Relevant bibliographies by topics / Mental models

Academic literature on the topic 'Mental models'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Mental models"

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Senge, Peter M. "Mental models." Planning Review 20, no. 2 (February 1992): 4–44. http://dx.doi.org/10.1108/eb054349.

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Young, Indi. "Mental Models." Ubiquity 2008, April (April 2008): 1. http://dx.doi.org/10.1145/1376142.1376141.

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Ross, Rockey. "Mental models." ACM SIGACT News 35, no. 2 (June 2004): 79–82. http://dx.doi.org/10.1145/992287.992306.

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Marshall, John C. "Mental Models." Trends in Neurosciences 8 (January 1985): 89—IN2. http://dx.doi.org/10.1016/0166-2236(85)90042-6.

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Stoerig, Petra. "Mental models." Neuropsychologia 26, no. 3 (January 1988): 497–98. http://dx.doi.org/10.1016/0028-3932(88)90105-4.

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Phelps, Robert. "Mental models." Artificial Intelligence 28, no. 3 (May 1986): 343–44. http://dx.doi.org/10.1016/0004-3702(86)90054-8.

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Not Available, Not Available. "Leitthema: Räumliche mentale Modelle / Spatial Mental Models." Kognitionswissenschaft 7, no. 1 (May 19, 1998): 1–4. http://dx.doi.org/10.1007/s001970050043.

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Griggs, Richard A. "Mental Logic Versus Mental Models." Contemporary Psychology: A Journal of Reviews 37, no. 5 (May 1992): 438–39. http://dx.doi.org/10.1037/032102.

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Napolitani, Fabrizio. "Modelli Mentali Di Gruppo (Mental Models of Groups)." International Journal of Group Psychotherapy 38, no. 3 (July 1988): 407–8. http://dx.doi.org/10.1080/00207284.1988.11491126.

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López Astorga, Miguel. "Chrysippus’ Indemonstrables and the Semantic Mental Models." Eidos, no. 26 (January 15, 2017): 302–25. http://dx.doi.org/10.14482/eidos.26.8437.

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Dissertations / Theses on the topic "Mental models"

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Borges, A. Tarisco. "Mental models of electromagnetism." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342567.

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Banks, Adrian P. "Mental models in groups." Thesis, University of Surrey, 2002. http://epubs.surrey.ac.uk/803/.

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Fleischman, Joyce D. "Mental models for time displayed tasks." Thesis, Monterey, California. Naval Postgraduate School, 1988. http://hdl.handle.net/10945/23301.

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The study described in this thesis attempts to determine whether there is a mental model for time-ordered tasks. The results of this study may be used to assist in the design of cockpit display formats for the Intelligent Air Attack System (IAAS) in the F/A-18, A-6 or other Navy and Air Force tactical aircraft, and may be applicable to telecommunications systems as well. Basic human factors engineering concepts and the characteristics of IAAS and of the Naval Telecommunications System are described. The approach and methodology for determining whether there is a consistent mental model for time-ordered tasks is discussed, and the results of a survey are presented. Based on this survey, it was determined that mental models for time-ordered tasks are not always the same, but instead are task-dependent. Schedules are most logically presented in a calendar-like format. For telecommunications related tasks, a front-to-back format is recommended. For time-ordered events in an aircraft cockpit, a top-to-bottom display order was preferred by a majority of study participants, but aviators preferred a left-to-right presentation. Theses. (SDW)
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Bristol, Nikki. "Shared mental models : conceptualisation & measurement." Thesis, University of Nottingham, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417084.

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Chen, Ge (Ge Jackie). "Visualizations for mental health topic models." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91306.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
21
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 53-54).
Crisis Text Line supports people with mental health issues through texting. Unfortunately, support is limited by the number of counselors and the time each counselor has for clients, as well as the cognitive load on counselors from managing multiple conversations simultaneously. We conducted a contextual inquiry with crisis counselors to find contributing problems in their work flow. We believe topic modeling can provide automatic summaries of conversation text to augment note-taking and transcript-reading. Four simple and familiar visualizations were developed to present the model data: 1) a list of conversation topics, 2) a donut chart of topic percentages, 3) a line chart of topic trends, and 4) a scatter plot of specific topic points in the text. Our hypothesis is that these visualizations will help counselors spend more time on clients without overloading the counselors. The visualizations were evaluated through a user study to determine their effectiveness against a control interface.
by Ge (Jackie) Chen.
M. Eng.
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Cone, Cynthia Jane. "Mental models and community college leadership." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3037011.

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Coll, Richard K. "Learners' mental models of chemical bonding." Thesis, Curtin University, 1999. http://hdl.handle.net/20.500.11937/253.

