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Rumelhart, D. E., Smolensky, P., McClelland, J. L., & Hinton, G. E. (1986). Schemata and Sequential thought Processes. In J. L. McClelland, D. E. Rumelhart, & The PDP Research Group (Eds.), Parallel Distributed Processing: Explorations in the Microstructure of Cognition, Vol. 2: Psychological and Biological Models (pp. 6-57). Cambridge, MA: MIT Press.

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.