One of the practical insights of cognitive science has been to highlight the importance of knowledge representation systems different from the verbal account, because the thought and memory does not necessarily follow the linear model to be followed language. They have also stressed that learning is to establish relations between the new and the familiar, which is not linear but multidimensional. For this reason we promote learning methods based on forms of representation that will eliminate the language syntax and use the graph to represent the relationship: the "concept map".
"In its simplest form, a concept map would consist only of two concepts linked by a linking word to form a proposition, eg 'the sky is blue'" (Novak and Gowin). Could be represented as:
Although we can transform a grammatical sentence map, concept maps can have structures and represent relationships more complex and lengthy than verbal language allows. May serve to show the mere existence of interrelationships between various topics and, eventually, group or order:
can analyze the content of speech and graphically the interrelationship of the issues (from significant co-occurrence of words in different sentences), as in the following map of an election speech by Eduardo Frei (The figures indicate the number of times that the concepts appear together in one sentence):
Just
so we can represent relations among the subjects covered by a magazine, as the issues of the Revista Latina de Comunicación Social since its creation in the following example (the thickness of the lines is proportional to the frequency and only represent the most frequent associations):
can also act as "road maps" to show the paths that must or can go to study a subject:
Similar are the "flow charts", a type of map concept used in the program of activities (and design of computer programs) that indicate sequence of actions:
While classification systems can be represented by diagrams of sets, the analysis of significance that makes use of hierarchical relationships-as-usual in memory may require another type of graph, lie the more general concepts and inclusive in the top of the map and the more specific, progressively, down and right:
hierarchical relationships can obviously change depending on the viewpoint adopted. The realization of this type of graph can be a great way to summarize (and learn) a subject.
Maps can also be designed subordinate to one another (eg when you `click 'on an open concept with elements of other map detail regarding this concept), provided by the computer mode, enabling the construction and consulting complex maps, especially useful to guide users to Web sites, as in the following example.
Bibliography:
Novak, J. and Gowin, DB: "Learning to learn"
Gaines, B. and Shaw, M., "Concept Maps as Hypermedia Components"
(Diagrams: research and courses of the author.)
"In its simplest form, a concept map would consist only of two concepts linked by a linking word to form a proposition, eg 'the sky is blue'" (Novak and Gowin). Could be represented as:
Although we can transform a grammatical sentence map, concept maps can have structures and represent relationships more complex and lengthy than verbal language allows. May serve to show the mere existence of interrelationships between various topics and, eventually, group or order:
can analyze the content of speech and graphically the interrelationship of the issues (from significant co-occurrence of words in different sentences), as in the following map of an election speech by Eduardo Frei (The figures indicate the number of times that the concepts appear together in one sentence):
Just so we can represent relations among the subjects covered by a magazine, as the issues of the Revista Latina de Comunicación Social since its creation in the following example (the thickness of the lines is proportional to the frequency and only represent the most frequent associations):
can also act as "road maps" to show the paths that must or can go to study a subject:
Similar are the "flow charts", a type of map concept used in the program of activities (and design of computer programs) that indicate sequence of actions:
While classification systems can be represented by diagrams of sets, the analysis of significance that makes use of hierarchical relationships-as-usual in memory may require another type of graph, lie the more general concepts and inclusive in the top of the map and the more specific, progressively, down and right:
hierarchical relationships can obviously change depending on the viewpoint adopted. The realization of this type of graph can be a great way to summarize (and learn) a subject.
Maps can also be designed subordinate to one another (eg when you `click 'on an open concept with elements of other map detail regarding this concept), provided by the computer mode, enabling the construction and consulting complex maps, especially useful to guide users to Web sites, as in the following example.
Bibliography:
Novak, J. and Gowin, DB: "Learning to learn"
Gaines, B. and Shaw, M., "Concept Maps as Hypermedia Components"
(Diagrams: research and courses of the author.)
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