Educational models of knowledge prototypes development: Connecting text comprehension to spatial recognition in primary school

Mind and Society 10 (2):103-129 (2011)

Abstract
May implicit and explicit collaboration influence text comprehension and spatial recognition interaction? Visuospatial representation implies implicit, visual and spatial processing of actions and concepts at different levels of awareness. Implicit learning is linked to unaware, nonverbal and prototypical processing, especially in the early stages of development when it is prevailing. Spatial processing is studied as knowledge prototypes , conceptual and mind maps . According to the hypothesis that text comprehension and spatial recognition connecting processes may also be implicit, this paper analyzes the possibility to identify and to define implicit non verbal criteria for organizing concepts into spatial representation. The focus of the research question is if prototypical processing (mainly implicit, but also explicit) criteria of conceptual organization may be model based. According to Thinking Prototypes Theory , explicit knowledge could be supported by implicit models of basic processing. On implicit side, conceptual development could be the resultant of the increasing complexity of prototypical implicit models interaction during individual lifespan, as in conceptual change research explicit conceptual development may be dependent on correlation . Unlike Theory Theory in Thinking Prototypes Theory implicit processing may collaborate with explicit knowledge without transforming itself from implicit to explicit. Prototypical implicit processing is considered as an entanglement of basic functions operating synergically in a complex way. Prototypical implicit processing units may be classified as far as they concern different basic thinking operations ( add , chain , each , compare , focus and link ). The experimental design was developed with primary school students in Naples
Keywords No keywords specified (fix it)
Categories (categorize this paper)
ISBN(s)
DOI 10.1007/s11299-011-0084-7
Options
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

Our Archive


Upload a copy of this paper     Check publisher's policy     Papers currently archived: 46,179
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

Implicit Learning and Tacit Knowledge.Arthur S. Reber - 1989 - Journal of Experimental Psychology: General 118 (3):219-235.
Implicit Learning and Tacit Knowledge.Arthur S. Reber - 1989 - Journal of Experimental Psychology 118:219-35.
The Cognitive Unconscious: An Evolutionary Perspective.Arthur S. Reber - 1992 - Consciousness and Cognition 1 (2):93-133.

View all 13 references / Add more references

Citations of this work BETA

Brain Education Cognition. La ricerca pedagogica italiana.Flavia Santoianni - 2019 - Research Trends in Humanities Education & Philosophy 6:44-52.
Teorie emergenti in campo bioeducativo.Flavia Santoianni - 2018 - Research Trends in Humanities Education & Philosophy 5:12-21.

Add more citations

Similar books and articles

Implicit Versus Explicit: An ACT-R Learning Perspective.Niels A. Taatgen - 1999 - Behavioral and Brain Sciences 22 (5):785-786.
Implicit Representation, Mental States, and Mental Processes.Richard A. Carlson - 1999 - Behavioral and Brain Sciences 22 (5):761-762.
Applying the Implicit-Explicit Distinction to Development in Children.Ted Ruffman - 1999 - Behavioral and Brain Sciences 22 (5):783-783.
Implicit Knowledge as Automatic, Latent Knowledge.John R. Vokey & Philip A. Higham - 1999 - Behavioral and Brain Sciences 22 (5):787-788.

Analytics

Added to PP index
2011-10-11

Total views
21 ( #439,206 of 2,285,434 )

Recent downloads (6 months)
3 ( #420,389 of 2,285,434 )

How can I increase my downloads?

Downloads

My notes

Sign in to use this feature