Generación de Analogías en Entornos Cooperativos Frente a Individuos Aislados. El Papel de la Complejidad y de las Etiquetas Estructurales

  1. Pablo Herranz-Hernández 1
  2. Antonio Francisco Maldonado-Rico 1
  3. María José González-Labra 2
  1. 1 Universidad Autónoma de Madrid
    info
    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

    Geographic location of the organization Universidad Autónoma de Madrid
  2. 2 Universidad Nacional de Educación a Distancia
    info
    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

    Geographic location of the organization Universidad Nacional de Educación a Distancia
Journal:
Revista de Psicología y Educación

ISSN: 1699-9517

Year of publication: 2024

Volume: 19

Issue: 2

Pages: 139-149

Type: Article

DOI: 10.23923/RPYE2024.02.258 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Revista de Psicología y Educación

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Abstract

Background: Analogy constitutes a basic cognitive mechanism in human thinking and learning. In addition, it is a useful educational tool in various curricular areas. Method: Through two experiments, the generation of analogues in groups versus isolated individuals and the influence of circular relationships compared to those of unidirectional causality, as well as the role of labels, are analyzed. Results: In the Experiment 1, individuals and groups generate an equal number of analogies, but individuals to a greater extent interdomain. In the Experiment 2, it is found that the label facilitates in retrieving more circular analogues and that when the relationships are of causal circularity the analogues generated are, to a greater extent, interdomain. Conclusions: The results support the Cognitive Complexity and Control Theory (CCC) and open the door to the study of analogy and label as instructional strategies in the detection of circular paradoxes as an element to improve thinking, being able to make it more creative and complex. Therefore, the use of analogy provides a useful resource when teaching to think critically and innovatively, involving students in their own learning process.

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