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The research reported in this thesis comprised a cross-age inquiry of learners' mental models for chemical bonding. Learners were chosen purposefully from three academic levels-senior secondary school (Year-13, age range 17-18 years old), undergraduate (age range 19-21 years), and postgraduate (comprising MSc and PhD; age range 22- 27 years). The principal research goal was to establish learners' preferred mental models for the concept of chemical bonding. Other research goals were to establish if and how learners made use of analogy to understand chemical bonding and to establish the prevalence of learners' alternative conceptions for chemical bonding. The research inquiry was conducted from within a constructivist paradigm; specifically the researcher ascribed to a social and contextual constructivist belief system.Based on a review of the science education literature a decision was made to classify mental models into four classes according to the typology of Norman (1983), namely, the target system, a conceptual model, the users' or learners' mental model and the scientists' conceptualisation. A conceptual theme for the inquiry was developed based on this typology resulting in the identification of target systems-metallic, ionic and covalent bonding. Subsequently, target models for each of the three target systems were identified, namely, the sea of electrons model and the band theory for metallic bonding; the electrostatic model, and the theoretical electrostatic model for ionic bonding; and the octet rule, the valence bond approach, the molecular orbital theory and the ligand field theory for covalent bonding. A conceptual model, consisting of a summary of the salient points of the target models, was developed by the researcher. Once validated by four of the instructors involved in the inquiry, this formed the scientists' conceptualisation for the target models.Learners' mental models were elicited by the use of a three phase semi-structured interview protocol for each of the three target systems based on the translation interface developed by Johnson and Gott (1996). The protocol consisted of showing participants samples of common substances and asking them to describe the bonding in these materials. In addition, participants were shown Interviews About Events (IAE), focus cards which depicted events involving chemical bonding or contained depicted models of bonding for the three target systems. Transcriptions of audio-tapes combined with diagrams produced by the participants formed the data corpus for the inquiry. Learners' mental models were compiled into inventories for each of the target systems. Examination of inventories enabled identification of commonality of views which were validated by four instructors-two instructors from the teaching institutions involved in the inquiry, and two instructors independent of the inquiry.The research reported in this thesis revealed that learners across all three academic levels preferred simple or realist mental models for chemical bonding, such as the sea of electrons model and the octet rule. Learners frequently used concepts from other more sophisticated models to aid their explanations when their preferred mental models were found to be inadequate. Senior level learners were more critical of mental models, particularly depicted models provided on IAE focus cards. Furthermore, senior level learners were able to describe their mental models in greater detail than their younger counterparts. However, the inquiry found considerable commonality across all three levels of learner, suggesting mental models are relatively stable.Learners' use of analogy was classified according to Dagher's (1995a) typology, namely, simple, narrative, peripheral and compound. Learners' use of analogy for the understanding of chemical bonding was found to be idiosyncratic. When they struggled to explain aspects of their mental models for chemical bonding, learners made extensive use of simple analogy, that typically involved the mapping of a single attribute between the target and source domains. There did not appear to be any correlation between academic ability or academic level and use of analogy. However, learners made greater use of compound analogy for the target systems of metallic and ionic bonding, mostly as a result of the use of analogical models during instruction.This inquiry revealed prevalent alternative conceptions for chemical bonding across all three academic levels of learner. This is a somewhat surprising result considering that the mental models preferred by learners were typically simple, realist models they had encountered during instruction. Learners' alternative conceptions often concerned simple conceptions such as ionic size, the presence of charged species in non- polar molecular compounds, and misunderstandings about the strength of bonding in metals and ionic substances. The inquiry also revealed widespread confusion about intermolecular and intramolecular bonding, and the nature of lattices structures for ionic and metallic substances.The inquiry resulted in a number of recommendations. It is proposed that it may be more beneficial to teach less content at the introductory level, that is, delivering a curriculum that is more appropriate for non-specialist chemistry majors. Hence, one recommendation is for instructors to examine the intended curriculum carefully and be more critical regarding the value of inclusion of some course content. A second recommendation is that sophisticated models of chemical bonding are better taught only at advanced stages of the degree program, and that teaching from a contructivist view of learning may be beneficial. The third recommendation relates to the fact that learners spontaneously generated analogies to aid their explanations and conceptual understanding, consequently, learners may benefit from greater use of analogy during instruction.
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Coll, Richard K. "Learners' mental models of chemical bonding." Curtin University of Technology, Science and Mathematics Education Centre, 1999. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10124.

