Mental models for effective training: Comparing expert and novice maintainers’ mental models
For a well-defined domain of knowledge, the process of learning can be characterized as a student’s construction of a mental model of the domain’s elements and their inter-relationships. It follows that a student’s mental model can be compared against a desired mental model (such as an expert’s) before, during, and at the conclusion of instruction. Differences between mental models could be useful for student diagnosis and assessment and for curriculum modification. In this investigation mental
models of test, measurement, and diagnostic equipment (TMDE) usage for novice, intermediate, and expert U.S. Army ordnance electronics maintenance personnel were characterized and compared. Comparisons revealed differences between non-experts and experts, and also differences among experts.