Practical solutions for the diagnosis of progressing mental models

Understanding Models for Learning and Instruction

Volumn , Issue , 2008, Pages 43-61

  Ifenthaler, Dirk ^a  

^a UNIVERSITY OF FREIBURG   (Germany)

Author keywords

Measurement of change; Methodology; Progression of mental models

Indexed keywords

EID: 84889988611     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-0-387-76898-4_3     Document Type: Chapter

References (79)

1. Al-Diban, S. (2002). Diagnose mentaler Modelle. Hamburg: Kovac.
2. Anzai, Y., &Yokoyama, T. (1984). Internal models in physics problem solving. Cognition and Instruction, 1, 397-450.
3. Arbeitsgruppe empirisch-pädagogische Forschung (2005). Tagung der Sektion Empirische Bildungsforschung. Veränderungsmessung und Längsschnittstudien. Neue Datengrundlagen fär Bildungsforschung und Bildungsmonitoring. Berlin: Tagungsband.
4. Bereiter, C. (1963). Some persisting dilemmas in the measurement of change. In C.W. Harris (Ed.), Problems in measuring change (pp. 3-20). Madison, WI: The University of Wisconsin Press.
5. Bock, R.D. (1963). Multivariate analysis of variance in repeated measurements. In C.W. Harris (Ed.), Problems in measuring change (pp. 85-103). Madison, WI: The University of Wisconsin Press.
6. Collins, L., &Horn, J. (1991). Best methods for analysis of change: Recent advances, unanswered questions, future directions. Washington, DC: American Psychological Association.
7. Collins, L.M., &Sayer, A.G. (2001). New methods for the analysis of change. Washington, DC: American Psychological Association.
8. Cronbach, L.J., &Furby, L. (1970). How should we measure "change" - or should we? Psychological Bulletin, 74(1), 68-80.
9. Dummer, P., &Ifenthaler, D. (2005). Planning and assessing navigation in model-centered learning environments. Why learners often do not follow the path laid out for them. In G. Chiazzese, M. Allegra, A. Chifari, &S. Ottaviano (Eds.), Methods and technologies for learning(pp. 327-334). Southampton: WIT Press.
10. Eckert, A. (1998). Kognition und Wissensdiagnose. Die Entwicklung und empirische Überpräfung des computerunterstätzten wissensdiagnostischen Instrumentariums Netzwerk-Elaborierungs-Technik (NET). Lengerich: Pabst.
11. Ericsson, K.A., &Simon, H.A. (1993). Protocol analysis: Verbal reports as data. Cambridge. MA: MIT Press.
12. Ericsson, K.A., &Simon, H.A. (1998). How to study thinking in everyday life. Mind, Cluture, and Activity, 5(3), 178-186.
13. Fahrenberg, J. (1968). Aufgaben und Methoden der psychologischen Verlaufsanalyse (Zeitreihenanalyse). In K.J. Groffmann &K.H. Wewetzer (Eds.), Person als Prozeβ (pp. 41-82). Stuttgart: Huber.
14. Fahrenberg, J., Kuhn, M., Kulick, B., &Myartek, M. (1977). Methodenentwicklung fär psychologische Zeitreihenstudien. Diagnostica, 23, 15-36.
15. Fischer, G.H. (1976). Some probabilistic models for measuring change. In D.N.M. De Gruijter, &L.J.T. Van der Kemp (Eds.), Advances in psychological and educational measurement (pp.97-110). New York: Wiley.
16. Fischer, G.H., &Formann, A.K. (1982). Veränderungsmessung mittels linear-logistischer Modelle. Zeitschrift fär Differenzielle und Diagnostische Psychologie, 3(2), 75-99.
17. Funke, J. (1991). Solving complex problems: Exploration and control of complex problems. In R.J. Sternberg, &P.A. Frensch (Eds.), Complex problem solving: Principles and mechanisms (pp. 185-222). Hillsdale, NJ: Lawrence Erlbaum.
18. Funke, J. (1999). Komplexes Problemlösen: Ein Blick zuräck und nach vorne. Psychologische Rundschau, 50, 194-197.
19. Gaito, J., &Wiley, D.E. (1963). Univariate analysis of variance procedures in the measurement of change. In C.W. Harris (Ed.), Problems in measuring change (pp. 60-84). Madison, WI: The University of Wisconsin Press.