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The research reported in this thesis comprised a cross-age inquiry of learners' mental models for chemical bonding. Learners were chosen purposefully from three academic levels-senior secondary school (Year-13, age range 17-18 years old), undergraduate (age range 19-21 years), and postgraduate (comprising MSc and PhD; age range 22- 27 years). The principal research goal was to establish learners' preferred mental models for the concept of chemical bonding. Other research goals were to establish if and how learners made use of analogy to understand chemical bonding and to establish the prevalence of learners' alternative conceptions for chemical bonding. The research inquiry was conducted from within a constructivist paradigm; specifically the researcher ascribed to a social and contextual constructivist belief system.Based on a review of the science education literature a decision was made to classify mental models into four classes according to the typology of Norman (1983), namely, the target system, a conceptual model, the users' or learners' mental model and the scientists' conceptualisation. A conceptual theme for the inquiry was developed based on this typology resulting in the identification of target systems-metallic, ionic and covalent bonding. Subsequently, target models for each of the three target systems were identified, namely, the sea of electrons model and the band theory for metallic bonding; the electrostatic model, and the theoretical electrostatic model for ionic bonding; and the octet rule, the valence bond approach, the molecular orbital theory and the ligand field theory for covalent bonding. A conceptual model, consisting of a summary of the salient points of the target models, was developed by the researcher. Once validated by four of the instructors involved in the inquiry, this formed the scientists' conceptualisation for the target ++
models.Learners' mental models were elicited by the use of a three phase semi-structured interview protocol for each of the three target systems based on the translation interface developed by Johnson and Gott (1996). The protocol consisted of showing participants samples of common substances and asking them to describe the bonding in these materials. In addition, participants were shown Interviews About Events (IAE), focus cards which depicted events involving chemical bonding or contained depicted models of bonding for the three target systems. Transcriptions of audio-tapes combined with diagrams produced by the participants formed the data corpus for the inquiry. Learners' mental models were compiled into inventories for each of the target systems. Examination of inventories enabled identification of commonality of views which were validated by four instructors-two instructors from the teaching institutions involved in the inquiry, and two instructors independent of the inquiry.The research reported in this thesis revealed that learners across all three academic levels preferred simple or realist mental models for chemical bonding, such as the sea of electrons model and the octet rule. Learners frequently used concepts from other more sophisticated models to aid their explanations when their preferred mental models were found to be inadequate. Senior level learners were more critical of mental models, particularly depicted models provided on IAE focus cards. Furthermore, senior level learners were able to describe their mental models in greater detail than their younger counterparts. However, the inquiry found considerable commonality across all three levels of learner, suggesting mental models are relatively stable.Learners' use of analogy was classified according to Dagher's (1995a) typology, namely, simple, narrative, peripheral and compound. Learners' use of ++
analogy for the understanding of chemical bonding was found to be idiosyncratic. When they struggled to explain aspects of their mental models for chemical bonding, learners made extensive use of simple analogy, that typically involved the mapping of a single attribute between the target and source domains. There did not appear to be any correlation between academic ability or academic level and use of analogy. However, learners made greater use of compound analogy for the target systems of metallic and ionic bonding, mostly as a result of the use of analogical models during instruction.This inquiry revealed prevalent alternative conceptions for chemical bonding across all three academic levels of learner. This is a somewhat surprising result considering that the mental models preferred by learners were typically simple, realist models they had encountered during instruction. Learners' alternative conceptions often concerned simple conceptions such as ionic size, the presence of charged species in non- polar molecular compounds, and misunderstandings about the strength of bonding in metals and ionic substances. The inquiry also revealed widespread confusion about intermolecular and intramolecular bonding, and the nature of lattices structures for ionic and metallic substances.The inquiry resulted in a number of recommendations. It is proposed that it may be more beneficial to teach less content at the introductory level, that is, delivering a curriculum that is more appropriate for non-specialist chemistry majors. Hence, one recommendation is for instructors to examine the intended curriculum carefully and be more critical regarding the value of inclusion of some course content. A second recommendation is that sophisticated models of chemical bonding are better taught only at advanced stages of the degree program, and that teaching from a contructivist view of ++
learning may be beneficial. The third recommendation relates to the fact that learners spontaneously generated analogies to aid their explanations and conceptual understanding, consequently, learners may benefit from greater use of analogy during instruction.
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Bernotat, Anke, Jürgen Bertling, Christiane English, and Judith Schanz. "Designing a Sustainable Future with Mental Models." Technische Universität Dresden, 2016. https://tud.qucosa.de/id/qucosa%3A29257.

