Journal article
D. Gentner, S. Levine, Sonica Dhillon, Ashley Poltermann
2009
2009
Semantic Scholar
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Cite
APA
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Gentner, D., Levine, S., Dhillon, S., & Poltermann, A. (2009). Using structural alignment to facilitate learning of spatial concepts in an informal setting.
Chicago/Turabian
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Gentner, D., S. Levine, Sonica Dhillon, and Ashley Poltermann. “Using Structural Alignment to Facilitate Learning of Spatial Concepts in an Informal Setting” (2009).
MLA
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Gentner, D., et al. Using Structural Alignment to Facilitate Learning of Spatial Concepts in an Informal Setting. 2009.
BibTeX Click to copy
@article{d2009a,
title = {Using structural alignment to facilitate learning of spatial concepts in an informal setting},
year = {2009},
author = {Gentner, D. and Levine, S. and Dhillon, Sonica and Poltermann, Ashley}
}
Abstract
We tested whether analogical processes can be harnessed to help children learn in a complex, naturalistic learning situation. Specifically, we asked whether a brief analogical training experience could help children learn a key principle of stable construction— namely, the idea of using a diagonal brace to stabilize a structure. The context for this learning was a free construction activity in the Chicago Children’s Museum, in which children and their families built a model skyscraper together. The results indicate that even a single brief analogical comparison can confer insight, and add to evidence that structural alignment processes underlie analogical comparison.
