Difference between revisions of "Analogical comparison principle"

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(New page: ==Brief statement of principle== ==Description of principle== ===Operational definition=== ===Examples=== ==Experimental support== ===Laboratory experiment support=== ===In vivo experiment...)
 
(Brief statement of principle)
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==Brief statement of principle==
 
==Brief statement of principle==
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Analogical comparison operates through aligning and mapping two example problem representations to one another and then extracting their commonalities (Gentner, 1983; Gick & Holyoak, 1983; Hummel & Holyoak, 2003). This process discards the elements of the knowledge representation that do not overlap between two examples but preserves the common elements. The resulting knowledge organization typically consists of fewer superficial similarities (than the examples) but retains the deep causal structure of the problems.
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Research on analogy and schema learning has shown that the acquisition of schematic knowledge promotes flexible transfer to novel problems. Many researchers have found a positive relationship between the quality of the abstracted schema and transfer to a novel problem that is an instance of that schema (Catrambone & Holyoak, 1989; Gick & Holyoak, 1983; Novick & Holyoak, 1991).
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==Description of principle==
 
==Description of principle==
 
===Operational definition===
 
===Operational definition===

Revision as of 11:28, 25 March 2008

Brief statement of principle

Analogical comparison operates through aligning and mapping two example problem representations to one another and then extracting their commonalities (Gentner, 1983; Gick & Holyoak, 1983; Hummel & Holyoak, 2003). This process discards the elements of the knowledge representation that do not overlap between two examples but preserves the common elements. The resulting knowledge organization typically consists of fewer superficial similarities (than the examples) but retains the deep causal structure of the problems. Research on analogy and schema learning has shown that the acquisition of schematic knowledge promotes flexible transfer to novel problems. Many researchers have found a positive relationship between the quality of the abstracted schema and transfer to a novel problem that is an instance of that schema (Catrambone & Holyoak, 1989; Gick & Holyoak, 1983; Novick & Holyoak, 1991).

Description of principle

Operational definition

Examples

Experimental support

Laboratory experiment support

In vivo experiment support

Theoretical rationale

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Conditions of application

Caveats, limitations, open issues, or dissenting views

Variations (descendants)

Generalizations (ascendants)

References