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Inspired by the question of the Club of Rome as to Design could help to translate the ubiquitous knowledge on sustainability into daily practise and Peter Senge's belief on mental models as a limiting factor to implementation of systemic insight (Senge 2006), we explored working with mental models as a sustainable design tool. We propose a definition for design uses. At the 7th Sustainable Summer School we collected general unsustainable mental models and "designed" sustainable ones. These mental models were tested as a part of the briefing to student projects and evaluated by the students. Analysing an existing product portfolio, we tested the ability of mental models to aid the creation of strategic design advice. We argue that mental models in the form of associative thinking and cognitive metaphors have been part of designing all along and overlap in nature with design methodologies to such an extent that they are sublimely suited to be used as a design tool. We summarize our prototyping exercises with the proposal of a design process using mental models to root sustainability in design practise and thinking beyond present-day eco-design (Liedtke et al 2013, Luttropp and Lagerstedt 2006, Pigosso and McAloone 2015).
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Wolfe, Alex Forrest. "Mental Models of Computer Security Among Adolescents." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1619032044319319.

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Books on the topic "Mental models"

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Revell, Kirsten M. A., and Neville A. Stanton. Mental Models. Boca Raton: Taylor & Francis, a CRC title, part of the Taylor & Francis imprint, a member of the Taylor & Francis Group, the academic division of T&F Informa, plc, [2017]: CRC Press, 2017. http://dx.doi.org/10.1201/9781315153322.

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Reasoning, Symposium on Mental Models in. Mental models in reasoning. [Madrid]: Universidad Nacional de Educación a Distancia, 2000.

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Nuria, Carriedo, García-Madruga Juan Antonio, González Labra María José, and Symposium on Mental Models in Reasoning (1998 : Madrid), eds. Mental models in reasoning. Madrid: Universidad Nacional de Educación a Distancia, 2000.

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McKinney, William T. Models of Mental Disorders. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4684-5430-7.

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Davidson, Gavin, Jim Campbell, Ciarán Shannon, and Ciaran Mulholland. Models of Mental Health. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-36591-0.

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Tyrer, Peter J. Models for Mental Disorder. New York: John Wiley & Sons, Ltd., 2006.

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Tyrer, Peter J. Models for mental disorder: Conceptual models in psychiatry. Chichester: Wiley, 1987.

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Derek, Steinberg, ed. Models for mental disorder: Conceptual models in psychiatry. 4th ed. Chichester, England: John Wiley & Sons, 2005.

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Tyrer, Peter J. Models for mental disorder: Conceptual models in psychiatry. 3rd ed. Chichester: John Wiley, 1998.

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Tyrer, Peter J. Models for mental disorder: Conceptual models in psychiatry. Chichester, West Sussex: John Wiley & Sons, 2014.

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Book chapters on the topic "Mental models"

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Al-Diban, Sabine. "Mental Models." In Encyclopedia of the Sciences of Learning, 2200–2204. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_586.

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Strauss, Rebecca, Austin Volz, and William Lidwell. "Mental Models." In The Elements of Education for Curriculum Designers, 66–67. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429321283-33.

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Tversky, Barbara. "Mental models." In Encyclopedia of psychology, Vol. 5., 191–93. Washington: American Psychological Association, 2000. http://dx.doi.org/10.1037/10520-089.

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Jonker, Catholijn M., M. Birna van Riemsdijk, and Bas Vermeulen. "Shared Mental Models." In Lecture Notes in Computer Science, 132–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21268-0_8.

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Stangl, Brigitte. "Emotional Mental Models." In Encyclopedia of the Sciences of Learning, 1131–33. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_728.

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Hentschel, Klaus. "Early Mental Models." In Photons, 93–121. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95252-9_4.

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Franco, Creso, and Dominique Colinvaux. "Grasping Mental Models." In Developing Models in Science Education, 93–118. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0876-1_5.

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Marques, Joan. "On Mental Models." In Leading with Awareness, 70–73. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003020172-23.

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Bertolotti, Tommaso. "Proto-Models, Mental Models and Scientific Models." In Studies in Applied Philosophy, Epistemology and Rational Ethics, 39–65. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17786-1_3.

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Mitchell, Renée J. "The Mental Models in Practice V—Mental Models 13–15." In Twenty-one Mental Models That Can Change Policing, 122. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367481520-26.

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Conference papers on the topic "Mental models"

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Normore, Lorraine, and Vandana Singh. "Mental models." In the 2012 iConference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2132176.2132284.

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LaToza, Thomas D., Gina Venolia, and Robert DeLine. "Maintaining mental models." In Proceeding of the 28th international conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1134285.1134355.

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Blythe, Jim, and L. Jean Camp. "Implementing Mental Models." In 2012 IEEE Security and Privacy Workshops (SPW). IEEE, 2012. http://dx.doi.org/10.1109/spw.2012.31.

