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ERIC Number: ED109680
Record Type: RIE
Publication Date: 1975-Feb
Pages: 22
Abstractor: N/A
Reference Count: 0
Effects of Social Class Differences on Analogical Reasoning. Final Report.
Dawis, Rene V.
Spearman's formulation of analogical reasoning as a three-stage process (apprehension of elements, education of relations, and education of correlates) appears to be useful in the study of analogical reasoning. In this project, minimizing the role of element apprehension and manipulating relation-education levels resulted in the unexpected finding of minimal effects due to social class. It was concluded that the effects of social class differences on analogical reasoning are to be found primarily in the stage of apprehending the elements. Results also led to the hypothesis that the most important stage in analogical reasoning is the education of correlates. An advantage in educing relations that is given to a group exerts only minimal influence on the test performance outcome. The finding of a hierarchical ordering of preference for relations in the solution of analogy problems further clarifies the locus of the effects of social class, specifically, and culture, generally, on analogy test performance. These effects are contingent on the elements and the relations embodied in the analogy test. (Author/LL)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Naval Research, Arlington, VA. Personnel and Training Research Programs Office.
Authoring Institution: Minnesota Univ., Minneapolis. Dept. of Psychology.