The paper by Mary L. Gick and Keith J. Holyoak from the University of Michigan explores the process of analogical thinking and its role in schema induction and analogical transfer. The authors argue that analogies are noticed based on semantic retrieval cues, and that inducing a general schema from concrete analogs can facilitate analogical transfer. They conducted experiments where subjects read stories illustrating problems and their solutions before attempting to solve a similar but different problem. The studies aimed to determine how subjects noticed and applied analogies, and the role of schemas in this process. In Part I of the experiments, the authors tested three methods to induce a schema from a single story analog: summarization, verbal statement of the underlying principle, and diagrammatic representation. None of these methods significantly improved the induction of a schema or subsequent transfer performance. In contrast, Part II demonstrated that when two prior analogs were provided, subjects often derived a problem schema incidentally while describing the similarities between the analogs. The quality of the induced schema was highly predictive of subsequent transfer performance, and verbal statements and diagrams that failed to facilitate transfer when paired with two analogs proved beneficial. The authors discuss the function of examples in learning and the importance of analogy in various cognitive tasks, such as constructing scientific models, solving problems, and interpreting metaphors. They emphasize that analogy involves mapping between aspects of two bodies of information, often at different levels of abstraction. The study highlights the role of schema induction in analogical transfer and suggests that more similar analogs may have more retrieval cues, making them more likely to be noticed and applied. Overall, the research provides insights into the mechanisms underlying analogical thinking and the conditions under which schema induction and analogical transfer are most effective.The paper by Mary L. Gick and Keith J. Holyoak from the University of Michigan explores the process of analogical thinking and its role in schema induction and analogical transfer. The authors argue that analogies are noticed based on semantic retrieval cues, and that inducing a general schema from concrete analogs can facilitate analogical transfer. They conducted experiments where subjects read stories illustrating problems and their solutions before attempting to solve a similar but different problem. The studies aimed to determine how subjects noticed and applied analogies, and the role of schemas in this process. In Part I of the experiments, the authors tested three methods to induce a schema from a single story analog: summarization, verbal statement of the underlying principle, and diagrammatic representation. None of these methods significantly improved the induction of a schema or subsequent transfer performance. In contrast, Part II demonstrated that when two prior analogs were provided, subjects often derived a problem schema incidentally while describing the similarities between the analogs. The quality of the induced schema was highly predictive of subsequent transfer performance, and verbal statements and diagrams that failed to facilitate transfer when paired with two analogs proved beneficial. The authors discuss the function of examples in learning and the importance of analogy in various cognitive tasks, such as constructing scientific models, solving problems, and interpreting metaphors. They emphasize that analogy involves mapping between aspects of two bodies of information, often at different levels of abstraction. The study highlights the role of schema induction in analogical transfer and suggests that more similar analogs may have more retrieval cues, making them more likely to be noticed and applied. Overall, the research provides insights into the mechanisms underlying analogical thinking and the conditions under which schema induction and analogical transfer are most effective.