Learning and Transfer: A General Role for Analogical Encoding

By Dedre Gentner, Jeffrey Loewenstein, Leigh Thompson. 2003

892 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/7aa4bed86bc27cc0af681b229a136720aaa7d009

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In Developmental and Educational Psychology

In Information Systems

Citations in the corpus

Flock: Hybrid Crowd-Machine Learning Classifiers (2015, methodology): “Previous research on analogical encoding has found that when considering single examples, people tend to focus on surface-level details, but when they compare examples, they focus on deeper structural characteristics [14].”
Framing Interactions to Foster Generative Learning: A Situative Explanation of Transfer in a Community of Learners Classroom (2006, background): “The claim of those studies is that it is also necessary that learners be led either to compare examples with each other (e.g., Gentner et al., 2003; Loewenstein et al., 1999) or to somehow link such examples with appropriate generalizations (e.g., Ahn et al., 1992; Chen & Daehler, 2000; 478…”
Talk and Conceptual Change at Work: Adequate Representation and Epistemic Stance in a Comparative Analysis of Statistical Consulting and Teacher Workgroups (2012, background): “In this sense, Alberto and Ted met as one phase of a process of analogical comparison that extended, both in time and in the surrounding research organization, far beyond accepted theories of learning by analogy available to us from cognitive and educational psychology (eg, Gentner, Loewenstein &”
A Comparative Analysis of the Distributive Property in U.S. and Chinese Elementary Mathematics Textbooks (2010, background): “In summary, it seems that Chinese textbooks align well with the cognitive research that finds abstract principles may be learned through clear worked examples (Gentner et al., 2003) with comparison solutions (Rittle-Johnson & Star, 2007).”
Transactive Memory Systems, Learning, and Learning Transfer (2005, neutral): “a recent study, Gentner et al. (2003) found that indi-”
Where to Look? Creative Self-Efficacy, Knowledge Retrieval, and Incremental and Radical Creativity (2014, background): “One reason why this process can yield creative solutions is that, as a result of comparing unrelated information, a more detailed cognitive representation of the overall problem results (Gentner et al., 2003) and a problem is more deeply processed.”
Artificial Intelligence in Education: 20th International Conference, AIED 2019, Chicago, IL, USA, June 25-29, 2019, Proceedings, Part II (2019, methodology): “An experimental evaluation of the system hinted on the practical significance of using such conversational strategies enhanced dialogue agent to foster L2 learners’ WTC [5].”
Learning to de-escalate: The effects of regret in escalation of commitment (2008, background): “Although knowledge transfer is difficult to achieve (Bransford et al., 1989; Gentner & Markman, 1997; Reeves & Weisberg, 1994), individuals who engage in deep thinking to understand the underlying structure of a situation ( Gentner et al., 2003; Gentner & Namy, 2006; Loewenstein et al., 1999; Thomp”
Reviving Inert Knowledge: Analogical Abstraction Supports Relational Retrieval of Past Events (2009, background): “As comparison effects on transfer in negotiation across different levels of expertise have been amply demonstrated in our previous studies (e.g., Gentner et al., 2003; Loewenstein et al., 1999; Thompson, Gentner, & Loewenstein, 2000), in the remaining studies we focus on the effects of late analog”
A Case-Based Explanation System for Black-Box Systems (2005, background): “– Natural Form of Explanation: Research in cognitive science and other areas suggests that explanation by analogy is a natural form of explanation in some domains and one that people can quickly relate to (Cunningham et al., 2003; Gentner et al., 2003).”
Learning Through Case Comparisons: A Meta-Analytic Review (2013, background): “…transfer to new examples and situations that share the same underlying structure but differ in the specific features (Chen & Daehler, 1989; Gentner et al., 2003; Gerjets, Scheiter, & Schuh, 2008; Gick & Holyoak, 1980, 1983; Loewenstein, Thompson, & Gentner, 2003; Richland & McDonough,…”
Making Connections in Math: Activating a Prior Knowledge Analogue Matters for Learning (2015, background): “, Gentner et al., 2003; Rittle-Johnson & Star, 2007; Star & Rittle-Johnson, 2009). In these studies, participants are typically asked to compare, or explain similarities and differences between, static isomorphic and highly similar problems. Our linking manipulation differs from this sort of compari”
Mental Models, Decision Rules, and Performance Heterogeneity (2011, result): “Our findings are also consistent with prior research showing that experts with richer cognitive representations of the deep structure of problems outperform novices who typically focus on superficial features of problems (Chi et al., 1981; Gentner et al., 2003).”
Designing for deeper learning in a blended computer science course for middle school students (2015, methodology): “This design draws on prior cognitive science studies using analogous representations in learning for understanding deeper structures in problem-solving situations (Gentner, Loewenstein, & Thompson, 2003; Schwartz, Chase, Oppezzo, & Chin, 2011).”
Effectiveness of holistic mental model confrontation in driving conceptual change (2012, positive): “Past research in analogical comparison has shown it to be an especially powerful learning activity (Gentner et al., 2003; Kurtz, Miao, & Gentner. 2001; Nokes & VanLehn, 2008).”