Concept mapping—An effective method for identifying diversity and congruity in cognitive style

Stoyanov, Slavi; Jablokow, Kathryn; Rosas, Scott R.; Wopereis, Iwan; Kirschner, Paul A.

doi:10.1016/j.evalprogplan.2016.08.015

Cited by 14 publications

(9 citation statements)

References 27 publications

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“…This suggests that listeners who are aware of other listeners' reactions should end up with more similar interpretations to each other, although it doesn't suggest how similar their interpretations might be with performers'. As another example, the fact that musicians who scored on the “innovative” end of a cognitive styles measure generated more ideas in a concept mapping task than “adaptors” (Stoyanov et al, 2016) suggests that perhaps listeners who share this cognitive style with a performer or other listeners will be more likely to share understanding of a performance.…”

Section: Discussionmentioning

confidence: 99%

Listeners' and Performers' Shared Understanding of Jazz Improvisations

Schober

Spiro

2016

Front. Psychol.

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This study explores the extent to which a large set of musically experienced listeners share understanding with a performing saxophone-piano duo, and with each other, of what happened in three improvisations on a jazz standard. In an online survey, 239 participants listened to audio recordings of three improvisations and rated their agreement with 24 specific statements that the performers and a jazz-expert commenting listener had made about them. Listeners endorsed statements that the performers had agreed upon significantly more than they endorsed statements that the performers had disagreed upon, even though the statements gave no indication of performers' levels of agreement. The findings show some support for a more-experienced-listeners-understand-more-like-performers hypothesis: Listeners with more jazz experience and with experience playing the performers' instruments endorsed the performers' statements more than did listeners with less jazz experience and experience on different instruments. The findings also strongly support a listeners-as-outsiders hypothesis: Listeners' ratings of the 24 statements were far more likely to cluster with the commenting listener's ratings than with either performer's. But the pattern was not universal; particular listeners even with similar musical backgrounds could interpret the same improvisations radically differently. The evidence demonstrates that it is possible for performers' interpretations to be shared with very few listeners, and that listeners' interpretations about what happened in a musical performance can be far more different from performers' interpretations than performers or other listeners might assume.

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Section: Discussionmentioning

confidence: 99%

Listeners' and Performers' Shared Understanding of Jazz Improvisations

Schober

Spiro

2016

Front. Psychol.

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“…The difference is that in classical concept mapping, the participants draw the map themselves and delineate the relationships between ideas. In GCM, the structure of relationships between ideas emerges objectively from the data (brainstorming, sorting, and rating) by performing quantitative operations—MDS and HCA (Jackson & Trochim, 2002; Kane & Rosas, 2018; Stoyanov et al, 2017). Table 2 summarizes the main steps in carrying out a GCM study.…”

Section: Methodsmentioning

confidence: 99%

Educating Youth for Nonexistent/Not Yet Existing Professions

Kirschner

Stoyanov²

2018

Educational Policy

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In today’s and tomorrow’s world, people will be required to work longer. At the same time, their employment future will become increasingly insecure due to technological advances and obsolescence of acquired knowledge and skills. This means that something needs to happen in the education and training of our youth. Using a group concept mapping (GCM) procedure, experts in different fields (educators, educational researchers, human resource professionals, etc.) from primarily Europe and North America generated 239 ideas with regard to the trigger statement: “One specific way to prepare youth to make effective and efficient use of information skills to optimally function in tomorrow’s labour market is . . . .” The generated ideas were sorted into 15 thematic clusters (i.e., Critical Thinking, Skills Transfer, High-Level Thinking, Competences, Metacognition and Reflection, Efficacy [Self-Image] Building, Learn in Authentic Situations, Integrate School and Profession, Collaboration, Teacher Professionalization, Information Literacy, Redesign the School, Literacy, and Numeracy, Information Skills, and Learn for the Future) and then rated with respect to their importance and ease/difficulty of implementation. The results showed a disconnect between what was important and ease of implementation with highly important clusters judged to be difficult to implement and vice versa. This led to the definition of a 3-stage approach to adapting education to prepare youth for shortly nonexistent/not yet existing professions.

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“…Por esse motivo, a pesquisa bibliográfica foi ampliada para trabalhos que relacionassem estilos cognitivos e mapeamento conceitual. Essa pesquisa bibliográfica revelou os trabalhos de Graff (2005), DeFranco et al 2012e Stoyanov et al (2017) como relevantes. Graff (2005) estudou a relação do uso de mapas conceituais em hipertexto com a teoria de estilos cognitivos de Allinson e Hayes (1996).…”

Section: Trabalhos Relacionadosunclassified

“…Como principal resultado, os autores desse estudo encontraram correlações entre os estilos cognitivos e as métricas aplicadas no modo como os alunos estruturam suas ideias. Stoyanov et al (2017) investigaram os resultados do estilo cognitivo para a tomada de decisão em um processo de mapeamento de conceitos de grupo. Os autores também utilizaram a teoria de estilo cognitivo de KAI (KIRTON, 1976).…”

Section: Trabalhos Relacionadosunclassified

“…Da mesma maneira, esses autores utilizaram mapas conceituais para representar a construção cognitiva dos participantes do estudo e estabelecer as diferenças entre as pessoas. Como principal resultado, Stoyanov et al (2017) identificaram que os participantes com estilo adaptativo conseguiram elaborar ideias para um contexto particular. Já aqueles com estilo inovador produziram ideias mais gerais.…”

Section: Trabalhos Relacionadosunclassified

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A perspectiva da relação entre estilos de aprendizagem e a estrutura de mapa conceitual

Gomes¹,

Jaramillo²,

Silva³

et al. 2018

PG&C

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Resumo Nos ambientes de ensino, existem alunos com diferentes estilos de aprendizagem dominantes. Identificar esses estilos em uma turma facilita ao professor ajustar estratégias de ensino-aprendizagem considerando as preferências dos alunos. Geralmente a identificação dos estilos de aprendizagem baseia-se em questionários longos, causando desmotivação nos alunos por causa do tempo de preenchimento. Este trabalho propõe o uso de mapas conceituais para a identificação de estilos de aprendizagem. Os mapas conceituais permitem a representação do conhecimento de um indivíduo em um domínio. A identificação do estilo de aprendizagem dominante a partir de mapas conceituais facilitaria ajustar estratégias de ensino-aprendizagem a esses estilos. Assim, o objetivo deste estudo foi identificar uma conexão entre o estilo de aprendizagem dominante e a métrica de complexidade de mapas conceituais, criados a partir de textos dos alunos. Para isso, foi feito um estudo em uma turma de graduação que respondeu uma questão dissertativa. A partir da resposta de cada aluno foi criado um mapa conceitual usando uma técnica chamada Verbka. Também foi identificado o estilo de aprendizagem dominante de cada aluno usando o questionário VARK. Com esses dados, foi comparada a complexidade dos mapas conceituais com o estilo de aprendizagem dominante de cada aluno. O principal resultado do estudo apontou relação entre estilo de aprendizagem e a métrica de complexidade dos mapas dos alunos desse estilo. Assim, concluímos que é possível identificar a Franciene Duarte Gomes et al.

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Concept mapping—An effective method for identifying diversity and congruity in cognitive style

Cited by 14 publications

References 27 publications

Listeners' and Performers' Shared Understanding of Jazz Improvisations

Listeners' and Performers' Shared Understanding of Jazz Improvisations

Educating Youth for Nonexistent/Not Yet Existing Professions

A perspectiva da relação entre estilos de aprendizagem e a estrutura de mapa conceitual

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