Dynamics, Adaptation and Control for Mental Models:A Cognitive Architecture

In this chapter, an overview of the wide variety of occurrences of mental models in the literature is discussed. They are classified according to two dimensions obtaining four categories of mental models: static-dynamic and world-mental, where static refers to mental models for static world states or for static mental states and dynamic refers to mental models for world processes or for mental processes. In addition, distinctions are made for what can be done by mental models: they can, for example, be (1) used for internal simulation, they can be (2) adapted, and these processes can be (3) controlled. This leads to a global three-level cognitive architecture covering these three ways of handling mental models. It is discussed that in this cognitive architecture reflection principles play an important role to define the interactions between the different levels.</p

Work Together or Fight Together:Modeling Adaptive Cooperative and Competitive Metaphors as Mental Models for Joint Decision Making

In this chapter, joint decision making processes are studied and the role of cognitive metaphors as mental models in them. A second-order self-modeling network model is introduced based on mechanisms known from cognitive and social neuroscience and cognitive metaphor and mental model literature. The cognitive metaphors were modeled as specific forms of mental models providing a form of modulation within the joint decision making process. The model addresses not only the use of these mental models in the decision making, but also their Hebbian learning and the control over the learning. The obtained self-modeling network model was applied to two types of metaphors that affect joint decision making in different manners: a cooperative metaphor and a competitive metaphor. By a number of scenarios it was shown how the obtained self-modeling network model can be used to simulate and analyze joint decision processes and how they are influenced by such cognitive metaphors.</p

Are We on the Same Page:A Controlled Adaptive Network Model for Shared Mental Models in Hospital Teamwork

This chapter describes a second-order adaptive network model for mental processes making use of shared mental models (SMM) for team performance. The chapter illustrates on the one hand the value of adequate SMM’s for safe and efficient team performance and on the other hand in cases of imperfections of such shared team models how this complicates the team performance. To this end, the adaptive network model covers use, adaptation and control of the shared mental model. It is illustrated for an application context of a medical team performing a tracheal intubation, executed by a nurse and a medical specialist. Simulations illustrate how the adaptive network model is able to address the type of complications that can occur in realistic scenarios.</p

A Second-Order Adaptive Network Model for Organizational Learning and Usage of Mental Models for a Team of Match Officials

This paper describes a multi-level adaptive network model for mental processes making use of shared mental models in the context of organizational learning in team-related performances. The paper describes the value of using shared mental models to illustrate the concept of organizational learning, and factors that influence team performances by using the analogy of a team of match officials during a game of football and show their behavior in a simulation of the shared mental model. The paper discusses potential elaborations of the different studied concepts, as well as implications of the paper in the domain of teamwork and team performance, and in terms of organizational learning.</p

A cross‐faculty simulation model for authentic learning

This paper proposes a cross‐faculty simulation model for authentic learning that bridges the gap between short group‐based simulations within the classroom and longer individual placements in professional working contexts. Dissemination of the model is expected to widen the use of authentic learning approaches in higher education (HE). The model is based on a cross‐faculty project in which UK HE students acted as professional developers to produce prototype educational games for academic clients from other subject areas. Perceptions about the project were obtained from interviews with project participants. The stakeholders believed the cross‐faculty simulation to be a motivating learning experience, whilst identifying possible improvements. To evaluate whether the authenticity of the student–client relationship could be improved, the interview data were compared to four themes for authentic learning described by Rule in 2006. The data supported Rule’s themes, whilst highlighting the added value gained from meta‐awareness of the simulation as a learning opportunity

Using Discussion to Promote Learning in Undergraduate Biology

Summary and Comments from Workshop 40: “Looks Who\u27s Talking! Using Discussion as an Effective Learning Tool” presented at the 100th Ecological Society of America Meetin