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Learning and Transfer: A General Role for Analogical Encoding
- JOURNAL OF EDUCATIONAL PSYCHOLOGY
, 2003
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Analogical encoding facilitates knowledge transfer in negotiation
- Psychonomic Bulletin & Review
, 1999
"... Information learned in one situation often fails to transfer to a similarly structured situation. However, prior findings suggest that comparing two or more instances that embody the same principle can promote abstraction of a schema that can be transferred to new situations. In two lines of researc ..."
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Cited by 77 (35 self)
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Information learned in one situation often fails to transfer to a similarly structured situation. However, prior findings suggest that comparing two or more instances that embody the same principle can promote abstraction of a schema that can be transferred to new situations. In two lines of research, we examined the effects of analogical encoding on knowledge transfer in negotiation situations. In Experiment 1, undergraduates were more likely to propose optimal negotiation strategies and less likely to propose compromises (a suboptimal strategy) when they received analogy training. In Experiment 2, graduate management students who drew an analogy from two cases were nearly three times more likely to incorporate the strategy from the training cases into their negotiations than were students given the same cases separately. For both novices and experienced participants, the comparison process can be an efficient means of abstracting principles for later application. The premise of our educational system is that what is learned in the classroom transfers beyond the school walls. More generally, the presumption that knowledge is portable underlies much of our intuition about how we solve problems and make decisions. However, empirical evidence
Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations
- Journal of Educational Psychology
, 2007
"... Encouraging students to share and compare solution methods is a key component of reform efforts in mathematics, and comparison is emerging as a fundamental learning mechanism. To experimentally evaluate the effects of comparison for mathematics learning, the authors randomly assigned 70 seventh-grad ..."
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Cited by 46 (6 self)
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Encouraging students to share and compare solution methods is a key component of reform efforts in mathematics, and comparison is emerging as a fundamental learning mechanism. To experimentally evaluate the effects of comparison for mathematics learning, the authors randomly assigned 70 seventh-grade students to learn about algebra equation solving by either (a) comparing and contrasting alternative solution methods or (b) reflecting on the same solution methods one at a time. At posttest, students in the compare group had made greater gains in procedural knowledge and flexibility and comparable gains in conceptual knowledge. These findings suggest potential mechanisms behind the benefits of comparing contrasting solutions and ways to support effective comparison in the classroom.
Comparison facilitates children’s learning of names for parts
, 2007
"... Learning names for parts of objects can be challenging for children, as it requires overcoming their tendency to name whole objects. We test whether comparing items can facilitate learning names for their parts. Applying the structure-mapping theory of comparison leads to two predictions: (a) young ..."
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Cited by 30 (11 self)
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Learning names for parts of objects can be challenging for children, as it requires overcoming their tendency to name whole objects. We test whether comparing items can facilitate learning names for their parts. Applying the structure-mapping theory of comparison leads to two predictions: (a) young children will find it easier to identify a common part between two very similar items than between two dissimilar items (because the similar pair is easier to align); (b) close alignments potentiate far alignments: children will be better able to extend a novel part name to a dissimilar object after having extended it to a similar object. In three studies, 227 preschool children mapped novel part terms to new animals or objects. Both predictions were confirmed. Children more accurately extended novel part terms to objects that were similar to the standard than to objects that were dissimilar (Experiments 1 and 2), and children more accurately extended novel part names to dissimilar objects after having extended them to similar objects (Experiment 3). We conclude that structure-mapping processes can support part learning. An understanding of part structure is central to the understanding of objects and entities and the mechanisms they participate in (Rosch, Mervis, Gray, Johnson & Boyes-Braem, 1976; Tversky & Hemenway, 1984; Tversky, 1989). Yet learning part names might be expected to be quite challenging for children, as it requires them to abandon the whole object level in naming (Markman, 1989) and focus on Address correspondence to Dedre Gentner, Department of Psychology, 2029 Sheridan Road,
Analogical learning in negotiation teams: Comparing cases promotes learning and transfer
- Academy of Management Learning and Education
, 2003
"... We used structure-mapping theory (Gentner, 1983) to study learning in negotiation teams. We instructed some teams to compare two training cases and identify a key negotiation principle; other teams were given the same two cases to study and analyze separately. Teams who compared the two cases during ..."
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Cited by 25 (6 self)
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We used structure-mapping theory (Gentner, 1983) to study learning in negotiation teams. We instructed some teams to compare two training cases and identify a key negotiation principle; other teams were given the same two cases to study and analyze separately. Teams who compared the two cases during the training period were more likely to transfer a key value-added strategy to a novel face-to-face, two-party negotiation situation than were teams who analyzed the same two cases separately. In fact, analyzing cases separately was no better than no training at all. Teams of negotiators showed comparable levels of knowledge transfer to solo negotiators. At the forefront of nearly all management issues and challenges is the ability to learn, change, and adapt. Management educators in universities as well as corporate trainers face two inextricably linked challenges: offering relevant strategies and proven techniques to their students and clients and at the same time, providing a foundation so
How 15 hundred is like 15 cherries: effect of progressive alignment on representational changes in numerical cognition
- Child Development
, 2010
"... How does understanding the decimal system change with age and experience? Second, third, sixth graders, and adults (Experiment 1: N = 96, mean ages = 7.9, 9.23, 12.06, and 19.96 years, respectively) made number line estimates across 3 scales (0–1,000, 0–10,000, and 0–100,000). Generation of linear e ..."
