Analogy-Based Modeling

Abstract

mental functions (e.g., abstract intelligence, linguistic competence, divergent thinking). Because there is not a unique mechanism underlying learning by analogy, a range of different skills must be trained (Richland and McDonough 2009). If students are trained to pay attention to analogies, reflecting about them, and re-elaborating them, fluid-ity and flexibility in thinking improve. Learners become more able to identify common aspects in dif-ferent realities and to transfer ideas from a domain to another. This helps to think divergently and to solve novel problems. In other words, a general mental " mobility " leads to see familiar things with new eyes and to face new challenging situations by applying schemata drawn from past experience (Clemens 2008). Cross-References ▶ Analogical Modeling of Language ▶ Analogy/Analogies ▶ Anticipatory Schema ▶ Retention and Transfer ▶ Role of Prior Knowledge in Learning Processes References Alexander, P. A., Murphy, P. K., & Kulikowich, J. M. (1998). What responses to domain-specific analogy problems reveal about emerging competence: A new perspective on an old acquain-tance. Journal of Educational Psychology, 90, 397–406. Clemens, J. (2008). Creative model construction in scientists and students. The role of imagery, analogy and mental simulation.