Changes In Mental Models Research Articles

Evaluation of Knowledge Level of Cargo Companies about their Organizational Learning and Team Management: An Empirical Research in Cargo Companies in Turkey

At the present day, team learning is the most valuable source for organizations in organizational learning. Organizational learning by team management is the main competing factor in competitive global market which results with the competitive advantage. Therefore, it becomes a necessity for organizations to assemble organizational learning on team works.In this study, depending on the assumption that knowledge level of organizations about the organizational learning and team management is crucial for their gaining competitive advantage talent, the team management and organizational learning are examined as two modern management styles that complement each other. Thus, it is emphasized that learning as a team and adapting organizational learning in every team work as a mental model change develops organization as a whole.This study intends to state the level and views of Cargo companies’ workers about team management and organizational learning. The other aim of the study is analyzed the team management relationship with the organizational learning.The field of study of the work has been conducted at 11 different cargo companies of Denizli. There are two types of questions in survey. First group consists of questions about socio-demographic structure of the participants. The second group contains questions which aim to examine the workers of the Cargo companies’ level and views about team management and organizational learning.In conclusion, Cargo Companies should attach more importance to team management and organizational learning. Not only the organizations but also the universities, other education institutions and the governments should change and make themselves ready for the “lifelong learning”.

Formation of Novice Business Students’ Mental Models Through Simulation Gaming

Studies on students’ perceptions of learning in business simulations often suggest that students like simulations and view them more positively than both lectures and case discussions. However, research on the actual learning outcomes deriving from participating in business simulations still needs to be pursued. Consequently, the purpose of this case-study article is to examine how a business simulation game contributes to the cognitive learning of novices in business studies. We describe the use of a clock-driven business simulation for teaching 133 novices in business studies at the University of Turku, Finland. The students’ cognitive learning was evaluated based on data generated by pre- and post-game concept map tests designed to illustrate the formation and change of mental models during the simulation course. The results of this study suggest that simulation games can provide a solid basis for novice learning. They help to increase comprehension of the complexity of business organizations and the various processes, transactions, and operations involved.

계절 변화의 원인에 관한 초등학생의 멘탈 모델 변화 과정 분석

이 연구의 목적은 계절 변화의 원인에 대한 초등학생의 멘탈 모델의 변화 과정을 파악하는 것이다. 미시 발생적 연구 방법을 사용하여 총 8회기 동안 초등학교 6학년생 8명에게 계절 변화의 원인을 그림과 글, 사고 발성을 통해 설명하게 함으로써 멘탈 모델의 변화를 파악하였다. 연구 진행 시 연구 참여자의 언어적, 행동적 요소 및 면담 내용을 모두 비디오 녹화하였으며, 연구자의 현장 관찰 기록지와 학생이 작성한 멘탈 모델 기록지 등 다각적 자료를 함께 수집하였다. 수집한 결과를 통합하여 프로토콜을 작성하고, 이를 반복적으로 읽으며 귀납적으로 범주화하였다. 연구 결과는 다음과 같다. 첫째, 계절 변화의 원인에 대한 학습자의 멘탈 모델은 회기 내 및 회기 간에 걸쳐 개인마다 다양한 경로로 변화하였으며, 다양한 변화를 일으킨 학습자의 멘탈 모델이 과학적 모델에 더 근접하였다. 또한 자전이나 공전처럼, 계절의 변화와 관련된 선행 지식이 바르게 정착된 학생들은 새로운 정보에 기초하여 과학적 개념과 일치하는 멘탈 모델을 형성하였다. 반면에, 선행 지식이 바르게 정착되지 않은 경우에는 변형된 멘탈 모델에서 벗어나지 못하였다. 둘째, 멘탈 모델이 변화하는 데에는 학습자의 선행지식과 경험 및 정보, 선행 지식의 정확성, 새로운 지식과 기존 멘탈 모델 사이의 불일치 해결, 모형 조작을 통한 멘탈 모델 활성화, 그림으로 그려보기와 같은 요인들이 영향을 미쳤다. 교사는 학습자의 과학적 개념 형성을 위하여 그들에게 다양한 멘탈 모델을 구성할 수 있는 경험을 충분히 제공하고, 기존 멘탈 모델과 불일치하는 새로운 수업자료 제시를 통해 학습자가 의문을 느끼게 하고, 이를 해결하도록 할 필요가 있다. The purpose of this study was to identify changes in mental models of students in the elementary school about causes of seasonal changes. During a total of eight sessions, eight sixth graders were asked to describe the causes of seasonal changes through pictures, writing and thinking aloud by using microgenetic research methods, and the changes in mental models were examined. When the research was conducted, linguistic and behavioral factors and contents of interviews of participants were recorded on video. Moreover, a variety of materials such as field observation chart were written by a researcher and mental models records were written by a student. The protocol was written by integration of collected results, and it was repeated to read and was inductively categorized. The results of this study were as follows: First, participants' mental models about causes of seasonal changes were changed in various paths within and across sessions. Participants' mental models that had been more changed in various ways were closer to the scientific model. In addition, like rotation and revolution, students who correctly established the preconceptions related to seasonal changes formed the mental models consistent with scientific concept based on new information. On the other hand, students who did not correctly establish the preconceptions did not deviate from non-scientific mental models. Second, prior knowledge, experience and information which participants held in advance, accuracy of prior knowledge, resolution of inconsistency between new knowledge and existing mental models, activation of mental models through operation of models and drawing an picture affected the changes of mental models. Teachers should provide to learners with sufficient experience which can be configured to various mental models in order to form the scientific concepts. And they need to let learners feel the doubt and resolve it through presentation of new teaching material which is inconsistent with the existing mental models.

