Using an analogy to model causal mechanisms in a complex text

Authors: Clement C.A.¹; Yanowitz K.L.²

Source: Instructional Science, Volume 31, Number 3, May 2003 , pp. 195-225(31)

Publisher: Springer

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Abstract:

Two experiments examined the role of analogy in the development of a situation model of a target passage. Specifically, we examined whether an analogous source text could improve comprehension and inferencing about causal mechanisms in the target. An ``analogy group'' studied a fictional pseudo-scientific passage under the guidance of an analogous passage (also fictional) which shared causal structures with the target. A ``statement group'' studied the target under the guidance of an abstract statement that characterized the target causal structures. A ``target-only group'' received no additional material. All groups received tasks that assessed their representation of the target. In Experiment 1 (N = 92) participants were asked to list the most important objects and relations in the passage. In Experiment 2 (N = 80) participants were directly asked about the target causal structures. In both experiments, responses of analogy subjects were more likely to include given and inferred information that comprised the target causal mechanisms. Analogies in which a source passage models causal mechanisms corresponding to those of a target passage appear to promote better representation of the details of target causal mechanisms, allowing a more fully developed situation model of the target.

Keywords: analogies; analogical inference; comprehension of causal mechanisms; science instruction; situation models; text comprehension

Language: English

Document Type: Research article

Affiliations: 1: Department of Psychology, Eastern Kentucky University, Richmond, KY 40475, USA (author for correspondence, e-mail: catherine.clement@eku.edu) 2: Department of Psychology and Counseling, Arkansas State University, AK 72467, USA

Publication date: 2003-05-01