Hostname: page-component-78c5997874-lj6df Total loading time: 0 Render date: 2024-11-03T08:49:57.616Z Has data issue: false hasContentIssue false
  • English
  • Français

Analogy as relational priming: The challenge of self-reflection

Published online by Cambridge University Press:  29 July 2008

Andrea Cheshire ,
Linden J. Ball  and
Charlie N. Lewis
Andrea Cheshire
Affiliation:
Department of Psychology, Lancaster University, Lancaster LA1 4YF, United Kingdom. [email protected]@[email protected]://www.psych.lancs.ac.uk/people/AndreaCheshire.htmlhttp://www.psych.lancs.ac.uk/people/LindenBall.htmlhttp://www.psych.lancs.ac.uk/people/CharlieLewis.html
Linden J. Ball
Affiliation:
Department of Psychology, Lancaster University, Lancaster LA1 4YF, United Kingdom. [email protected]@[email protected]://www.psych.lancs.ac.uk/people/AndreaCheshire.htmlhttp://www.psych.lancs.ac.uk/people/LindenBall.htmlhttp://www.psych.lancs.ac.uk/people/CharlieLewis.html
Charlie N. Lewis
Affiliation:
Department of Psychology, Lancaster University, Lancaster LA1 4YF, United Kingdom. [email protected]@[email protected]://www.psych.lancs.ac.uk/people/AndreaCheshire.htmlhttp://www.psych.lancs.ac.uk/people/LindenBall.htmlhttp://www.psych.lancs.ac.uk/people/CharlieLewis.html
Get access Rights & Permissions [Opens in a new window]

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.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 31 , Issue 4 , August 2008 , pp. 381 - 382
Copyright
Copyright © Cambridge University Press 2008

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

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.Google Scholar
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.CrossRefGoogle Scholar
Frawley, W. (1997) Vygotsky and cognitive science: Language and the unification of the social and computational mind. Harvard University Press.CrossRefGoogle Scholar
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.CrossRefGoogle Scholar
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. 464–510. Wiley.Google Scholar
Siegler, R. S. & Svetina, M. (2002) A microgenetic/cross-sectional study of matrix completion: Comparing short-term and long-term change. Child Development 73:793–809.CrossRefGoogle ScholarPubMed