The analogical paradox: Why analogy is so easy in naturalistic settings yet so difficult in the psychological laboratory.

By Kevin Dunbar. 2001

186 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ea11b34ea9f91006bc1b7ed009fd4f7e5d44b3a4

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Citations in the corpus

A "Small-World" Network Model of Cognitive Insight (2005, background): “…common to two problems, and thus are able to use the solution to one problem to provide the solution to another problem, even if the specific features of the problem appear quite different (Bassok, 2001; Dunbar, 2001; Gentner, 1988; Goswami, 2001; Holyoak, 1984; Oden, Thompson, & Premack, 2001).”
Analogy-based expectation equilibrium (2004, background): “Understanding how individuals categorize contingencies to form their expectations is clearly beyond the scope of this paper (it is at the heart of a large body of the ongoing research of cognitive scientists, see Holyoak-Thagard 1995 and Dunbar 2000, for example).”
Cognitive strategies of analogical reasoning in design: Differences between expert and novice designers (2013, methodology): “Studies of scientists working in a lab (Dunbar & Blanchette, 2001), of politicians and journalists (Blanchette & Dunbar, 2000, 2001), and of scientists from history (Gentner et al., 1997) indicate the prevalence and strategic use of deeper and withindomain analogies.”
From Living to Virtual: Learning from Museum Objects (2005, background): “Explanations function as a vital learning tool across multiple contexts—from science labs (Dunbar 2001) to classrooms (Leinhardt 2001) to museum exhibits (Crowley and Galco 2001).”
Fixation and creativity in concept development: the attitudes and practices of expert designers (2015, background): “In this way, observations from naturalistic enquiry and the results of controlled experiments can each inform the other (Dunbar, 2001, pp. 330e322; also see Levitt & List, 2007; Malterud, 2001a, 2001b).26 In addition to being used in the planning of future fixation studies, the analysis reported…”
Selection, Constraints, and Creativity Case Studies: Max Beckmann and Philip Guston (2005, unknown): “Access is improved when the source is presented as a problem rather than as declarative knowledge (Adams, Kasserman, Yearwood, & Perfetto, 1988; Lockhart, Lamon, & Gick, 1988), if explicitness of the cross-domain relational similarity is increased (Clement, Mawby, & Giles, 1994), or if experimental ”
The Oxford handbook of thinking and reasoning (2012, background): “In his in vivo studies of science, Dunbar (1995, 2001, 2002) investigated the ways that scientists use analogies while they are conducting their research and found that scientists use both relational and superficial features when they make analogies.”
Scientific Thinking and Reasoning (2012, background): “This causal model building results in the extensive use of collaborative reasoning, analogical reasoning, and problem-solving heuristics (Dunbar, 1997; 2001 ).”
Relational Reasoning and Its Manifestations in the Educational Context: a Systematic Review of the Literature (2013, background): “Analogic reasoning has been shown to be a vital ability for experts in scientific domains (Dunbar 2001), as well as instrumental in knowledge transfer (Gentner et al. 2003).”
Making Connections in Math: Activating a Prior Knowledge Analogue Matters for Learning (2015, background): “Few studies have investigated transfer of knowledge learned outside of an experimental setting (but see Dunbar, 2001) or from children’s own prior knowledge (but see Thompson & Opfer, 2010).”
Dynamic Development of Action and Thought (2007, background): “They can build up new knowledge by using old knowledge from other contexts to bootstrap themselves (Dunbar, 2001; Kurtz, Miao, & Gentner, 2001).”
Large Language Models as Analogical Reasoners (2023, background): “It is rooted in the capacity to identify structural and relational similarities between past and current situations, facilitating knowledge transfer (Dunbar, 2001).”
Analogy Use in Eighth-Grade Mathematics Classrooms (2004, background): “Further, few studies provide information about when people invoke analogy in everyday interactions (see Dunbar, 1995, 1997, 2001 for an exception).”