Topics in Cognitive Science 9 (3):672-693 (2017)

Abstract
A central question in human development is how young children gain knowledge so fast. We propose that analogical generalization drives much of this early learning and allows children to generate new abstractions from experience. In this paper, we review evidence for analogical generalization in both children and adults. We discuss how analogical processes interact with the child's changing knowledge base to predict the course of learning, from conservative to domain-general understanding. This line of research leads to challenges to existing assumptions about learning. It shows that it is not enough to consider the distribution of examples given to learners; one must consider the processes learners are applying; contrary to the general assumption, maximizing variability is not always the best route for maximizing generalization and transfer.
Keywords Abstraction  Analogy  Overhypotheses
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DOI 10.1111/tops.12278
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References found in this work BETA

Metaphors We Live By.George Lakoff & Mark Johnson - 1980 - Ethics 93 (3):619-621.
Metaphors We Live By.Max Black - 1980 - Journal of Aesthetics and Art Criticism 40 (2):208-210.

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Citations of this work BETA

Analogical Cognition: An Insight Into Word Meaning.Timothy Pritchard - 2019 - Review of Philosophy and Psychology 10 (3):587-607.
The Epistemology of Rational Constructivism.Mark Fedyk & Fei Xu - 2018 - Review of Philosophy and Psychology 9 (2):343-362.

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