Seek, and ye shall find: Differences between spontaneous and voluntary analogical retrieval

Trench, Máximo; Olguín, Valeria; Minervino, Ricardo A.

doi:10.1080/17470218.2015.1044543

Cited by 8 publications

(2 citation statements)

References 36 publications

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“…In addition, close comparison of multiple source analogs appears to aid in abstracting a more general schema for a class of problems, which in turn fosters later spontaneous transfer (Catrambone & Holyoak, 1989;Gick & Holyoak, 1983;Loewenstein, Thompson, & Gentner, 2003). Direct instructions to search for remote analogs (without specifying any specific domain) can also be effective (Trench, Olguín, & Minervino, 2016). In general, manipulations that encourage attention to shared relations tend to foster transfer of learning (for a review, see Goldwater & Schalk, 2016).…”

Section: Spontaneous Analogical Transfermentioning

confidence: 99%

Individual differences in spontaneous analogical transfer

Kubricht

Holyoak

2016

Mem Cogn

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Research on analogical problem solving has shown that people often fail to spontaneously notice the relevance of a semantically remote source analog when solving a target problem, although they are able to form mappings and derive inferences when given a hint to recall the source. Relatively little work has investigated possible individual differences that predict spontaneous transfer, or how such differences may interact with interventions that facilitate transfer. In this study, fluid intelligence was measured for participants in an analogical problem-solving task, using an abridged version of the Raven's Progressive Matrices (RPM) test. In two experiments, we systematically compared the effect of augmenting verbal descriptions of the source with animations or static diagrams. Solution rates to Duncker's radiation problem were measured across varying source presentation conditions, and participants' understanding of the relevant source material was assessed. The pattern of transfer was best fit by a moderated mediation model: the positive impact of fluid intelligence on spontaneous transfer was mediated by its influence on source comprehension; however, this path was in turn modulated by provision of a supplemental animation via its influence on comprehension of the source. Animated source depictions were most beneficial in facilitating spontaneous transfer for those participants with low scores on the fluid intelligence measure.

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Section: Spontaneous Analogical Transfermentioning

confidence: 99%

Individual differences in spontaneous analogical transfer

Kubricht

Holyoak

2016

Mem Cogn

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“…Increased focus on task goals can enhance activation of concepts related to those goals in memory and increase the allocation of cognitive resources toward achieving the goal (Grimm, Markman, Maddox, & Baldwin, 2008; Markman, Maddox, & Baldwin, 2005). Encouraging participants to attend to task goals has also been demonstrated to promote analogical retrieval (Patalano & Seifert, 1997; Trench, Olguín, & Minervino, 2016). It is, therefore, possible that enhanced goal-focus explains the superior structure-based retrieval in the Category-building condition.…”

Section: Experiments 3amentioning

confidence: 99%

Preventing inert knowledge: Category status promotes spontaneous structure-based retrieval of prior knowledge.

Snoddy

Kurtz

2021

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Analogical comparison of 2 provided cases promotes spontaneous analogical transfer by encouraging a more abstract representation of a target principle. This is widely understood as a process of schema abstraction that aids retrieval from memory in the absence of superficial similarity. The category status hypothesis states that if knowledge about a target principle is represented as a relational category, it is easier to activate as a result of categorizing (as opposed to cue-based reminding). To investigate these 2 pathways to spontaneous transfer (schema retrieval vs. categorization), participants were assigned to different study conditions: (a) standard comparison of 2 analogs; (b) standard comparison followed by a second comparison of 2 new analogs; or (c) a guided Category-building task based on a foundation of sequential summarization with additional categorization supports. Experiment 1 showed improved spontaneous transfer in the Category-building task relative to Single-comparison—the gold standard for encouraging spontaneous transfer. Experiment 2 demonstrated that the Category-building task led to more frequent spontaneous structure-based retrieval than either comparison-based task. This suggests that the transfer improvements observed in Experiment 1 are attributable to the Category-building task making superficially dissimilar prior knowledge more accessible. Experiments 3a and 3b tested alternative explanations of this finding and provided evidence that the effectiveness of the Category-building task arises from encouraging the construal of a target principle as a relational category. These findings support categorization as a critical factor in explaining successful spontaneous analogical retrieval and toward instructional approaches that promote portable rather than inert knowledge.

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Boosting Retrieval via Deliberate Search

Trench

Minervino

2020

SpringerBriefs in Psychology

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Seek, and ye shall find: Differences between spontaneous and voluntary analogical retrieval

Cited by 8 publications

References 36 publications

Individual differences in spontaneous analogical transfer

Individual differences in spontaneous analogical transfer

Preventing inert knowledge: Category status promotes spontaneous structure-based retrieval of prior knowledge.

Boosting Retrieval via Deliberate Search

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