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Cited by 18 (7 self)
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How does understanding the decimal system change with age and experience? Second, third, sixth graders, and adults (Experiment 1: N = 96, mean ages = 7.9, 9.23, 12.06, and 19.96 years, respectively) made number line estimates across 3 scales (0–1,000, 0–10,000, and 0–100,000). Generation of linear estimates increased with age but decreased with numerical scale. Therefore, the authors hypothesized highlighting commonalities between small and large scales (15:100::1500:10000) might prompt children to generalize their linear represen-tations to ever-larger scales. Experiment 2 assigned second graders (N = 46, mean age = 7.78 years) to experi-mental groups differing in how commonalities of small and large numerical scales were highlighted. Only children experiencing progressive alignment of small and large scales successfully produced linear estimates on increasingly larger scales, suggesting analogies between numeric scales elicit broad generalization of linear representations. The ratio structure of the decimal system—where ‘‘1’ ’ denotes a quantity 1 ⁄10 of 10, ‘‘10’ ’ a quantity 1 ⁄10 of 100, ‘‘100’ ’ a quantity 1 ⁄10 of 1,000, and so forth—may apply to an infinity of numbers, but even over a lifetime, experience of symbolic num-
Relations, objects, and the composition of analogies
- Cognitive Science: A Multidisciplinary Journal
, 2006
"... Abstract This research addresses the kinds of matching elements that determine analogical relatedness and literal similarity. Despite theoretical agreement on the importance of relational match, the empirical evidence is neither systematic nor definitive. In three studies, participants performed on ..."
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Cited by 18 (5 self)
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Abstract This research addresses the kinds of matching elements that determine analogical relatedness and literal similarity. Despite theoretical agreement on the importance of relational match, the empirical evidence is neither systematic nor definitive. In three studies, participants performed online evaluations of relatedness of sentence pairs that varied in either the object or relational match. Results show a consistent focus on relational matches as the main determinant of analogical acceptance. In addition, analogy does not require strict overall identity of relational concepts. Semantically overlapping but nonsynonymous relations were commonly accepted, but required more processing time. Finally, performance in a similarity rating task partly paralleled analogical acceptance; however, relatively more weight was given to object matches. Implications for psychological theories of analogy and similarity are addressed.
Converging on a new role for analogy in problem solving and retrieval: When two problems are better than one
- Memory & Cognition
, 2007
"... A novel approach to generating retrieval and transfer of structured knowledge is presented. We investigate the effect of comparing two analogous unsolved problems at test as opposed to comparing two solved analogous stories during initial study. We found that both procedures facilitate transfer rela ..."
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Cited by 8 (3 self)
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A novel approach to generating retrieval and transfer of structured knowledge is presented. We investigate the effect of comparing two analogous unsolved problems at test as opposed to comparing two solved analogous stories during initial study. We found that both procedures facilitate transfer relative to a standard baseline group studying one solved story and then attempting to solve a new analogous problem. In two studies we demonstrate that: 1) comparing two unsolved problems at test promotes analogical problem solving at least as effectively as comparing two fully solved problems during study; and 2) comparing two unsolved problems is helpful even when no source story is made available for retrieval.
Does ―different‖ imply a difference? A comparison of two tasks
- in Proceedings, R. Sun and N. Miyake (Eds.): Twenty-eighth Annual Meeting of the Cognitive Science Society
, 2006
"... One of the most interesting predictions of structure-mapping theory (Gentner, 1983) is that differences are more easily identified when the comparison involves stimuli that are easily aligned. Evidence for this claim comes from studies in which participants state differences between stimuli pairs (e ..."
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Cited by 8 (5 self)
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One of the most interesting predictions of structure-mapping theory (Gentner, 1983) is that differences are more easily identified when the comparison involves stimuli that are easily aligned. Evidence for this claim comes from studies in which participants state differences between stimuli pairs (e.g. Gentner & Markman, 1994). These results are at odds with results from tasks in which participants are asked to determine whether pairs of images differ or not. In such tasks, it is often found that participants are faster to make such a determination when the images differ than when they are similar (Luce, 1986). However, comparing these results is difficult because the two lines of research employ different experimental designs and methodologies. This paper describes two experiments that contrast the two results within
The Meaning of “Near” and “Far”: The Impact of Structuring Design Databases and the Effect of Distance of Analogy on Design Output
- Journal of Mechanical Design
, 2013
"... This work lends insight into the meaning and impact of “near” and “far ” analogies. A cognitive engineering design study is presented that examines the effect of the distance of analogical design stimuli on design solution generation, and places those findings in context of results from the literatu ..."
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Cited by 7 (4 self)
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This work lends insight into the meaning and impact of “near” and “far ” analogies. A cognitive engineering design study is presented that examines the effect of the distance of analogical design stimuli on design solution generation, and places those findings in context of results from the literature. The work ultimately sheds new light on the impact of analogies in the design process and the significance of their distance from a design problem. In this work, the design repository from which analogical stimuli are chosen is the U.S. patent database, a natural choice, as it is one of the largest and easily accessed catalogued databases of inventions. The “near ” and “far ” analogical stimuli for this study were chosen based on a structure of patents, created using a combination of Latent Semantic Analysis and a Bayesian based algorithm for discovering structural form, resulting in clusters of patents connected by their relative similarity. The findings of this
