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Bersano-Méndez, N. I., Schaefer, S. E., & Bustos-Jimenez, J. (2012). Metrics and Models for Social Networks. In A. Abraham & A. E. Hassanien (Eds.), Computational Social Networks: Tools, Perspectives and Applications (pp. 115-142). London: Springer Verlag.
https://doi.org/10.1007/978-1-4471-4048-1

has been cited by the following article:

• TITLE: Biology Schemata Knowledge Organization and Meaning Formation Due to Learning: A Constructive-Chronometric Approach to Concept Mapping Usability

  AUTHORS: Maria Elena Urdiales-Ibarra, Ernesto Octavio Lopez-Ramirez, Claudia Castro-Campos, Maria Guadalupe Villarreal-Treviño, Janay Emmanuel Carrillo-Colon

  KEYWORDS: Learning, Biology, Mental Representation, Meaning Formation, Concept Maps

  JOURNAL NAME: Creative Education, Vol.9 No.16, December 10, 2018

  ABSTRACT: This study investigated how using concept maps affects meaning formation and schemata organization of a biology course content. Here, high school students taking an introductory course on biology were required to provide conceptual definitions for ten course-relevant target concepts by using a natural semantic network technique. This allowed us to computer-simulate schemata behavior and select schemata-related concepts that were used to compare these word pairs against other semantic related concepts in a semantic priming study before and after the course. An experimental group used concept maps as a learning tool whereas the control did not. Results showed that semantic priming effects to schemata related concepts are obtained only for students who used concept maps as a learning tool. Implications of the study findings are discussed in the context of a formative learning approach.