Analogical comparison principle - Revision history

Macw: /* Examples */

2009-12-04T21:55:35Z

Examples

← Older revision		Revision as of 21:55, 4 December 2009
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	===Examples===		===Examples===
	Students are given two worked examples and are instructed to compare each part of the examples writing a summary of the similarities and differences between the two (e.g., goals, concepts, and solution procedures). Next, participants are asked to explain how each component of their written summary relates to the principle.		Students are given two worked examples and are instructed to compare each part of the examples writing a summary of the similarities and differences between the two (e.g., goals, concepts, and solution procedures). Next, participants are asked to explain how each component of their written summary relates to the principle.

			Planned tutorials for [[Spanish Conjugation]] involve comparing verb formation across analogical groups such as the "ue" stem-changing verb (colgar-cuelgo).

	==Experimental support==		==Experimental support==

Soniya: /* References */

2008-04-11T20:36:02Z

References

← Older revision		Revision as of 20:36, 11 April 2008
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	* Gick, M., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1.		* Gick, M., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1.
	* Kurtz, K. J., Miao, C.-H., & Gentner, D. (2001). Learning by Analogical Bootstrapping. The Journal of the Learning Sciences, 10(4), 417-446.		* Kurtz, K. J., Miao, C.-H., & Gentner, D. (2001). Learning by Analogical Bootstrapping. The Journal of the Learning Sciences, 10(4), 417-446.
			* Larkin, J., McDermott, J., Simon, D. P., & Simon, H. A. (1980). Expert and novice performance in solving physics problems. Science, 208, 1335-1342.
	* Richland, L.E., Zur, O., Holyoak, K.J. (2007). Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316, pp.1128-1129.		* Richland, L.E., Zur, O., Holyoak, K.J. (2007). Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316, pp.1128-1129.
	* Ross, B. (1987). This is like that: the use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639.		* Ross, B. (1987). This is like that: the use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639.

Soniya: /* References */

2008-04-11T20:29:26Z

References

← Older revision		Revision as of 20:29, 11 April 2008
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	* Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and Representation of Physics Problems by Experts and Novices. Cognitive Science: A Multidisciplinary Journal, 5(2), 121-152.		* Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and Representation of Physics Problems by Experts and Novices. Cognitive Science: A Multidisciplinary Journal, 5(2), 121-152.
	* Gentner, D., Loewenstein, J., & Thompson, L. (2004). Analogical Encoding: Facilitating Knowledge Transfer and Integration. Proceedings of the 26 th meeting of the Cognitive Science Society.		* Gentner, D., Loewenstein, J., & Thompson, L. (2004). Analogical Encoding: Facilitating Knowledge Transfer and Integration. Proceedings of the 26 th meeting of the Cognitive Science Society.
			* Gick, M., & Holyoak, K. J. (1983). Schema induction and analogical transfer. Cognitive Psychology, 15, 1.
	* Kurtz, K. J., Miao, C.-H., & Gentner, D. (2001). Learning by Analogical Bootstrapping. The Journal of the Learning Sciences, 10(4), 417-446.		* Kurtz, K. J., Miao, C.-H., & Gentner, D. (2001). Learning by Analogical Bootstrapping. The Journal of the Learning Sciences, 10(4), 417-446.
	* Richland, L.E., Zur, O., Holyoak, K.J. (2007). Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316, pp.1128-1129.		* Richland, L.E., Zur, O., Holyoak, K.J. (2007). Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316, pp.1128-1129.
	* Ross, B. (1987). This is like that: the use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639.		* Ross, B. (1987). This is like that: the use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639.

Soniya: /* References */

2008-04-11T20:27:38Z

References

← Older revision		Revision as of 20:27, 11 April 2008
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	* Chase, W. G., & Simon, H. A. (1973). The Mind's Eye in Chess. In W. G. Chase (Ed.), Visual Information processing. NY and London Academic Press.		* Chase, W. G., & Simon, H. A. (1973). The Mind's Eye in Chess. In W. G. Chase (Ed.), Visual Information processing. NY and London Academic Press.
			* Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and Representation of Physics Problems by Experts and Novices. Cognitive Science: A Multidisciplinary Journal, 5(2), 121-152.
	* Gentner, D., Loewenstein, J., & Thompson, L. (2004). Analogical Encoding: Facilitating Knowledge Transfer and Integration. Proceedings of the 26 th meeting of the Cognitive Science Society.		* Gentner, D., Loewenstein, J., & Thompson, L. (2004). Analogical Encoding: Facilitating Knowledge Transfer and Integration. Proceedings of the 26 th meeting of the Cognitive Science Society.
	* Kurtz, K. J., Miao, C.-H., & Gentner, D. (2001). Learning by Analogical Bootstrapping. The Journal of the Learning Sciences, 10(4), 417-446.		* Kurtz, K. J., Miao, C.-H., & Gentner, D. (2001). Learning by Analogical Bootstrapping. The Journal of the Learning Sciences, 10(4), 417-446.
	* Richland, L.E., Zur, O., Holyoak, K.J. (2007). Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316, pp.1128-1129.		* Richland, L.E., Zur, O., Holyoak, K.J. (2007). Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316, pp.1128-1129.
	* Ross, B. (1987). This is like that: the use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639.		* Ross, B. (1987). This is like that: the use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639.

