Year: 1995
Type: report
Abstract: This paper deals with transfer between analogies; with what people acquire from one\nanalogy problem-solving episode that can be re-applied to a subsequent analogy,\nproblem-solving episode. This issue must be resolved if we are to understand the\nnature of expertise and the appropriate use of analogy in education. There are two main\nexplanations of what subjects acquire from an analogy problem-solving episode. The\nschema-induction hypothesis maintains that subjects acquire an abstract schema of the\nanalogous domains, that can be re-applied to a subsequent situation. The predicatemapping\nhypothesis asserts that subjects acquire a set of predicate-mappings than can\nbe re-used in a later situation. While there is empirical evidence to support each of\nthese hypotheses, no critical test between them has been carried out. Furthermore, no\nprevious research has examined transfer between analogies; that is, transfer between\ntwo distinct, analogy problem-solving episodes. The present study uses a novel\nparadigm to test transfer between analogies in a manner that constitutes a critical test of\nthe above two hypotheses, using attribute-mapping and relational-mapping problems.\nThe results support the schema-induction account.
Author: Mark T. Keane
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1865336369