You are here:

Abstraction in Concept Map and Coupled Outline Knowledge Representations
Article

, IBM T. J. Watson Research Center, United States

Journal of Interactive Learning Research Volume 14, Number 1, ISSN 1093-023X Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Full Text

Abstract

Concept maps are used to graphically represent knowledge about a domain. As a knowledge representation tool, concept maps should attempt to incorporate representational mechanisms isomorphic to users' cognitive representations. This article describes a computer-based concept mapping tool that provides rich representational capabilities, including dynamic imagery (video, animated images, sound) and multiple levels of abstraction. The tool can automatically translate a concept map into an alternative representation-an outline- which contains all of the knowledge contained in a multilevel concept map. This concept map tool is accessible through any standard Web browser.

Citation

Alpert, S.R. (2003). Abstraction in Concept Map and Coupled Outline Knowledge Representations. Journal of Interactive Learning Research, 14(1), 31-49. Norfolk, VA: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2022 from .

© 2003 Association for the Advancement of Computing in Education (AACE)

Keywords

References

View References & Citations Map
  1. Alpert, S.R., & Grueneberg, K. (2000). Concept mapping with multimedia on the Web. Journal of Educational Multimedia and Hypermedia, 9(4) , 313-330.
  2. Anderson, J.R. (2000). Cognitive psychology and its implications (5th Edition). New York: Worth. Anderson-Inman , L. , & Zeitz , L. (1993). Computer-based concept map-p ing : Active studying for active learners. The Computing Teacher, 21(1) , 6-11.
  3. Bower, G.H., Black, J.B., & Turner, T.J. (1979). Scripts in memory for text. Cognitive Psychology, 11, 177-220.
  4. Bromley, K.D. (1996). Webbing with literature: Creating story maps with children’s books (2nd ed). Needham Heights, MA: Allyn & Bacon.
  5. Chase, M., & Jensen, R. (Eds.) (1999). Meeting standards with Inspiration®: Core curriculum lesson plans. Beaverton, OR: Inspiration Software. Dunston , P.J. (1992). A critique of graphic organizer research. Reading Research and Instruction, 31(2), 57-65.
  6. Eysenck, M.W. (1984). A handbook of Cognitive Psychology. East Sussex, UK: Lawrence Erlbaum.
  7. Fisher, K.M., Faletti, J., Patterson, H., Thornton, R., Lipson, J., & Spring, C. (1990). Computer-based concept mapping: SemNet software: A tool for describing knowledge networks. Journal of College Science Teaching, 19(6) , 347-352.
  8. Flores-Méndez, R.A. (1997). Java concept maps for the learning web. In Proceedings of ED-MEDIA’97 [Online]. Available: http://www.cpsc.ucalgary.ca/
  9. Gorodetsky, M., Fisher, K.M., & Wyman, B. (1994). Generating connec-t ions and learning with SemNet , a tool for constructing knowledge networks. Journal of Science Education and Technology, 3(3), 137-144.
  10. Miller, G.A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Re-view, 63, 81-97.
  11. Moore, D.W., & Readance, J.E. (1984). A quantitative and qualitative review of graphic organizer research. Journal of Educational Research, 78, 11-17.
  12. Novak, J.D. (1998). Learning, creating, and using knowledge: Concept maps™as facilitative tools in schools and corporations. Mahwah, NJ: Lawrence Erlbaum. Quillian , M.R. (1968). Semantic memory. In M. Minsky (Ed.) , Semantic information processing (pp. 227-270). Cambridge, MA: MIT Press.
  13. Rumelhart, D.E. (1980). Schemata: The building blocks of cognition. In R.J. Spiro , B.C. Bruce, & W.F. Brewer (Eds.) , Theoretical issues in reading comprehension (pp. 33-58). Hillsdale , NJ: Lawrence Erlbaum.
  14. Schank, R., & Abelson, R. (1977). Scripts, plans, goals and understanding. Hillsdale, NJ: Lawrence Erlbaum. Acknowledgments Thanks to Erich Gamma for providing the source code for JHotDraw , a Java graphical editor framework that formed the foundation for portions of Web-s ter’s implementation. Thanks to Keith Grueneberg , Dick Lam, Lei Kuang ,

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read