20. Galbraith, D. (1999). Writing as a knowledge-constituting process. In M. Torrance, &D. Galbraith (Eds.), Knowing what to write. Conceptual processes in text production (pp. 139160). Amsterdam: University Press.
21. Gentner, D., &Stevens, A.L. (1983). Mental models. Hillsdale, NJ: Lawrence Erlbaum.
22. Hanke, U. (2006). Externale Modellbildung als Hilfe bei der Informationsverarbeitung und beim Lernen. Freiburg: Universitäts- Dissertation.
23. Harris, C.W. (1963). Problems in measuring change. Madison, WI: The University of Wisconsin Press.
24. Holtzmann, W.H. (1963). Statistical models for the study of change in the single case. In C.W. Harris (Ed.), Problems in measuring change (pp. 199-211). Madison, WI: The University of Wisconsin Press.
25. Horst, P. (1963). Multivariate models for evaluating change. In C.W. Harris (Ed.), Problems in measuring change (pp. 104-121). Madison, WI: The University of Wisconsin Press.
26. Ifenthaler, D. (2006). Diagnose lernabhängiger Veränderung mentaler Modelle. Entwicklung der SMD-Technologie als methodologisches Verfahren zur relationalen, strukturellen und semantischen Analyse individueller Modellkonstruktionen. [Diagnosis of the learning-dependent progression of mental models. Development of the SMD-Technology as a methodology for assessing individual models on relational, structural and semantic levels]. Freiburg: Universitäts-Dissertation.
27. Ifenthaler, D., &Seel, N.M. (2005). The measurement of change: Learning-dependent progression of mental models. Technology, Instruction, Cognition and Learning, 2(4), 317-336.
28. Ittel, A., &Merkens, H. (2006). Veränderungsmessung und Längsschnittstudien in der empirischen Erziehungswissenschaft. Wiesbaden: VS Verlag.
29. Johnson, T.E., O'Connor, D.L. Spector, J.M., Ifenthaler, D., &Pirnay-Dummer, P. (2006). Comparative study of mental model research methods: Relationships among ACSMM, SMD, MITOCAR &DEEP methodologies. Paper presented at the CMC 2006 - Second International Conference on Concept Mapping, September 5-8, San José, Costa Rica.
30. Johnson-Laird, P.N. (1983). Mental models. Towards a cognitive science of language, inference, and consciousness. Cambridge, UK: Cambridge University Press.
31. Johnson-Laird, P.N. (1989). Mental models. In M.I. Posner (Ed.), Foundations of cognitive science (pp. 469-499). Cambridge, MA: The MIT Press.
32. Johnson-Laird, P.N. (2006). Mental models, sentential reasoning, and illusory inferences. In C. Held, M. Knauff, &G. Vosgerau (Eds.). Mental models and the mind. Current developments in cognitive psychology, neuroscience, and philosophy of mind (pp. 27-51). Amsterdam: Elsevier.
33. Jonassen, D.H. (1997). Instructional design models for well-structured and ill-structured problem-solving learning outcomes. Educational Technology, Research and Development, 45 (1), 65-94
34. Jöreskog, K.G., &Sörbom, D. (1989). LISREL 7. A guide to the program and applications. Chicago, IL: SPSS Inc
35. Kleiter, E.F. (1987). Stand und Perspektive der Veränderungsmessung aus formalgegenständlicher Sicht. Zeitschrift fär Pädagogische Psychologie, 1(4), 235-258.
36. Le Ny, J.-F. (1993). Wie kann man mentale Repräsentationen repräsentieren? In: J. Engelkamp, &T. Pechmann (Eds.), Mentale Repräsentation (pp. 31-39). Bern: Huber.
37. Maedche, A., Pekar, V. &Staab, S. (2002). Ontology learning part one - on discovering taxonomie relations from the web. In: Proceedings of the Web Intelligence Conference, Berlin (pp. 301-322). Springer: Berlin.
38. Mandl, H., &Fischer, F. (2000). Mapping-Techniken und Begriffsnetze in Lern- und Kooperationsprozessen. In H. Mandl, &F. Fischer (Eds.), Wissen sichtbar machen - Wissensmanagement mit Mapping-Techniken (pp. 3-12). Göttingen: Hogrefe.