Disruptive and Deliberate Innovations in Healthcare

Disruptive and Deliberate Innovations in Healthcare

Cognitive change in mental models with experience in the domain of organic chemistry

We examined cognitive change in students' mental models, and consequently their problem-solving strategies, as a result of instruction in the domain of organic chemistry. Three groups of students received organic chemistry instruction that emphasised either imagistic strategies, analytic problem-solving strategies, or their combination. Before instruction, students' solution strategies were largely imagistic. After instruction, imagistic strategies comprised a minority of the strategies reported, indicating a switch from analogue mental models to more abstract representations. This switch was moderated by instruction and ability such that students who received analytic instruction used more analytic strategies after instruction and students with higher spatial ability used more imagistic strategies after instruction. Problem-solving success was associated with using a greater range of strategies. These results are consistent with research in other domains suggesting that imagistic mental models are associated with novelty, and as students gain more experience in a domain, they adopt domain-specific heuristics and rules when possible.

Sustainability of healthcare improvement: what can we learn from learning theory?

BackgroundChanges that improve the quality of health care should be sustained. Falling back to old, unsatisfactory ways of working is a waste of resources and can in the worst case increase resistance to later initiatives to improve care. Quality improvement relies on changing the clinical system yet factors that influence the sustainability of quality improvements are poorly understood. Theoretical frameworks can guide further research on the sustainability of quality improvements. Theories of organizational learning have contributed to a better understanding of organizational change in other contexts. To identify factors contributing to sustainability of improvements, we use learning theory to explore a case that had displayed sustained improvement.MethodsFørde Hospital redesigned the pathway for elective surgery and achieved sustained reduction of cancellation rates. We used a qualitative case study design informed by theory to explore factors that contributed to sustain the improvements at Førde Hospital. The model Evidence in the Learning Organization describes how organizational learning contributes to change in healthcare institutions. This model constituted the framework for data collection and analysis. We interviewed a strategic sample of 20 employees. The in-depth interviews covered themes identified through our theoretical framework. Through a process of coding and condensing, we identified common themes that were interpreted in relation to our theoretical framework.ResultsClinicians and leaders shared information about their everyday work and related this knowledge to how the entire clinical pathway could be improved. In this way they developed a revised and deeper understanding of their clinical system and its interdependencies. They became increasingly aware of how different elements needed to interact to enhance the performance and how their own efforts could contribute.ConclusionsThe improved understanding of the clinical system represented a change in mental models of employees that influenced how the organization changed its performance. By applying the framework of organizational learning, we learned that changes originating from a new mental model represent double-loop learning. In double-loop learning, deeper system properties are changed, and consequently changes are more likely to be sustained.

Modeling as persuasion: the impact of group model building on attitudes and behavior

AbstractClient involvement in modeling is expected to change mental models and thereby foster implementation of conclusions. Leading authors have pointed out that a lack of knowledge on the crucial elements of modeling interventions hinders accumulation of research results. There is no clear evidence for the effectiveness of group model building, and a conceptual model linking elements of the modeling process to goals is missing. We propose an integrative conceptual model, drawing on theories of persuasion (mental model change) and the influence of beliefs, attitudes, subjective norms and perceived behavioral control on actions. Our study builds on standard operationalizations and a body of research in social psychology. Data from seven group model‐building cases indicate that group model building changes attitudes, subjective norms and intentions. Conclusions for group model‐building practice are that participants often do not recognize mental model changes and that strengthening of participants' feeling of control needs special attention. Copyright © 2010 System Dynamics Society.

Dynamic linkages between mental models, resource constraints and differential performance

PurposeThe purpose of this paper is to focus around the literatures of the resource‐based firm and cognitive mental models, explores the dynamic linkages between cognitive models, resources and firm performance in the context of the insurance industry.Design/methodology/approachIn a real‐life example drawn from the insurance industry, a process‐based simulation model is developed to explore the linkages between managerial mental models, resources and performance. It represents resources as endogenous flows and mental models and resource constraints as exogenous parameters. This allows, for example, the impact of heterogeneity in mental models, on such factors as the time path of resource allocations, resources and capabilities, and ultimately performance, to be studied in two firms (business units) in the insurance industry.FindingsIn general, heterogeneity in mental models leads to differences in performance in the long run. This finding is reinforced by the presence of resource constraints. Facing strategic change, however, it is often difficult for senior managers to overcome the influence of well‐established managerial mental models or recipes which create cognitive inertia and, in turn, hinder performance improvements.Originality/valueThere are few empirical studies which explore the impact of changes in mental models and resource constraints on firm‐performance and resource allocation decisions.

