Mental model

The operators and engineers need a correct mental model of how the process is operating linked to what they can see. If the operators do... 

Rasmussen, J, 1979, On the Structure of Knowledge A Morphology of Mental Models in a Man-Machine Context, Riso-M-2192, Riso Nat. Lab., Denmark. 

This implies that plant controllers need frequent exposure to problemsolving training and evaluation to ensure that their mental model is kept up to date. A more detailed consideration of mental models is contained in Lucas (1987). 

The Need to Hold an Accurate and Up-to-Date Mental Model of the Plant Processes... 

As discussed earlier, the successful diagnosis of faults in automated control systems is highly dependent on the mental model the worker has built up of the current state of the plant processes. Such a model takes time to construct. An individual who has to act quickly may not be able to make the necessary diagnoses without time to build up and consult his or her mental model. Even in a highly automated plant, provision needs to be made to display major process deviations quickly. 

In a process disturbance, the suddenness of the onset of the event will also play a significant role in human performance. This category refers to the time required for the process symptom to develop to the extent that it becomes detectable by the workers. If the s3unptom develops gradually, this leaves some scope for the workers to switch to a high mode of alertness. This allows them to develop an adequate mental model (see Chapter 2) of the process state. If an adverse condition develops extremely slowly it may not be detected by workers, particularly if its development spans more than one shift. 

FIGURE 4.13. Example of a Mental Model Elicited by IMAS (Embrey, 1985). 

It is important to note that the mental model representation elicited by this technique is not a process engineering model, but instead represents the process workers understanding of the various causes and consequences of the disturbance. This may or may not be in accordance with the actual chemistry or dynamics of the physical process. 

The mental model representation elicited by LINKCC can be used for a variety of purposes ... 

Evaluation of the Accuracy of the Mental Model of an Operator during Training... 

Since the mental model elicited by IMAS explicitly identifies the information needed to identify the causes of disturbances (and to distinguish among alternative causes), it can be used to specify the critical variables that need to be readily available to the process controller at the interface. This information can be used as an input to the design and upgrading of interfaces, particularly when new technology is being installed. 

IMAS has a facility called EXPLORE allows the analyst to specify which indicators (e.g., temperatures, pressures, valve settings) are present, and which are absent in a particular scenario. EXPLORE then traverses the various links in the mental model representation network and generates a report that simulates the worker s thinking processes. This form of simulation provides useful information to the analyst with regard to the worker s capability to achieve correct diagnoses. Embrey (1985) gives an example of these simulations for the mental model in Figure 4.13. 

The IMAS technique described above is useful, in that it addresses aspects of operational skills, that is, diagnostic and problem solving abilities, that are not covered by other techniques. To that extent it can be regarded as a method of cognitive task analysis. It is not essential to use a computer program to obtain useful results. The mental models produced by IMAS can be elicited by pencil and paper methods. Nevertheless interpretation and application of the results require some expertise. 

Goodstein, L. P., Anderson, H. B., Olsen, S. E. (1988). Tasks, Errors and Mental Models. Washington, DC Taylor and Francis. 

Lucas, D. (1987). Mental Models and New Technology. In J. Rasmussen, K. Duncan, J. Leplat (Eds.). New Technology and Human Error. New York Wiley. 

Bodner, G., Domirr, D. S. (2000). Mental models The role of representations in problem solving in chemistry. University Chemistry Education, 4(1), 22-28. 

Alternatively, in order to better understand students mental model of particular content area(s), students can be presented with two concept maps which are constructed with the same concept labels and then probed for their interpretation and comparison of the two representations. This approach would help us to understand which organization of concepts students find easier to grapple with and the difficulties they face with respect to certain linkages of concepts. 

Harrison, A. G., Treagust, D. E. (1996). Secondary students mental models of atoms and molecules Implications for teaching chemistry. Science Education, 80(5), 509-534. 

Taber, K. S. (2002). Mediating mental models of metals Acknowledging the priority of the learner s prior learning. Science Education, 87(5), 732-758. 

A more sophisticated understanding is linked to an appreciation of the interaction of thermodynamic and kinetic considerations and is likely to be dependent upon the ability to visualise some form of mental model involving molecular collisions and interactions (Gilbert, 2005). This allows the student to see that two reactions are occurring simultaneously ... 

Chitdeborough, G. D., Treagust, D. E, Mocerino, M. (2002, Eebruaiy 2002). Constraints to the development of first year university chemistry students mental models of chemical phenomena. Presented at the 11th Annual Teaching and Learning Eorum for Western Australian Universities, Edith Cowan University, Australia. 

To be able to explain chemical reactions, students will have to develop mental models of the submicroscopic particles of the substances that undergo rearrangement to produce the observed changes. However, students have difficulty in understanding submicroscopic and symbolic representations as these representations are abstract and carmot be directly experienced (Ben-Zvi, Eylon, Silber-stein, 1986, 1988 Griffiths Preston, 1992). As a result, how well students understand chemistry depends on how proficient they are in making sense of the invisible and the untouchable (Kozma Russell, 1997 p. 949). 

The sub-micro level is real, but is not visible and so it can be difficult to comprehend. As Kozma and Russell (1997) point out, understanding chemistry relies on making sense of the invisible and the untouchable (p. 949). Explaining chemical reactions demands that a mental picture is developed to represent the sub-micro particles in the substances being observed. Chemical diagrams are one form of representation that contributes to a mental model. It is not yet possible to see how the atoms interact, thus the chemist relies on the atomic theory of matter on which the sub-micro level is based. This is presented diagrammatically in Fig. 8.2. The links from the sub-micro level to the theory and representational level is shown with the dotted line. 

Having students draw their mental model of the product of the reaction reveals misconceptions in understanding of the particulate nature of matter which could then be addressed in the classroom. 

Collins, A., Gentner, D. (1987). How people construct mental models. In D. Holland N. Quinn (Eds.), Cultural models in language and thought (Vol. 1, pp. 243-265). New York University of Cambridge. 

Fiorea, S. M., Cuevasa, H. M., Oser, R. L. (2003). A picture is worth a thousand connections The faeilitative effects of diagrams on mental model development and task performance. Computers in Human Behavior, 19(2), 185-199. 

Coll, R. K., Treagust, D. F. (2003). Learners mental models of metallic bonding A cross-age study. Science Education, 81, 685-707. 

From the qualitative analysis, Chan found that students mental models could be categorized into three types initial, synthetic, and scientific mental models (Fig. 11.4). The initial model refers to the static model, which had only solute dissolved into the solution and then stopped at the saturation point. The synthetic model refers to the coexistence of two models the unidirectional model and... 

Fig. 11.4 The qualitative analyses of the students mental models of ehemical equilibrium...

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