39. Mayer, R.E. (1989). Models for understanding. Review of Educational Research, 59(1), 43-64.
40. Moskowitz, D.S., &Hershberger, S.L. (2002). Modeling intraindividual variability with repeated measures data. Methods and applications. Mahwah, NJ: Lawrence Erlbaum.
41. Nesselroade, J.R. (1991). Interindividual differences in intraindividual change. In D.M. Collins, &J.C. Horn (Eds.), Best methods for the analysis of change. Recent advances, unanswered questions, future directions (pp. 92-105). Washington, DC: American Psychological Association.
42. Nisbett, R.E., &Wilson, T.D. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84, 231-259.
43. O'Connor, D.L., &Johnson, T.E. (2004). Measuring team cognition: Concept mapping elicitation as a means of constructing team shared mental models in an applied setting. First International Conference on Concept Mapping, September 14-17, 2004, Pamplona, Spain.
44. Oehrn, A. (1889). Experimentelle Studien zur Individualpsychologie. In E. Kraepelin (Ed.), Psychologische Arbeiten, 1 (pp. 92-151).
45. Petermann, F. (1978). Veränderungsmessung. Stuttgart: Kohlhammer.
46. Petermann, F. (1986). Probleme und neuere Entwicklungen der Veränderungsmessung - ein Überblick. Diagnostica, 32(1), 4-16.
47. Petermann, F., Hehl, F.-J., &Schneider, W. (1977). Veränderungsmessung im Rahmen der klassischen Testtheorie. In F. Petermann (Ed.), Methodische Grundlagen klinischer Psychologie (pp. 129-154). Weinheim: Beltz
48. Piaget, J. (1976). Die Äquilibration der kognitiven Strukturen. Stuttgart: Klett. Pirnay-Dummer, P. (2006). Expertise und Modellbildung: MITOCAR. Freiburg: UniversitätsDissertation.
49. Raudenbush, S.W., &Bryk, A.S. (2002). Hierarchical linear models. Applications and data analysis methods. Thousand Oaks, CA: Sage Publications.
50. Reiska, P. (2005). Experimente und Computersimulationen im naturwissenschaftlichen Unterricht: Ein empirischer Vergleich. Frankfurt am Main: Lang.
51. Renkl, A., &Gruber, H. (1995). Erfassung von Veränderung: Wie und wieso? Zeitschrift fär Entwicklungspsychologie und Pädagogische Psychologie, 27(2), 173-190.
52. Scheele, B., &Groeben, N. (1984). Die Heidelberger Struktur-Lege-Technik (SLT). Eine DialogKonsens-Methode zur Erhebung Subjektiver Theorien mittlerer Reichweite. Weinheim: Beltz.
53. Scheele, B., &Groeben, N. (1988). Dialog-Konsens-Methoden zur Rekonstruktion Subjektiver Theorien: Die Heidelberger Struktur-Lege-Technik (SLT), konsensuale Ziel-MittelArgumentation und kommunikative Flussdiagramm-Beschreibung von Handlungen. Täbingen: Francke Verlag.
54. Schvaneveldt, R.W. (1990). Pathfinder associative networks: Studies in knowledge organization. Norwood, NJ: Ablex Publishing Corporation.
55. Seashore, C.E., &Kent, G.H. (1905). Periodicity and progressive change in continous mental work. Psychological Review Mongr. Suppl. 6, 47-101.
56. Seel, N.M. (1991). Weltwissen und mentale Modelle. Göttingen: Hogrefe.
57. Seel, N.M. (1997). Pädagogische Diagnose mentaler Modelle. In H. Gruber, &A. Renkl (Eds.), Wege zum Können: Determinanten des Kompetenzerwerbs (pp. 116-137). Bern: Huber.
58. Seel, N.M. (1999). Educational diagnosis of mental models: Assessment problems and technology-based solutions. Journal of Structural Learning and Intelligent Systems, 14(2), 153-185.
59. Seel, N.M. (2003). Model-centered learning and instruction. Technology, Instruction, Cognition and Learning, 1(1), 59-85.
60. Seel, N.M., &Dinter, F.R. (1995). Instruction and mental model progression: Learner-dependent effects of teaching strategies on knowledge acquisition and analogical transfer. Educational Research and Evaluation, 1(1), 4-35.
