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| Content Provider | Springer Nature Link |
|---|---|
| Author | Bucciarelli, Monica |
| Copyright Year | 2007 |
| Abstract | In this paper, I present a framework where possible relations between learning and mental models are explored. In particular, I’ll be concerned with non-symbolic gestures accompanying discourse and their role in inducing the construction of models and therefore deep comprehension and learning in the listener. Also, I’ll be concerned with cognitive and socio-cognitive conflicts and their roles in inducing construction of alternative models of a problem and therefore in learning to reason. Human ability to learn is of great importance for individuals interested in change. Indeed, to learn both declarative and procedural knowledge means to change, and in order to be able to intervene on change in a desired way it is necessary to have a theory of the mental representations and processes involved in learning and a theory of the communication and contexts that favour learning. |
| Starting Page | 67 |
| Ending Page | 89 |
| Page Count | 23 |
| File Format | |
| ISSN | 15937879 |
| Journal | Mind & Society |
| Volume Number | 6 |
| Issue Number | 1 |
| e-ISSN | 18601839 |
| Language | English |
| Publisher | Springer-Verlag |
| Publisher Date | 2007-02-09 |
| Publisher Place | Berlin, Heidelberg |
| Access Restriction | One Nation One Subscription (ONOS) |
| Subject Keyword | Mental models Learning Gestures Cognitive conflict Cognitive Psychology Philosophy of Science Sociology Methodology of the Social Sciences Economics general |
| Content Type | Text |
| Resource Type | Article |
| Subject | Philosophy Sociology and Political Science Experimental and Cognitive Psychology History Economics, Econometrics and Finance Social Psychology Cultural Studies |
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