Equivalence-Equivalence as a Model of Analogy: Further Analyses.
Equivalence-equivalence is assumed when training of A-B and A-C matching tasks not only leads to matching same-class B and C stimuli but also to matching BC compounds with same-class elements (e.g., B1C1-B2C2) and with different-class elements (e.g., B1C2-B2C3). Like classical analogies (a : b :: c...
| Publicado en: | Psychological Record Vol. 53; no. 3; pp. 349 - 372 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Psychological Record
Summer2003
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507840509&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507840509 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00332933 PSD jtl: Psychological Record issn: 00332933 maglogo: N pubinfo: dt: Summer2003 vid: 53 iid: 3 pid: 761 pub: Psychological Record artinfo: ui: 507840509 ppf: 349 ppct: 23 formats: fmt: – @attributes: type: T – @attributes: type: P size: 2.7MB tig: atl: Equivalence-Equivalence as a Model of Analogy: Further Analyses. aug: au: Carpentier, Franck Smeets, Paul M. Barnes-Holmes, Dermot su: Discrimination learning Analogy Reasoning Association of ideas sug: subj: Discrimination learning Analogy Reasoning Association of ideas keyword: Association (Psychology) ab: Equivalence-equivalence is assumed when training of A-B and A-C matching tasks not only leads to matching same-class B and C stimuli but also to matching BC compounds with same-class elements (e.g., B1C1-B2C2) and with different-class elements (e.g., B1C2-B2C3). Like classical analogies (a : b :: c : d), equivalence-equivalence requires matching same functional relations. Experiments 1 to 4 examined equivalence-equivalence in 5-year-old children. In each experiment, subjects were tested for equivalence-equivalence before equivalence and, if they did not show equivalence-equivalence, also after the equivalence test. The experiments included various procedural arrangements designed to facilitate equivalence-equivalence, all of which failed. Only 8/18 children showed equivalence-equivalence, 2 before (11%) and 6 after equivalence (33%), irrespective of the facilitative procedures that were used. Adults served in Experiment 5. This experiment was the same as Experiments 1 through 4 but without facilitative arrangements. All adults showed equivalence-equivalence, most of them before equivalence. These and previously collected findings (Carpentier, Smeets, & Barnes-Holmes, 2002) suggest that equivalence-equivalence is an age-related performance similar to that which has been reported in earlier developmental studies on classical analogies. Yet, one should be cautious using equivalence-equivalence as a model for analogical reasoning. The testing procedures in both types of tasks are sufficiently different to permit the performances to be based on different behavioral processes. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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