences in humorous texts and how aesthetic criteria to evaluate humour are dependent on the way mental models are exploited. Humour is defined as the deliberate manipulation by speakers of their private mental models of situations in order to create public mental models which contain one or more incongruities. Recipients can re-construct this manipulation process and thereby evaluate its nature and its quality. Humorous texts can be distinguished in terms of ownership of the manipulated mental model, the relationship between the speakers’ private and their public (humorous) mental model, as well as the speed required in the humorous mental model construction. Possible aesthetic criteria are the quality of the mental model manipulation, the pressure under which the humorously manipulated mental models have been constructed and the quality of the presentation of humorous mental models.

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Huen, Jenny MY, Eliza SY Lai, Angie KY Shum, Sam WK So, Melissa KY Chan, Paul WC Wong, YW Law, and Paul SF Yip. "Evaluation of a Digital Game-Based Learning Program for Enhancing Youth Mental Health: A Structural Equation Modeling of the Program Effectiveness." JMIR Mental Health 3, no. 4 (October 7, 2016): e46. http://dx.doi.org/10.2196/mental.5656.

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BackgroundDigital game-based learning (DGBL) makes use of the entertaining power of digital games for educational purposes. Effectiveness assessment of DGBL programs has been underexplored and no attempt has been made to simultaneously model both important components of DGBL: learning attainment (ie, educational purposes of DGBL) and engagement of users (ie, entertaining power of DGBL) in evaluating program effectiveness.ObjectiveThis study aimed to describe and evaluate an Internet-based DGBL program, Professor Gooley and the Flame of Mind, which promotes mental health to adolescents in a positive youth development approach. In particular, we investigated whether user engagement in the DGBL program could enhance their attainment on each of the learning constructs per DGBL module and subsequently enhance their mental health as measured by psychological well-being.MethodsUsers were assessed on their attainment on each learning construct, psychological well-being, and engagement in each of the modules. One structural equation model was constructed for each DGBL module to model the effect of users' engagement and attainment on the learning construct on their psychological well-being.ResultsOf the 498 secondary school students that registered and participated from the first module of the DGBL program, 192 completed all 8 modules of the program. Results from structural equation modeling suggested that a higher extent of engagement in the program activities facilitated users’ attainment on the learning constructs on most of the modules and in turn enhanced their psychological well-being after controlling for users’ initial psychological well-being and initial attainment on the constructs.ConclusionsThis study provided evidence that Internet intervention for mental health, implemented with the technologies and digital innovations of DGBL, could enhance youth mental health. Structural equation modeling is a promising approach in evaluating the effectiveness of DGBL programs.

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O'Dea, Bridianne, Catherine King, Mirjana Subotic-Kerry, Kathleen O'Moore, and Helen Christensen. "School Counselors’ Perspectives of a Web-Based Stepped Care Mental Health Service for Schools: Cross-Sectional Online Survey." JMIR Mental Health 4, no. 4 (November 20, 2017): e55. http://dx.doi.org/10.2196/mental.8369.

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Background Mental health problems are common among youth in high school, and school counselors play a key role in the provision of school-based mental health care. However, school counselors occupy a multispecialist position that makes it difficult for them to provide care to all of those who are in need in a timely manner. A Web-based mental health service that offers screening, psychological therapy, and monitoring may help counselors manage time and provide additional oversight to students. However, for such a model to be implemented successfully, school counselors’ attitudes toward Web-based resources and services need to be measured. Objective This study aimed to examine the acceptability of a proposed Web-based mental health service, the feasibility of providing this type of service in the school context, and the barriers and facilitators to implementation as perceived by school counselors in New South Wales (NSW), Australia. Methods This study utilized an online cross-sectional survey to measure school counselors’ perspectives. Results A total of 145 school counselors completed the survey. Overall, 82.1% (119/145) thought that the proposed service would be helpful to students. One-third reported that they would recommend the proposed model, with the remaining reporting potential concerns. Years of experience was the only background factor associated with a higher level of comfort with the proposed service (P=.048). Personal beliefs, knowledge and awareness, Internet accessibility, privacy, and confidentiality were found to influence, both positively and negatively, the likelihood of school counselors implementing a Web-based school mental health service. Conclusions The findings of this study confirmed that greater support and resources are needed to facilitate what is already a challenging and emotionally demanding role for school counselors. Although the school counselors in this study were open to the proposed service model, successful implementation will require that the issues outlined are carefully addressed.

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Stassen, Henk G., Gunnar Johannsen, and Neville Moray. "Internal representation, internal model, human performance model and mental workload." Automatica 26, no. 4 (July 1990): 811–20. http://dx.doi.org/10.1016/0005-1098(90)90057-o.

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