Mental Models 1st edition by Dedre Gentner, Albert Stevens – Ebook PDF Instant Download/Delivery: 1317769392, 9781317769392
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ISBN 10: 1317769392
ISBN 13: 9781317769392
Author: Dedre Gentner, Albert Stevens
This classic volume compiles and describes interdisciplinary research on the formal nature of human knowledge about the world. Three key dimensions that characterize mental models research are examined: the nature of the domain studied, the nature of the theoretical approach, and the nature of the methodology.
Mental Models 1st Table of contents:
1. Some Observations on Mental Models
1.1 Observations of Calculator Usage
1.2 On Modeling a Mental Model
1.3 On the Relationship between Conceptual and Mental Models
1.4 The System Image
1.5 Summary
1.6 Acknowledgment
1.7 References
2. Phenomenology and the Evolution of Intuition
2.1 Introduction
2.2 Springiness
2.3 Ohm’s P-Prim
2.4 Rolling and Pivoting
2.5 A Note on Abstraction
2.6 Persistent False Intuitions
2.7 Summary and Conclusion
2.8 Acknowledgment
2.9 References
3. Surrogates and Mappings: Two Kinds of Conceptual Models for Interactive Devices
3.1 Different Kinds of Mental Models
3.2 Surrogate Models
3.2.1 A Reverse Polish Calculator
3.2.2 A Simple Four-Function Calculator
3.2.3 Shortcomings of Surrogate Models
3.3 Task/Action Mapping Models
3.3.1 Understanding the FF Calculator
3.3.2 Induced Structure of Action and Task Domains
3.4 Discussion
3.5 References
4. Qualitative Reasoning About Space and Motion
4.1 Introduction
4.1.1 The Domain and The Program
4.1.2 Main Ideas about Motion and Space
4.2 Spatial Descriptions
4.2.1 The Metric Diagram
4.2.2 The Space Graph
4.2.3 Comparison with Other Spatial Descriptions
4.3 Describing a Particular Motion
4.4 Describing Possible Motions
4.5 Answering Questions
4.6 Discussion
4.6.1 Psychological Relevance
4.6.2 New Directions
4.7 References
5. The Role of Problem Representation in Physics
5.1 Problem Representations
5.1.1 Naive Representation
5.1.2 Physical Representation
5.1.3 Schemas for Producing Physical Representations
5.1.3.1 Forces Schema
5.1.3.2 Work-Energy Schema
5.1.3.3 Example
5.2 Empirical Studies
5.2.1 The Order of Principles Applied in Easy Problems
5.2.2 Combination of Schemas in Harder Problems
5.2.3 Schema Selection in a Very Hard Problem
5.3 Possibilities for Instruction
5.3.1 The Effect of Teaching Physical Representation
5.3.2 Physical Representations in a Textbook
5.4 Summary
5.5 Acknowledgment
5.6 References
6. Flowing Waters or Teeming Crowds: Mental Models of Electricity
6.1 A Structure-Mapping theory of Analogical Thinking
6.2 Structure-Mapping: Interpretation Rules
6.3 Two Analogies for Electricity
6.3.1 The Water-Flow Analogy
6.3.2 Electricity and Water—An Analogy
6.3.3 The Moving-Crowd Model
6.4 Experiments on Analogies for Electricity
6.4.1 Rationale and Overview
6.4.2 The Four Combinatorial Problems
6.4.3 Predicted Differences in Patterns of Inference
6.4.4 Experiment 1
6.4.4.1 Subjects
6.4.4.2 Method
6.4.4.3 Results
6.4.4.4 Conclusions
6.4.5 Experiment 2
6.4.5.1 Predicted Results
6.4.5.2 Method
6.4.5.3 Results: Prediction 1
6.4.5.4 Results: Prediction 2
6.4.5.5 Other Results in the Qualitative Comparison and Quantitative Scaling Tasks
6.5 Discussion
6.6 Acknowledgment
6.7 References
7. Human Reasoning About a Simple Physical System
7.1 Introduction
7.2 An Example of the Phenomenology
7.3 Defining Mental Model
7.4 An Analysis of a Protocol
7.4.1 (Model 1) Temperature Division
7.4.2 (Model 2) A Constant Heat Flow Model
