Solutions and re-solutions for education

Mental Models

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Byrne, R. M. J. (2002). Mental models and counterfactual thoughts about what might have been. Trends in Cognitive Sciences, 6(10), 426-431.

Coll, R. K., France, B., & Taylor, I. (2005). The role of models/and analogies in science education: Implications from research. International Journal of Science Education, 27(2), 183-198.

Craik, K. (1943). The nature of explanation. Cambridge: Cambridge University Press.

Fonagy, P. (2002). Affect regulation, mentalization, and the development of the self. New York: Other Press.

Hmelo-Silver, C. E., & Pfeffer, M. G. (2004). Comparing expert and novice understanding of a complex system from the perspective of structures, behaviors, and functions. Cognitive Science, 28, 127-138.

Horowitz, M. J. (2002). Self- and relational observation. Journal of Psychotherapy Integration, 12(2), 115-127.

Johnson-Laird, P. N. (2001). Mental models and deduction. Trends in Cognitive Sciences, 5(10), 434-442.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge [England]: Cambridge University Press.

Mathieu, J. E., Heffner, T. S., Goodwin, G. F., Salas, E., & Cannon-Bowers, J. A. (2000). The influence of shared mental models on team process and performance. Journal of Applied Psychology, 85(2), 273-283.

Merrill, D. M. (2000). Knowledge objects and mental-models. In D. A. Wiley (Eds.), The instructional use of learning objects: online version Available from

Singh, V., Dong, A., & Gero, J. S. (2009). Exploring the role of social learning on team mental models. Paper presented at the International Conference on Research into Design, Bangalore, India.

van Dijk, T. A. (2006). Discourse, context and cognition. Discourse Studies, 8(1), 159-177.

van Dijk, T. A. (2008). Discourse and context: A sociocognitive approach. Cambridge; New York: Cambridge University Press.

Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge, U.K.: Cambridge University Press.

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