Productions can be interrelated to form a production system which can lead to a complex behavior. Developing production systems for different types of knowledge enhances inference-making and critical thinking skills. Although one might think that acquiring propositional knowledge is a prerequisite for forming productions, in some cases acquiring procedural knowledge can lead to the acquisition of declarative knowledge and applying declarative knowledge can lead to the acquisition of production systems. It helps learners integrate and interrelate declarative knowledge and procedural knowledge by activating the perceived static nature of declarative knowledge and by increasing the awareness of why one knows how to do something. The basic elements of concept mapping software are nodes and links .
Learners use nodes to represent ideas and links to represent relationships that connect ideas.
As the nodes and links become interrelated, a structural knowledge representation emerges paving the way for a meaningful understanding of the knowledge domain depicted. In order to build a concept map, the learner must interact with the knowledge domain and organize the information so that it is personally relevant. Prior knowledge and experience play an important role in this learning task ultimately creating a reorganization of existing schemata into a new knowledge structure that is useful and pertinent. Electronic concept maps can be modified dynamically and this makes it possible for learners to reflect their improved understanding of a content domain over time by making revisions to their concept maps quickly and easily. Electronic concept maps can also be used as planning tools to organize a project or a learning activity.