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Analogy
Analogy is (1) similarity in which the
same relations hold between different domains
or systems; (2) inference that if two things agree
in certain respects then they probably agree in
others. These two senses are related, as discussed
below.Analogy is important in cognitive science
for several reasons. It is central in the study
of LEARNING and discovery. Analogies permit transfer
across different CONCEPTS,situations, or domains
and are used to explain new topics.Once learned,
they can serve as MENTAL MODELS for understanding
a new domain. For example,people often use analogies
with water flow when reasoning about electricity.Analogies
are often used in PROBLEM SOLVING and inductive
reasoning because they can capture significant
parallels across different situations. Beyond
these mundane uses, analogy is a key mechanism
in CREATIVITY and scientific discovery. For example,
Johannes Kepler used an analogy with light to
hypothesize that the planets are moved by an invisible
force from the sun. In studies of microbiology
laboratories, Dunbar found that analogies are
both frequent and important in the discovery process.
Analogy is also used in communication and persuasion.
The central focus of analogy research
is on the mapping process by which people understand
one situation in terms of another. Current accounts
distinguish the following subprocesses: mapping,
that is, aligning the representational structures
of the two cases and projecting inferences; and
evaluation of the analogy and its inferences.
These first two are signature phenomena of analogy.
Two further processes that can occur are adaptation
or rerepresentation of one or both analogs to
improve the match and abstraction of the structure
common to both analogs. We first discuss these
core processes, roughly in the order in which
they occur during normal processing. Then we will
take up the
-Ganesh B.B.A
for more please see the book below.
Bassok, M., L. Wu, and K. L. Olseth.
(1995). Judging a book by its
cover: Interpretative effects of content on problem
solving
transfer. Memory and Cognition 23: 354–367.
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