Testing the effects of educational strategies on comprehension of a genomic concept using virtual reality technology

ObjectiveApplying genetic susceptibility information to improve health will likely require educating patients about abstract concepts, for which there is little existing research. This experimental study examined the effect of learning mode on comprehension of a genomic concept. Methods156 individuals aged 18–40 without specialized knowledge were randomly assigned to either a virtual reality active learning or didactic learning condition. The outcome was comprehension (recall, transfer, mental models). ResultsChange in recall was greater for didactic learning than for active learning (p<0.001). Mean transfer and change in mental models were also higher for didactic learning (p<0.0001 and p<0.05, respectively). Believability was higher for didactic learning (p<0.05), while ratings for motivation (p<0.05), interest (p<0.0001), and enjoyment (p<0.0001) were higher for active learning, but these variables did not mediate the association between learning mode and comprehension. ConclusionThese results show that learning mode affects comprehension, but additional research is needed regarding how and in what contexts different approaches are best for educating patients about abstract concepts. Practice implicationsDidactic, interpersonal health education approaches may be more effective than interactive games in educating patients about abstract, unfamiliar concepts. These findings indicate the importance of traditional health education approaches in emerging areas like genomics.

Exploring the Characteristics and Diverse Sources of Students’ Mental Models of Acids and Bases

This study was part of a 6‐year integrated project designed to build a databank of students’ science conceptions in Taiwan. The main purpose of this study was to identify the characteristics of students’ mental models regarding acids/bases, understand their changes in mental models, and explore sources that might influence students in constructing models. The study involved 38 ninth‐grade students, focusing on three high‐achieving students as well as three low‐achieving students who were interviewed thoroughly. The results show that students mainly adhered to the Phenomenon Model, the Character‐Symbol Model, the Inference Model, and the Scientific Model. Also, it is possible to draw a parallel between the characteristics of some models and various models of acidity in the history of science. The results also show differences in mental models and the weights of sources influencing high‐achieving and low‐achieving students. Evidence for the weight of sources is not consistent with the findings reported in other studies. We also discuss the implications for teaching and curriculum design.

Words and maps: developmental changes in mental models of spatial information acquired from descriptions and depictions

People acquire spatial information from many sources, including maps, verbal descriptions, and navigating in the environment. The different sources present spatial information in different ways. For example, maps can show many spatial relations simultaneously, but in a description, each spatial relation must be presented sequentially. The present research investigated how these source differences influence the mental models that children and adults form of the presented information. In Experiment 1, 8-year-olds, 10-year-olds and adults learned the layout of a six-room space either from verbal descriptions or from a map. They then constructed the configuration and pointed to target locations. Participants who learned from the map performed significantly better than those who learned from the description. Ten-year-olds performed nearly as well as adults did. The 8-year-olds' mental models differed substantially from the older children's and adults' mental models. The younger children retained the sequential information but did not integrate the relations into a survey-like cognitive map. Experiment 2 demonstrated that viewing the shape of the configuration, without seeing the map in full, could facilitate 8-year-olds' use of the verbal information and their ability to integrate the locations. The results demonstrate developmental differences in the mental representation of spatial information from descriptions. In addition, the results reveal that maps and other graphic representations can facilitate children's spatial thinking by helping them to transcend the sequential nature of language and direct experience.

Connecting with plants: lessons for life

ABSTRACTGreater understanding of biodiversity and responsible behaviour towards conservation and sustainability are vital in the twenty‐first century. Education is the chief means of encouraging a deeper, more holistic way of thinking, a link between ecology and human ecology, and a change in mental models in order to think to the future. Education is necessary at all levels from the government to the individual. Botanic gardens are an important specialist resource for the development of such education programmes, both formal and informal. Evaluation, partnership, creative communication and an inclusive approach are essential to successful environmental education programmes.

Attachment style in married couples: Relation to current marital functioning, stability over time, and method of assessment

AbstractWe examined several aspects of attachment in marriage, including the association among attachment style, mental models of the spouse, satisfaction, affect regulation within the marriage, the stability of attachment style, and its operationalization. Fifty‐three married couples completed initial assessments, and 44 participated in a 24‐month follow‐up. Attachment style was related to positive and negative affect immediately preceding a potentially stressful event and to the mental model of the spouse. Approximately 35% of the subjects changed their attachment style rating over a 2‐year period; later attachment style was related to changes in mental models of the spouse. Categorical and dimensional measures of attachment style did not yield equivalent results. The implications of these findings for future research are discussed.

Change of Mental Models of Nurses in the Progress of Nursing Experience

Change of Mental Models of Nurses in the Progress of Nursing Experience