7.4.3 (Model 3) Dependent Heat Flow Model
7.4.4 A More Detailed Analysis
7.4.4.1 Dealing with Conflicting Inference Paths
7.4.4.2 Reasoning Outside the Scope of Mental Models
7.4.5 Summary of the Protocol
7.5 A Critique
7.6 Conclusions
7.7 Appendix I: Questions
7.8 Acknowledgment
7.9 References
8. Assumptions and Ambiguities in Mechanistic Mental Models
8.1 Introduction
8.2 Qualitative Simulations
8.3 A Basis for Mechanistic Mental Methods
8.3.1 Device Topology and Class-Wide Assumptions
8.3.2 Conduit Laws
8.3.3 Component Models
8.3.4 Causal Model
8.4 Constraints on the Formulation of Causal Models
8.5 Motivations and Consequences of the Constraints
8.6 Ambiguities, Assumptions and Mechanisms
8.6.1 Origin of Ambiguities
8.6.2 Origin of Assumptions
8.7 The Intrinsic Mechanism
8.8 Implications of the Theory
8.9 Troubleshooting
8.9.1 Three Kinds of Learning
8.9.2 Explanations
8.9.3 Impediments to Learning
8.9.4 The Limits of Learning
8.10 The Conflict Between Making Assumptions Explicit and Simplifying Problem Solving
8.11 Multiple Models
8.12 Methodological Considerations
8.13 Acknowledgments
8.14 References
9. Understanding Micronesian Navigation
9.1 Caroline Island Navigation
9.2 Distance Judgments
9.3 Tacking
9.4 Some Anomalous Interpretations
9.5 A Conceptual Blindspot
9.6 An Alternative Model
9.7 Tacking
9.8 Discussion
9.9 Acknowledgment
9.10 References
10. Conceptual Entities
10.1 Analogies between Domains
10.1.1 Geometry Proofs
10.1.2 Subtraction Procedure
10.2 Reasoning with General Methods
10.2.1 Physics Problems
10.2.2 Distance, Time, and Velocity
10.2.3 Sound Transmission
10.3 Computational Efficiency
10.3.1 Monster Problems
10.4 Planning
10.4.1 Binomial Probability
10.5 Conclusions
10.6 Acknowledgment
10.7 References
11. Using the Method of Fibres in Mecho to Calculate Radii of Gyration
11.1 Introduction
11.2 Continuous Measure Systems
11.2.1 Circular Disc
11.2.2 Time Period
11.2.3 Trajectory of Particle
11.3 Choosing Continuous Measure Systems
11.4 Uniformity
11.5 A Worked Example
11.6 Conclusion
11.7 Acknowledgments
11.8 References
12. When Heat and Temperature Were One
12.1 The Experimenters’ Enterprise
12.2 Source-Recipient Model
12.2.1 Evidence for the Source-Recipient Model
12.2.2 Studies of Artificial Freezing
12.2.3 Other Evidence for the Source-Recipient Model
12.3 The Thermometer
12.4 The Experimenters’ Thermal Concepts
12.5 Were Heat and Temperature Differentiated?
12.6 What Next?
12.7 History of Science and the Novice-Expert Shift
12.8 Acknowledgments
12.9 References
13. Naive Theories of Motion
13.1 Misconceptions About Motion
13.2 A Naive Theory of Motion
13.3 Individual Differences
13.4 Historical Parallels: The Medieval Impetus Theory
13.5 Naive Theories and Physics Instruction
13.6 A Brief Review of Related Research
13.7 Concluding Remarks
13.8 Acknowledgments
13.9 References
14. A Conceptual Model Discussed by Galileo and Used Intuitively by Physics Students
14.1 The “Motion Implies A Force” Preconception
14.1.1 Example 1: Pendulum Problem
14.1.2 Example 2: Coin Problem
14.1.3 Example 3: Rocket Problem
14.2 Discussion of Similar Arguments in Galileo’s Writings
14.3 Transcript of S1
14.4 Transcript of S2
14.5 Summary of Characteristics for the “Motion Implies A Force” Preconception
14.6 Post Course Results
14.7 Implications for Instruction
14.8 Theoretical Implications
14.9 Acknowledgment
14.10 References
14.11 Appendix I
- Example of a Transcript from the Rocket Problem
- Student S3
Author Index
Subject Index
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