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Elliott, Lisa, and Morgan Janney. "Measuring Mental Models." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002423.

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The construct of mental models has been a useful tool for training and learning. Many instructors ask students to draw how something works or their understanding of the subject. While this gives the instructor useful feedback, comparing their own understanding to the students understanding. There are many variations in understanding that are distinct yet correct. The Structure, Behavior and Function framework (SBF, Hmelo-Silver and Pfeffer, 2004) successfully described how mental models change at different levels of learning. However, measuring mental models can present an analysis challenge. This study outlines another way to apply the SBF framework to quantify a person’s mental model of a common task: posting a message to a social network. Was a person's mental model of this task universal? Did participants understand what happened to their data? Participants in this study were university students from three different regions of the United States who were familiar with social media. Participants described in words, pictures, or a diagram of what happens to a comment after it is entered on a social media site. Results demonstrate the lack of a universal mental model amongst participants which suggests a poverty in how data is shared in social media. The analysis methodology proved useful when confronted with the three data types: words, pictures, or a diagram in a single data set.
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Jonassen, David H. "Operationalizing mental models." In The first international conference. Morristown, NJ, USA: Association for Computational Linguistics, 1995. http://dx.doi.org/10.3115/222020.222166.

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Götschi, Tina, Ian Sanders, and Vashti Galpin. "Mental models of recursion." In the 34th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2003. http://dx.doi.org/10.1145/611892.612004.

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Scholtz, Tamarisk Lurlyn, and Ian Sanders. "Mental models of recursion." In the fifteenth annual conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1822090.1822120.

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Sukumaran, Abhay, and Clifford Nass. "Socially cued mental models." In the 28th of the international conference extended abstracts. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1753846.1753988.

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Plantinga, Edwin. "Mental models and metaphor." In the 1987 workshop. Morristown, NJ, USA: Association for Computational Linguistics, 1987. http://dx.doi.org/10.3115/980304.980347.

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Wash, Rick, and Emilee Rader. "Influencing mental models of security." In the 2011 workshop. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2073276.2073283.

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Reports on the topic "Mental models"

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Hubal, Robert C. Mental Models for Effective Training: Comparing Expert and Novice Maintainers' Mental Models. Fort Belvoir, VA: Defense Technical Information Center, May 2009. http://dx.doi.org/10.21236/ada499530.

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Cohen, Marvin S., Bryan B. Thompson, Leonard Adelman, Terry A. Bresnick, and Martin A. Tolcott. Rapid Capturing of Battlefield Mental Models. Fort Belvoir, VA: Defense Technical Information Center, July 1997. http://dx.doi.org/10.21236/ada336079.

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Turner, Althea A. Mental Models and User-Centered Design. Fort Belvoir, VA: Defense Technical Information Center, July 1990. http://dx.doi.org/10.21236/ada227587.

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Shobe, Katharine K., Stephen M. Fiore, and Walter Carr. Development of Shared Mental Models for Submarine Officers. Fort Belvoir, VA: Defense Technical Information Center, July 2004. http://dx.doi.org/10.21236/ada427805.

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Knouse, Stephen B. Diversity and Shared Team Mental Models in the Military. Fort Belvoir, VA: Defense Technical Information Center, January 2001. http://dx.doi.org/10.21236/ada403424.

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McComb, Sara. Exploring the Content of Shared Mental Models in Project Teams. Fort Belvoir, VA: Defense Technical Information Center, September 2005. http://dx.doi.org/10.21236/ada443206.

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Ippel, Martin J., and A. Leo Beem. Mental Models as Finite-State Machines: Examples and Computational Methods. Fort Belvoir, VA: Defense Technical Information Center, October 1998. http://dx.doi.org/10.21236/ada357588.

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Glenberg, Arthur M., and William E. Langston. Comprehension of Illustrated Text: Pictures Help to Build Mental Models. Fort Belvoir, VA: Defense Technical Information Center, September 1990. http://dx.doi.org/10.21236/ada229051.

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Smith-Jentsch, Kimberly A., Patrick Rosopa, Alicia D. Sanchez, and Lizzette Lima. Investigating the Diagnosticity of a Method For Measuring Teamwork Mental Models. Fort Belvoir, VA: Defense Technical Information Center, January 2003. http://dx.doi.org/10.21236/ada522238.

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Atran, Scott, Douglas Medin, Richard Davis, Jeremy Ginges, Robert Axelrod, and Juan Zarate. Mutual Influence of Moral Values, Mental Models and Social Dynamics on Intergroup Conflict. Fort Belvoir, VA: Defense Technical Information Center, April 2010. http://dx.doi.org/10.21236/ada523370.

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