Attachment theory focuses on the cognitive models that underlie our interactions with attachment figures. Global or generalized mental models are thought to develop on the basis of attachment models with parents and might form the initial basis of internal working models in novel relationships. However, as discrepant information presents itself in a new relationship, it is thought that specific...

Learning new knowledge or a skill usually requires the development of an adequate internal mental model in form network. The learning process for such involves (first-order) network adaptation. Such often integrates different elements, as by observation and instruction. For effective process, main issue is to get appropriate timing elements. To control these elements adaptation has be adaptive ...

The purpose of this study was to examine the relation between working memory span and syllogistic reasoning performance. In addition, performance for the reasoning task was compared to predictions made by mental model theory and the probability heuristics model. According to mental model theory, syllogisms that require the use of more mental models are more difficult. According to the probabili...

The rise of complex computational models is due to the desire for white-box models with higher resolution of explanation and representation. Usually, the reason for complexity within models is because we are trying to explain real world phenomena that include humans. Descriptive qualitative and quantitative models of human behavior have mainly been the goal of social sciences (psychology, econo...

In this paper we try to present psycholinguistically motivated computational model for the access and representation of Bangla polymorphemic words in the Mental Lexicon. We first conduct a series of masked priming experiment on a set of Bangla polymorphemic words. Our analysis indicates a significant number of words shows morphological decomposition during the processing stage. We further devel...

It has been advocated that pedagogical content knowledge as well as subject matter knowledge are important in improving classroom instructions. To develop pedagogical content knowledge, it is argued that understanding of students’ mental representations of concepts is deemed necessary. Yet assessing and comparing mental model of each individual is very tedious and time consuming. This study att...

It has been advocated that pedagogical content knowledge as well as subject matter knowledge are important in improving classroom instructions. To develop pedagogical content knowledge, it is argued that understanding of students’ mental representations of concepts is deemed necessary. Yet assessing and comparing mental model of each individual is very tedious and time consuming. This study att...