Developing Readers' Knowledge through Analogy

Hayes, David A.; Tierney, Robert J.

doi:10.2307/747486

Cited by 84 publications

(33 citation statements)

References 10 publications

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“…Students who formulated questions restated relatively more top level information than did other students. These outcomes are consistent with the findings of previous research that links drawing comparisons across texts to increased reader-based recall (Hayes & Tierney, 1982) and that links formulating questions to increased attention to a text's most important information (Andre & Anderson, 1978;Duell, 1974). The present results indicate that question writing is also linked to increased reader-based recall as well as to increased attention to an axial text's more important information.…”

Section: Discussionsupporting

confidence: 82%

“…There have been studies that directly compared the effects of summary writing and self-questioning about texts (Dansereau, McDonald, Long, Atkinson, Ellis, Collins, Williams, & Evans, 1974;King, Biggs, & Lipsky, 1984). And among studies of a variety of other written responses to text, important in their implications for critical comprehension and transfer of learning are those writing tasks that have students draw comparisons and contrasts across texts (Copeland, 1984;Diekhoff, Brown, & Dansereau, 1982;Hayes & Tierney, 1982). Although the results of these investigations are somewhat mixed, taken together they do suggest that writing in response to reading might positively affect students' thinking and learning.…”

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confidence: 63%

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The Potential for Directing Study in Combined Reading and Writing Activity

Hayes¹

1987

Journal of Reading Behavior

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An experiment investigated the memorial effects of three different writing tasks and worksheet exercises assigned as study activities to accompany reading. High school boys and girls read and recalled a pretreatment target text and then read a sequence of topically related passages and reacted to each by paraphrasing, formulating questions, comparing and contrasting, or completing matching exercises on worksheets. Afterward, the students again recalled the target text. A comparison of information given in retelling the target text before and after performing the study tasks indicated that quality of inferences differed according to assigned writing task. Writing questions and compare-contrast statements resulted in the generation of significantly more new information, and writing questions resulted in the recall of proportionally more superordinate information. The results are explained as stemming from the organizing requirements of writing.A growing body of literature in education and psychology advocates combining writing with reading as a profitable study technique. Beach and Bridwell (1984), Flower (1979), Kintsch and van Dijk (1978), Page (1974), and others argue that, when combined with reading, writing fosters the identification of significant information in a text and encourages reflection on that information as it is organized into a coherent written response. Wittrock (1983) asserts that writing generates relations among the parts of a text and between a text and its reader's experience. Eanet and Manzo (1976) and Odell (1980) further claim that by varying the writing task in response to reading, a teacher can exercise control over the way students think about the content of a text.

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Section: Discussionsupporting

confidence: 82%

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confidence: 63%

The Potential for Directing Study in Combined Reading and Writing Activity

Hayes¹

1987

Journal of Reading Behavior

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“…Examples of such research can be found in Rumelhart and Norman's (1981) efforts to teach adults aspects of the "Ed" text editor using analogy-based models and in Gentner and Gentner's (1983) investigations of the effects of analogies on the understanding of electric circuits. Several studies have also compared the comprehension and memory of information contained in short expository texts presented with or without analogies (e.g., Hayes & Tierney, 1982;Rigney & Lutz, 1976;Royer & Cable, 1976, Schustack & Anderson, 1979Simons, 1984) or concrete models (Mayer, 1975(Mayer, , 1976(Mayer, , 1978(Mayer, , 1979a(Mayer, , 1979bMayer & Bromage, 1980). Results have shown that analogies can be effective learning aids, but research has been limited so far to adults and older children.…”

Section: Analogical Reasoning In Childhoodmentioning

confidence: 99%

Explanatory analogies can help children acquire information from expository text.

Vosniadou¹,

Schommer²

1988

Journal of Educational Psychology

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This paper reports an experiment that investigated whether children can profit from the use of explanatory analogies to acquire information from expository text. Five-year old (N=24) and 7-year old (N=34) children listened to four texts describing relatively unfamiliar topics with or without explanatory analogies. The children were asked to recall the information described in the texts and to communicate this information to another child. They were also asked a number of inferential questions about the topics. The children in the analogy condition recalled and communicated more of the information contained in the texts and were more likely to remember the content units shared by the analogous concepts than the children in the no analogy condition. This effect was stronger for the older children than the younger children. Although the children made a number of erroneous inferences about the topic, these inferences were not related to the presence of the analogies. The results of this experiment show that analogies can help children acquire information from expository text, presumably because they make it possible for the children to transfer an explanatory structure from a familiar domain to an unfamiliar one.Explanatory Analogies -2

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“…They are often used by instructors to promote transfer of a system of relationships between objects in a familiar analog domain to an unfamiliar target domain. Many studies have reported that the use of analogies resulted in beneficial outcomes (Hayes and Tierney, 1982;Simons, 1984;Beveridge and Parkins, 1987;Holyoak and Koh, 1987;Brown and Clement, 1989;Cardinale, 1993;Clement, 1993;Donnelly and McDaniel, 1993;Harrison and Treagust, 1993;Solomon, 1994;Treagust et al, 1996;Glynn and Takahashi, 1998;Fast, 1999). This research suggests that there are three main roles that analogies can play in promoting meaningful learning: (1) they can help students develop an understanding of new information (Simons, 1984;Thiele and Treagust, 1992;Glynn and Duit, 1995;Gentner and Markman, 1997;Iding, 1997;Venville and Treagust, 1997;Glynn and Takahashi, 1998), (2) they can help students visualize new or abstract information (Curtis and Reigeluth, 1984;Simons, 1984;Brown, 1993;Harrison and Treagust, 1993;Thiele and Treagust, 1994a;Dagher, 1995;Iding, 1997;Venville and Treagust, 1997), and (3) they can motivate students to learn meaningfully (Bean et al, 1990;Lemke, 1990;Thiele and Treagust, 1994a;Dagher, 1995;Venville and Treagust, 1997;Glynn and Takahashi, 1998).…”

Section: Introductionmentioning

confidence: 99%

Biochemistry instructors' perceptions of analogies and their classroom use

Orgill

Bussey

Bodner

2015

Chem. Educ. Res. Pract.

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Biochemistry education relies heavily on students' abilities to conceptualize abstract cellular and molecular processes, mechanisms, and components. From a constructivist standpoint, students build their understandings of these abstract processes by connecting, expanding, or revising their prior conceptions and experiences. As such, biochemistry instructors often use analogies to teach difficult or hard-to-visualize topics to their classes by relating these target concepts to more commonplace analogs with which their students may already be familiar. For example, the binding of an enzyme to its substrate is often compared to a lock and a key; and ATP is frequently referred to as a cellular energy currency in discussions of metabolism and reaction coupling. Although the use of analogies in biochemistry classrooms is fairly common, the specific ways biochemistry instructors use analogies differ from instructor to instructor and class to class. In this article, we discuss biochemistry instructors' perceptions of the use of analogies in their classroom instruction. Specifically, we discuss (1) biochemistry instructors' objectives for using analogies, (2) their perceptions of the potential disadvantages associated with analogy use, (3) the sources of the analogies they use in their classes, and (4) the ways they perceive that analogies should be presented in class to promote student learning of biochemical concepts.

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Developing Readers' Knowledge through Analogy

Cited by 84 publications

References 10 publications

The Potential for Directing Study in Combined Reading and Writing Activity

The Potential for Directing Study in Combined Reading and Writing Activity

Explanatory analogies can help children acquire information from expository text.

Biochemistry instructors' perceptions of analogies and their classroom use

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