Application of Mental Representations 1

Logic Rules Concepts Analogies/Cases Images

Definition An expression of Specific criteria The categories in A way to analyze Pictures which allow
inductive and used to help which rules cluster representation of a for understanding
deductive knowledge define something, around a specific situation, and readjust creatively allowing for
to help make usually with if, issue or thing accordingly which complex behavior
inferences (Thagard, then statements (Thagard, 2014) creates a complex (Thagard, 2014)
2014) (Thagard, 2014) behavior (Thagard,
2014)
Example Infamous Car from the Great Gatsby
When To figure out what it Specifically define To compare and Introduce a new rule to To visualize the
is not it contrast car from the concept of a car mental representation
other vehicles of the car quickly
Where Need to use concrete facts to represent an issue, definition, etc. Ex. Need to use creativity or demonstrate their own
Describe the unique features of the infamous car in the Great understanding such as art, game creation and
Gatsby compared to any other car of that time. photography. Ex. Draw the infamous car from
the Great Gatsby.
How Use deductive and To distinguish car Use all logic and See a pattern with other Find a video or a
inductive reasoning as from other modes rules that define car, cars, find concrete picture of what they
to what a car does of transportation become overall similarities, allowing understand a car is.
understanding of car for a new rule for car
Why There is a need to know, a need for a foundation. It must be Allows for more complex thinking. Also allows
concrete before inferences can be made, for problem solving to be for action to be taken place behaviorally.
used and before complex thoughts and behavior can be expressed.
Application of Mental Representations 2

Instructional Event Ask students to think Ask students what Ask students what Ask students what Ask students to draw
about what would or makes this car makes this car would they add to the what they think the
would not make a car different from infamous car that reflects the infamous car would
infamous. other cars. theme of the book look like
Application of Mental Representations 3

I understood how powerful images and concepts were is life and education.

However, upon reflection I did not see how important logic, rules and, analogies really

are to overall cognitive functioning. I find it very interesting when reviewing at mental

representation of how students think. It is so important to understand mental

representations because this affects the flow of how a student learns. What I mean by this

is that I observe that although these are separate mental representations it seems as

though each one relies on the other. It's important to understand for instance that although

one has a concept you need specific criteria to formulate that concept. One will need

logic to know what that thing is and is not. In order to absorb this information and

manipulate this information we use analogies in cases, which allow for more complex

thinking and behavior. Images allow us to absorb all the mental representations

instantaneously (Thagard, 2014). For instance, if I go to the Metropolitan Art Museum in

New York and I see a painting my cognitive functions instantaneously break down the

logic rules and concepts of that image. I use more complex thinking to learn as to why

this image is so different from the rest.

Cognitive functioning regarding mental representation affects my teaching

because it will allow me to break down certain items to students to ensure that they

understand. As I stated before I see mental representation at this point and time as a linear

path. Logical rules are needed to develop a concept and analogies and images help for

more complex thinking and facilitate more complex behavior. When a person learns

something new but cannot grasp every aspect of it, in my opinion, it is because one of

these five mental representations is missing. For instance, the example of the infamous

car from The Great Gatsby is a great exercise for mental representation. To see if students
Application of Mental Representations 4

comprehended the seriousness of the incident that occurred with the car in The Great

Gatsby I could ask them to draw it providing a visual representation of what they believe

is the concept theme using the car as a platform. However, there are rules to the car from

The Great Gatsby. Briefly, the car from The Great Gatsby was a car made in the 1930s.

I'm expecting the car to be dated. That is definitely a rule. However a student may see a

car from the 1980s car. My conceptualization of the car and theirs are completely two

different things.

I believe that the implications for mental representation are profound. I believe at

this point that it is that these five mental representations are the basics of cognitive

functioning. If we use mental representations as a funnel of learning we could instruct

teachers and students alike, we could help them identify their breakdown in

understanding or problem solving an issue or item.

Application of Mental Representations 5

Reference:

Thagard, P.(2014) Cognitive science. The Stanford Encyclopedia of Philosophy.

Retrieved: http://plato.stanford.edu/archives/fall2014/entries/cognitive-
science/