The Analysis of representations of knowledge in systems (Denhiere and Baudet 1992) can be defined as cognitive invariant that proposes to isolate these cognitive invariants and to provide a description of the fundamental conceptual categories that structuralize the mental representations. This formalization allows a double description of the areas of knowledge, their mental and textual representations.
Published in Chapter:
Memory, Cognition, and Multimedia: Role of the Importance of Organizing Knowledge in Memory with Hypermedia Help and Online Co-Understanding Systems
Dorsaf Ben Ismail Ben Romdhane (l'Université virtuelle de Tunis, Tunisia), Mohammed Yousef Alkhatib (Al Albayt University, Jordan), and Denis Legros (Université Paris 8, France)
Copyright: © 2016
|Pages: 20
DOI: 10.4018/978-1-5225-0125-1.ch013
Abstract
This chapter presents, in the light of the most recent work, the main results of a research conducted by Dorsaf Ben Ismail (2011) as part of her thesis, which aims to elaborate and validate experimentally some means as hypertext to understand a scientific text in foreign language L2 (French) describing a complex area of human biology: the physiological regulation phenomena and an assessment tool pre and post-test for knowledge constructed in the form of conceptual graphics. According Graesser, Leon and Otero (2002), scientific texts readers are generally unable to develop a clear mental picture, correct and coherent with such field, and thus to understand the texts that describe this field. The results of this research allowed doing some advanced steps in the relationship between representation of knowledge in memory, comprehension of scientific text and systems that help in comprehension in multilingual context. These advanced steps are considered very useful in the era of globalization and the widespread use of the Internet and social networks (Mueller-Frank, 2013).