A longitudinal perspective on inductive reasoning tasks. Illuminating the probability of change

Ifenthaler, Dirk; Seel, Norbert M.

doi:10.1016/j.learninstruc.2010.08.004

Cited by 40 publications

(10 citation statements)

References 45 publications

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“…Finally, the effective design and application of teaching aids require educators to better understand how to facilitate the construction of meaningful mental representations enhancing learning, mainly because learning occurs when learners actively construct the representations from provided information, and well-designed instructional materials (Ifenthaler and Seel 2011; Mayer et al 1999; Seel and Blumschein 2009). Forms of mental representations, such as mental models (representing and communicating feelings, thoughts, ideas, and personal experiences), images, concepts, and schemata, enable individuals to process information, understanding experience and events (Mayer et al 1999).…”

Section: The Conscious and Unconscious Functioning Capacity For The Mmentioning

confidence: 99%

“…Rich and flexible mental models improve a learner’s task performance of any domain learning activity (Seel et al 2006). Understanding an event and solving related problems presupposes either constructing the representations of relevant features to the problem or activating appropriate schemata (Ifenthaler and Seel 2011; Seel et al 2009). Activating one of the forms allows a learner to integrate new information into pre-existing schemata (knowledge structures stored in long-term memory).…”

Section: The Conscious and Unconscious Functioning Capacity For The Mmentioning

confidence: 99%

“…Activating one of the forms allows a learner to integrate new information into pre-existing schemata (knowledge structures stored in long-term memory). An activated schema runs automatically and regulates information processing, a function which is vital for humans as it allows new information to be processed very quickly and enables them to adapt to their environment spontaneously (Ifenthaler and Seel 2011). In activating cognitive schemata, the role of motivation, emotion, and unconscious mental representations needs to be taken into consideration (Thompson 2004).…”

Section: The Conscious and Unconscious Functioning Capacity For The Mmentioning

confidence: 99%

“…Acquired knowledge structures refer to learning outcomes (Mayer 1989). A thorough understanding of how students mentally form the connections or construct knowledge structures is important for the improvement of teaching and learning performance (Ifenthaler and Seel 2011; Weinberger and Fischer 2006). For the better understanding, further clarification of cognitive and emotional learning processes towards the integration of knowledge, skills, attitudes, and task competence is needed (Baartman and De Bruijn 2011).…”

Section: Introductionmentioning

confidence: 99%

“…If the verbal materials are properly loaded with relevant imagery values in the use of their contents and contexts, students can, consciously or unconsciously, form coherent mental representations, manipulating complex verbal and visual information into an easy-to-grasp format (Paivio 1991). Accurately designed instructional materials ease the construction of mental representations, which in turn facilitate knowledge acquisition (Ifenthaler and Seel 2011; Seel and Blumschein 2009). However, mental representations may unconsciously evoke task-irrelevant thoughts and unnecessarily load visual and verbal working memory capacity.…”

Section: Introductionmentioning

confidence: 99%

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Unconscious learning processes: mental integration of verbal and pictorial instructional materials

et al. 2013

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This review aims to provide an insight into human learning processes by examining the role of cognitive and emotional unconscious processing in mentally integrating visual and verbal instructional materials. Reviewed literature shows that conscious mental integration does not happen all the time, nor does it necessarily result in optimal learning. Students of all ages and levels of experience cannot always have conscious awareness, control, and the intention to learn or promptly and continually organize perceptual, cognitive, and emotional processes of learning. This review suggests considering the role of unconscious learning processes to enhance the understanding of how students form or activate mental associations between verbal and pictorial information. The understanding would assist in presenting students with spatially-integrated verbal and pictorial instructional materials as a way of facilitating mental integration and improving teaching and learning performance.

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