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Analogical thinking lies at the core of human cognition, pervading
from the most mundane to the most extraordinary forms of
creativity. By connecting poorly understood phenomena to learned
situations whose structure is well articulated, it allows reasoners
to expand the boundaries of their knowledge. The first part of the
book begins by fleshing out the debate around whether our cognitive
system is well-suited for creative analogizing, and ends by
reviewing a series of studies that were designed to decide between
the experimental and the naturalistic accounts. The studies confirm
the psychological reality of the surface bias revealed by most
experimental studies, thus claiming for realistic solutions to the
problem of inert knowledge. The second part of the book delves into
cognitive interventions, while maintaining an emphasis on the
interplay between psychological modeling and instructional
applications. It begins by reviewing the first generation of
instructional interventions aimed at improving the later
retrievability of educational contents by highlighting their
abstract structure. Subsequent chapters discuss the most realistic
avenues for devising easily-executable and widely-applicable ways
of enhancing access to stored knowledge that would otherwise remain
inert. The authors review results from studies from both others and
their own lab that speak of the promise of these approaches.
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