Soniya: /* References */

2008-04-11T20:26:50Z

References

← Older revision		Revision as of 20:26, 11 April 2008
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	* Chase, W. G., & Simon, H. A. (1973). The Mind's Eye in Chess. In W. G. Chase (Ed.), Visual Information processing. NY and London Academic Press.		* Chase, W. G., & Simon, H. A. (1973). The Mind's Eye in Chess. In W. G. Chase (Ed.), Visual Information processing. NY and London Academic Press.
			* Gentner, D., Loewenstein, J., & Thompson, L. (2004). Analogical Encoding: Facilitating Knowledge Transfer and Integration. Proceedings of the 26 th meeting of the Cognitive Science Society.
	* Kurtz, K. J., Miao, C.-H., & Gentner, D. (2001). Learning by Analogical Bootstrapping. The Journal of the Learning Sciences, 10(4), 417-446.		* Kurtz, K. J., Miao, C.-H., & Gentner, D. (2001). Learning by Analogical Bootstrapping. The Journal of the Learning Sciences, 10(4), 417-446.
	* Richland, L.E., Zur, O., Holyoak, K.J. (2007). Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316, pp.1128-1129.		* Richland, L.E., Zur, O., Holyoak, K.J. (2007). Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316, pp.1128-1129.
	* Ross, B. (1987). This is like that: the use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639.		* Ross, B. (1987). This is like that: the use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639.

Soniya: /* References */

2008-04-11T20:26:07Z

References

← Older revision		Revision as of 20:26, 11 April 2008
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	* Chase, W. G., & Simon, H. A. (1973). The Mind's Eye in Chess. In W. G. Chase (Ed.), Visual Information processing. NY and London Academic Press.		* Chase, W. G., & Simon, H. A. (1973). The Mind's Eye in Chess. In W. G. Chase (Ed.), Visual Information processing. NY and London Academic Press.
			* Kurtz, K. J., Miao, C.-H., & Gentner, D. (2001). Learning by Analogical Bootstrapping. The Journal of the Learning Sciences, 10(4), 417-446.
	* Richland, L.E., Zur, O., Holyoak, K.J. (2007). Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316, pp.1128-1129.		* Richland, L.E., Zur, O., Holyoak, K.J. (2007). Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316, pp.1128-1129.
	* Ross, B. (1987). This is like that: the use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639.		* Ross, B. (1987). This is like that: the use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639.

Soniya: /* References */

2008-04-11T20:25:18Z

References

← Older revision		Revision as of 20:25, 11 April 2008
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	* Chase, W. G., & Simon, H. A. (1973). The Mind's Eye in Chess. In W. G. Chase (Ed.), Visual Information processing. NY and London Academic Press.		* Chase, W. G., & Simon, H. A. (1973). The Mind's Eye in Chess. In W. G. Chase (Ed.), Visual Information processing. NY and London Academic Press.


	* Richland, L.E., Zur, O., Holyoak, K.J. (2007). Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316, pp.1128-1129.		* Richland, L.E., Zur, O., Holyoak, K.J. (2007). Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316, pp.1128-1129.
			* Ross, B. (1987). This is like that: the use of earlier problems and the separation of similarity effects. Journal of Experimental Psychology: Learning, Memory, and Cognition, 13, 629-639.

Soniya: /* References */

2008-04-11T20:24:30Z

References

← Older revision		Revision as of 20:24, 11 April 2008
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	[[Category:Glossary]]		[[Category:Glossary]]
	[[Category:Instructional Principle]]		[[Category:Instructional Principle]]

			* Chase, W. G., & Simon, H. A. (1973). The Mind's Eye in Chess. In W. G. Chase (Ed.), Visual Information processing. NY and London Academic Press.


	* Richland, L.E., Zur, O., Holyoak, K.J. (2007). Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316, pp.1128-1129.		* Richland, L.E., Zur, O., Holyoak, K.J. (2007). Cognitive Supports for Analogies in the Mathematics Classroom. Science, 316, pp.1128-1129.

Soniya: /* Variations (descendants) */

2008-04-11T20:20:07Z

Variations (descendants)

← Older revision		Revision as of 20:20, 11 April 2008
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	==Variations (descendants)==		==Variations (descendants)==
			None

	==Generalizations (ascendants)==		==Generalizations (ascendants)==
	[[Example-rule coordination]]		[[Example-rule coordination]]

Soniya: /* Examples */

2008-04-11T20:09:51Z

Examples

← Older revision		Revision as of 20:09, 11 April 2008
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	===Examples===		===Examples===
			Students are given two worked examples and are instructed to compare each part of the examples writing a summary of the similarities and differences between the two (e.g., goals, concepts, and solution procedures). Next, participants are asked to explain how each component of their written summary relates to the principle.

	==Experimental support==		==Experimental support==