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How the construction of mental models improves learning

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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.

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Acknowledgments

The author thanks Bruno Bara, Cristina Becchio, Ilaria Cutica and Katiuscia Sacco, who criticized earlier versions of this paper. This work was supported by MIUR of Italy, PRIN project (research code: 2004111320_002).

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  1. Centro di Scienza Cognitiva e Dipartimento di Psicologia, Università di Torino, Via Po 14, 10124, Torino, Italy

    Monica Bucciarelli

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Bucciarelli, M. How the construction of mental models improves learning. Mind & Society 6, 67–89 (2007). https://doi.org/10.1007/s11299-006-0026-y

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