61. Seel, N.M., Al-Diban, S., &Blumschein, P. (2000). Mental models and instructional planning. In J.M. Spector, &T.M. Anderson (Eds.), Integrated and holistic perspectives on learning, instruction and technology: Understanding complexity (pp. 129-158). Dordrecht: Kluwer Academic Publishers.
62. Seel, N.M., Darabi, A.A., &Nelson, D.W. (2006). A dynamic mental model approach to examine schema development in performing a complex troubleshooting task: Retention of mental models. Technology, Instruction, Cognition and Learning, 4(3-4), 303-330.
63. Spada, H. (1983). Die Analyse von Veränderungen im Rahmen unterschiedlicher testtheoretischer Modelle. In W.-R. Minsel, &R. Scheller (Eds.), Brennpunkte der Klinischen Psychologie (pp. 83-105). Mänchen: Kösel-Verlag.
64. Spector, J.M. (2004). Current issues in new learning. In K. Morgan, C.A. Brebbia, J. Sanchez, &A. Voiskounsky (Eds.) Human perspectives in the internet society: Culture, psychology and gender (pp. 429-439). Southampton, Boston: WIT Press.
65. Spector, J.M., Dennen, V.P., &Koszalka, T.A. (2005). Individual and collaborative construction of causal concept maps: An online technique for learning and assessment. In G. Chiazzese, M. Allegra, A. Chifari, &S. Ottaviano (Eds.), Methods and technologies for learning (pp. 223-227). Southampton, Boston: WIT Press.
66. Stachowiak, H. (1973). Allgemeine Modelltheorie. Berlin: Springer.
67. Stylianou, D. (2002). On the interaction of visualization and analysis: the negotiation of a visual representation in expert problem solving. Journal of Mathematical Behavior 21, 303-317.
68. Stelzl, I. (2005). Fehler und Fallen der Statistik. Fär Psychologen, Pädagogen und Sozialwissenschaftler. Mänster: Waxmann.
69. Tack, W.H. (1980). Zur Theorie psychometrischer Verfahren. Formalisierung der Erfassung von Situationsabhängigkeit und Veränderung. Zeitschrift fär Differentielle und Diagnostische Psychologie, 1(2), 87-106.
70. Taricani, E.M., &Clariana, R.B. (2006). A technique for automatically scoring open-ended concept maps. Educational Technology, Research &Development, 54(1), 65-82.
71. Tversky, A. (1977). Features of similarity. Psychological Review, 84(4), 327-352.
72. van Someren, M.W., Barnard, Y.F., &Sandberg, J.A. (1994). The think aloud method: a practical guide to modeling cognitive processes. London: Academic Press.
73. von Eye, A. (1990a). Statistical methods in longitudinal research. Volume I. Principles and structuring change. San Diego, CA: Academic Press.
74. von Eye, A. (1990b). Statistical methods in longitudinal research. Volume II. Time series and categorical longitudinal data. San Diego, CA: Academic Press.
75. Weber, S., &Schumann, M. (2000). Das Concept Mapping Software Tool (COMASOTO) zur Diagnose strukturellen Wissens. In H. Mandl, &F. Fischer (Eds.), Wissen sichtbar machen -Wissensmanagement mit Mapping-Techniken (pp. 158-198). Göttingen: Hogrefe.
76. Willett, J.B. (1988). Questions and answers in the measurement of change. Review of Research in Education, 15, 345-422.
77. Willett, J.B. (1989). Some results on reliability fort he longitudinal measurement of change: Implications fort he design of studies of individual growth, Educational and Psychological Measurement, 49, 587-602.
78. Willett, J.B. (1997). Measuring change: What individual growth modelling buys you. In E. Amsel, &K.A. Renninger (Eds.), Change and development: Issues of theory, method, and application (pp. 213-243). Mahwah, NJ: Lawrence Erlbaum Associates.
79. Wygotski, L.S. (1969). Denken und Sprechen. Mit einer Einleitung von Thomas Luckmann. Übersetzt von Gerhard Sewekow. Stuttgart: Fischer Verlag.