On the concrete nature of human thinking: Content and context in analogical transfer.
On the concrete nature of human thinking: Content and context in analogical transfer.
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论人类思维的具体本质：类比迁移中的内容和语境。
DOI：
10.1080/0144341930130303
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发表时间：
1993
影响因子：
3.2
通讯作者：
R. Weisberg
中科院分区：
文献类型：
--
作者：
Lauretta M. Reeves;R. Weisberg
尽管抽象知识和批判性思维技能的发展经常被颂扬为理想和教育目标（Nisbett et al., 1987），但许多关于问题解决和其他认知努力的研究都指出了具体信息和例子在思维中的作用（Medin & Ross, 1989；Reeves & Weisberg，出版中）。我们在问题解决中使用类比来讨论具体知识与抽象知识的争论，并得出结论：问题的具体示例细节和学习问题的背景指导解决方案原则从一个基本问题到目标的转移。在影响基本类似物的检索（Holyoak & Koh，1987；Keane，1987；Ross，1987）以及解决方案原则从基础到目标的映射（Gentner & Toupin，1986；Ross，1987、1989；Fong & Nisbett，1991）方面，问题的内容（它们的内容）通常比更抽象、示意性的解决原则更重要。建议学习抽象解...
Although the development of abstract knowledge and critical thinking skills has often been extolled as an ideal and as the goal of education (Nisbett et al., 1987), much research in problem solving and other cognitive endeavours points to the role that concrete information and examples play in thinking (Medin & Ross, 1989; Reeves & Weisberg, in press). We discuss the concrete vs abstract knowledge debate in terms of the use of analogies in problem solving and conclude that exemplar‐specific details of problems and the context in which problems are learned guide the transfer of a solution principle from one base problem to a target. The content of problems—what they are about—is often more important than the more abstract, schematic solution principle in influencing retrieval of base analogues (Holyoak & Koh, 1987; Keane, 1987; Ross, 1987) and mapping of the solution principle from base to target (Gentner & Toupin, 1986; Ross, 1987, 1989; Fong & Nisbett, 1991). It is suggested that learning abstract soluti...