Location of Repository

A theoretical view on concept mapping

By Ray McAleese


Auto‐monitoring is the pivotal concept in understanding the operation of concept maps, which have been used to help learners make sense of their study and plan learning activities. Central to auto‐monitoring is the idea of a ‘learning arena’ where individuals can manipulate concept representations and engage in the processes of checking, resolving and confirming understandings. The learner is assisted by familiar metaphors (for example, networks) and the possibility of thinking ‘on action’ while ‘in action’. This paper discusses these concepts, and concludes by arguing that maps are part of the process of learning rather than a manifestation of learning itself. Auto‐monitoring is suggested as an appropriate term to describe the process of engaging in the learning arena

Topics: LB Theory and practice of education, LC1022 - 1022.25 Computer-assisted Education
Publisher: Universit of Wales Press
Year: 1994
DOI identifier: 10.1080/0968776940020105
OAI identifier: oai:generic.eprints.org:150/core5

Suggested articles



  1. (1957). A Theory of Cognitive Dissonance, doi
  2. (1986). Ausubel revisited: more insights from a seemingly exhausted source', paper presented at the AERA meeting,
  3. (1989). Becoming more effective in everyday practice' doi
  4. (1993). Cognitive apprenticeship - the emperor's new method: a problematical reaction to the debate on situated cognition and cognitive apprenticeship',
  5. (1984). Cognitive mapping', doi
  6. (1982). Cognitive maps as a way of presenting the dimensions of comparison within the history of Psychology', doi
  7. (1990). Concepts as hypertext nodes: the ability to learn while navigating through hypertext nets' doi
  8. (1987). Design and authoring: a model of cognitive processes'
  9. (1988). Developing Critical Thinkers, doi
  10. (1988). Effective Continuing Education for Professionals, doi
  11. (1992). Graph computation as an orientation device in extended and cyclic hypertext networks' doi
  12. (1993). Guidon-Manage revisited: a socio-technical systems approach', doi
  13. (1993). Information management using virtual reality-based visualisations', doi
  14. (1993). Learning to Succeed doi
  15. (1990). Means for facilitating reflection', doi
  16. (1992). Reflective practice in adult education',
  17. (1989). Situated cognition and the culture of learning', doi
  18. (1985). Some problems of knowledge representation in an authoring environment: exteriorisation, anomalous state meta-cognition and self-confrontation, doi
  19. (1988). Spatial Learning Strategies,
  20. (1990). Students' level of commitment to their naive conceptions and their conceptual change learning from texts'
  21. (1989). Teaching adults: is it different?',
  22. (1993). Teaching and Learning in an Expanding Higher Education System, The Committee of Scottish University Principals.
  23. (1992). The acquisition and representation of domain specific knowledge using doi
  24. (1989). The Carroll model - a 25 year retrospective and prospective view', doi
  25. (1993). The Mind Map Book: Radiant Thinking - The Major Evolution in Human Thought,
  26. (1977). The Use of Concept Mapping for Instructional Design, MSc. thesis,
  27. (1992). Upper Secondary Education in
  28. (1993). Water Logic: the alternative to I Am Right, You Are Wrong,

To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.