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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
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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

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References

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