Ana analogue is a referent or equivalent

cognitive information in the brain that can

easily be accessed or mapped when needed.

“Something that is similar or comparable

to something else either in general or in

some specific detail” – Merriam-Webster

Analogical process ort hinking refers to

our ability to perceive and use relational

similarity.

Sometimes called analogical reasoning, it

is a kind of thinking in which we identify

similarities between current information

and the information acquired in the past.

Analogical processes include the following:

Retrieval – prior similar or analogous material

may be retrieved from long-term memory

system

Mapping – involves discovering which elements

of the novel problem correspond to elements in

the stored analogue; representational

structures must be aligned with each other

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Access – involves retrieval of a familiar analogue or

other information from long-term memory when

presented with a novel problem.

Abstraction – refers to formation of general ideas

about the problem

Representation – involves the adaptation of one or

both representations to improve the match

Evaluation – involves at least three kinds of

judgment: (1) structural soundness, (2) factual

correctness, and (3)relevance

Transfer of Learning: Analogical

Processes, Memory and Recall

Analogical reasoning is a method of information

processing that requires the comparison of related

features between the old and new concepts.

Information processing develops by identifying

the new idea to be learned (target domain). It is

then compared to an idea that is already well

understood (general matching domain).

This two domains must contain similarities for

a valid, substantial comparison. When the new

information is learned, transfer of learning

follows.

TRANSFER OR LEARNING
Transfer is the effect of prior

learning (Mayer 2011). Transfer can

be extended from the original context

to the new one.

Byrnes (2011) gives the following

reasons why transfer does not work:

-Some bits of knowledge are embedded in

single contexts

-Lack of conditional knowledge

-Lack of conceptual knowledge

-Inaccurate conceptions of the mind

-Lack of metacognition

Positive transfer occurs when students

have the ability to harness strong

association for some recall in the future. If

they can use what they learned in novel

situations, there is positive learning.

Positive transfer can be shown when

previous learning is used to acquire present

learning.

Negative transfer occurs when students find

two events or items similar when in fact they

are not. In other words, negative transfer

happens when two materials are different.

Gagne (1985) provided other ways of looking at

transfer. He proposed that there are two types

of transfer: vertical and lateral transfer.

Vertical transfer occurs when complex skills are

more easily learned because of simple skills that are

acquired before.

Lateral transfer refers to students’ ability to

generalize knowledge or skill to a novel situation.

Here, knowledge or skill is neither acquired nor

complex at all. Lateral transfer occurs when students

possess the ability to use their knowledge and skills

previously learned to new situation.

WAYS TO PROMOTE TRANSFER

-Similarity

-Association

-Degree of original learning

-Critical attributes

SIMILARITY

–Transfer can be generated by the

similarity of a given learning situation.

If something is being learned, that

learning can also be used in another

similar situation. We often use similarity

in various learning tasks in the

classroom.

ASSOCIATION
Two feelings, events, or actions are held together

if they have established their relationships or

associations. If they have created their special

power to form associations, they can create a

special bond that makes them inseparable.

Such association enables them to see the

relationship between their feelings and actions,

between their perceptions and experiences in the

past, or between their feelings and the

environment.

DEGREE OR ORIGINAL LEARNING

–It means that everything we do falls

within the range or degree of

performance. A certain activity may be

categorized as easy, average, or

difficult. Out performance of a desired

behavior may be classified as poor, good,

or best.

CRITICAL ATTRIBUTES

–Attributes are qualities or things that

are caused by certain circumstances.

Critical attributes are qualities that

make objects different from the rest.

WAYS TO TEACH CRITICAL ATTRIBUTES

Identify the attribute that describes something as

what it is.

Provide simple and specific examples.

Move on to the complicated examples in a gradual

manner.

Allow students to generate examples of their own.

Help students realize that there is a limit to various

attributes.

MEMORY AND RECALL

To explain how memory works, it is best to

think of it in terms or process rather than

location. However, multiple memory locations

and systems are responsible for our learning

and recall.

Different learning tasks require different

ways to store and recall information.

Specific parts of the brain such as our

neurons are responsible for retrieval

process that activates our dormant

neurons to trigger our memories.

Our memories are formed through the

following:

-We think, feel, move, and experience life in this

environment (called sensory stimuli). The brain

registers all our experiences.

-The brain structures and processes prioritize our

sensory stimuli.

-Chemical reactions activate brain neurons by

transmitting information to other neurons.

-Repetition, practice, and motivation strengthen

brain connections between nerve cells. These

connections are called synapses.

Practical Applications to Better Recall

-Ask students to build a working model that

embodies the key elements of a lesson.

-Encourage student study groups.

-Encourage good and balanced nutrition.

-Create a positive association with the

material.

-Assign review partners but provide choices in

the process.

-Read key concepts with a musical backdrop.

-Ask students to mind-map a subject and share

their work within small group discussions.

-Set up peer teaching activities or class

presentations.

-Learn in different places so that each location

provides a context clue.

RETRIEVAL TIPS

-Increase the use of storytelling, visualization, and

metaphors in your presentation.

-Act out a new learning.

-Make an acrostic to new learning.

--Provide other mnemonic devices.

-Ask students to identify patterns and look for

connections or associations.

-Ask students to summarize their learning with a mind

Map

-Let students ask “What is in it for me?” to increase

meaningfulness and motivation.

-Increase accountability with constant reminders,

reviews, and check-ups.

-Incorporate real life problems and situations to

teach the content and process.

-Incorporate journal writing as a form of personal

reflections.

-Provide breaks to consolidate learning.