Educational models of knowledge prototypes development

May implicit and explicit collaboration influence text comprehension and spatial recognition interaction? Visuospatial representation
implies implicit, visual and spatial processing of actions and concepts at different levels of awareness. Implicit learning
is linked to unaware, nonverbal and prototypical processing, especially in the early stages of development when it is prevailing.
Spatial processing is studied as knowledge
prototypes, conceptual and mind maps. According to the hypothesis that text comprehension and spatial recognition connecting processes may also be implicit, this
paper analyzes the possibility to identify and to define implicit
non verbal criteria for organizing concepts into spatial representation. The focus of the research question is if prototypical processing
(mainly implicit, but also explicit) criteria of conceptual organization may be model based. According to Thinking Prototypes Theory, explicit knowledge could be supported by implicit models of basic processing. On implicit side, conceptual development could
be the resultant of the increasing complexity of prototypical implicit models interaction during individual lifespan, as in conceptual change research explicit conceptual development may be dependent on correlation. Unlike Theory Theory in Thinking Prototypes Theory implicit processing may collaborate with explicit knowledge without transforming itself from implicit to explicit. Prototypical implicit processing is considered
as an entanglement of basic functions operating synergically in a complex way. Prototypical implicit processing units may
be classified as far as they concern different basic thinking operations (add, chain, each, compare, focus and link). The experimental design was developed with primary school students in Naples.