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Similarity and analogical reasoning
Comments on Part I: Psychological essentialism
edited_book
Author(s):
Douglas Medin
,
Andrew Ortony
Editor(s):
Stella Vosniadou
,
Andrew Ortony
Publication date
(Online):
2009
Publisher:
Cambridge University Press
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There is no author summary for this book yet. Authors can add summaries to their books on ScienceOpen to make them more accessible to a non-specialist audience.
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Book Chapter
Pages
: 179-196
DOI:
10.1017/CBO9780511529863.009
SO-VID:
6b3cc1ac-c351-4efc-a215-ce6e7b037241
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Book chapters
pp. xi
Preface
pp. 1
Similarity and analogical reasoning: a synthesis
pp. 19
Similarity and the structure of concepts
pp. 21
Similarity, typicality, and categorization
pp. 60
Similarity and decision making
pp. 76
Intraconcept similarity and its implications for interconcept similarity
pp. 122
Two-tiered concept meaning, inferential matching, and conceptual cohesiveness
pp. 146
From global similarities to kinds of similarities: the construction of dimensions in development
pp. 179
Comments on Part I: Psychological essentialism
pp. 197
Analogical reasoning
pp. 199
The mechanisms of analogical learning
pp. 242
A computational model of analogical problem solving
pp. 267
Use of analogy in a production system architecture
pp. 298
Toward a microstructural account of human reasoning
pp. 313
Analogy and the exercise of creativity
pp. 332
Comments on Part II: Levels of description in information-processing theories of analogy
pp. 346
Comments on Part II: The role of explanation in analogy; or, The curse of an alluring name
pp. 367
Similarity and analogy in development, learning, and instruction
pp. 369
Analogical learning and transfer: What develops?
pp. 413
Analogical reasoning as a mechanism in knowledge acquisition: a developmental perspective
pp. 438
Remindings in learning and instruction
pp. 470
New approaches to instruction: because wisdom can't be told
pp. 498
Multiple analogies for complex concepts: antidotes for analogy-induced misconception in advanced knowledge acquisition
pp. 532
Comments on Part III: The activation and acquisition of knowledge
pp. 546
Afterword: Comments on Parts I, II, and III: A framework for a theory of comparison and mapping
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