Journal article
D. Gentner, M. J. Rattermann, A. Markman, Laura Kotovsky
2002
2002
Semantic Scholar
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APA
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Gentner, D., Rattermann, M. J., Markman, A., & Kotovsky, L. (2002). Two Forces in the Development of Relational Similarity.
Chicago/Turabian
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Gentner, D., M. J. Rattermann, A. Markman, and Laura Kotovsky. “Two Forces in the Development of Relational Similarity” (2002).
MLA
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Gentner, D., et al. Two Forces in the Development of Relational Similarity. 2002.
BibTeX Click to copy
@article{d2002a,
title = {Two Forces in the Development of Relational Similarity},
year = {2002},
author = {Gentner, D. and Rattermann, M. J. and Markman, A. and Kotovsky, Laura}
}
Abstract
Analogy commands the attention of developmental psychologists, first, because like grammar and mathematics, analogy is a supremely elegant form of thought ; and, second, because of its importance in cognitive development . An appreciation of relational similarity is fundamental to learning beyond the basic level-to grasping theory-laden concepts that must be defined relationally, such as predator in biology and limiting case in mathematics . In this chapter, we explore two forces that promote the development of relational similarity . Our goal is to illuminate both the nature of the similarity mechanism and its role in experiential learning . Despite the attention given to how and when children acquire the ability to process relational similarity=to carry out analogies-a number of important issues remain unresolved . Most researchers agree that there is a relational shift from early reliance on either holistic or object-level similarities to the possibility of purely relational similarities (Gentner, 1988; Gentner & Rattermann, 1991) . However, there is disagreement as to the nature of the shift . Is it governed by cognitive stage or by degree of domain knowledge ; is it maturational or the product of learning ; is it an all-or-none shift from object similarity to relational similarity ; and finally, when does
