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Analogy as relational priming: The challenge of self-reflection

  • Andrea Cheshire (a1), Linden J. Ball (a1) and Charlie N. Lewis (a1)

Abstract

Despite its strengths, Leech et al.'s model fails to address the important benefits that derive from self-explanation and task feedback in analogical reasoning development. These components encourage explicit, self-reflective processes that do not necessarily link to knowledge accretion. We wonder, therefore, what mechanisms can be included within a connectionist framework to model self-reflective involvement and its beneficial consequences.

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Cheshire, A., Ball, L. J. & Lewis, C. N. (2005) Self-explanation, feedback and the development of analogical reasoning skills: Microgenetic evidence for a metacognitive processing account. In: Proceedings of the Twenty-Second Annual Conference of the Cognitive Science Society, ed. Bara, B. G., Barsalou, L. & Bucciarelli, M., pp. 435–41. Erlbaum.
Cheshire, A., Muldoon, K., Francis, B., Lewis, C. N. & Ball, L. J. (2007) Modelling change: New opportunities in the analysis of microgenetic data. Infant and Child Development 16:119–34.
Frawley, W. (1997) Vygotsky and cognitive science: Language and the unification of the social and computational mind. Harvard University Press.
Muldoon, K., Lewis, C. & Berridge, D. (2007) Predictors of early numeracy: Is there a place for mistakes when learning about number? British Journal of Developmental Psychology 25:543–58.
Siegler, R. S. (2006) Microgenetic analyses of learning. In: Handbook of child psychology: Vol. 2, Cognition, perception, and language, 6th edition, ed. Kuhn, D. & Siegler, R. S., pp. 464510. Wiley.
Siegler, R. S. & Svetina, M. (2002) A microgenetic/cross-sectional study of matrix completion: Comparing short-term and long-term change. Child Development 73:793809.
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Behavioral and Brain Sciences
  • ISSN: 0140-525X
  • EISSN: 1469-1825
  • URL: /core/journals/behavioral-and-brain-sciences
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