Rights statement: http://journals.cambridge.org/action/displayJournal?jid=BBS The final, definitive version of this article has been published in the Journal, Behavioral and Brain Sciences, 31 (4), pp 381-382 2008, © 2008 Cambridge University Press.
Final published version, 975 KB, PDF document
Research output: Contribution to Journal/Magazine › Journal article › peer-review
| <mark>Journal publication date</mark> | 08/2008 |
|---|---|
| <mark>Journal</mark> | Behavioral and Brain Sciences |
| Issue number | 4 |
| Volume | 31 |
| Number of pages | 2 |
| Pages (from-to) | 381-382 |
| Publication Status | Published |
| <mark>Original language</mark> | English |
Despite its strengths, Leech et al.'s model fails to address the important benefits that derive from self-explanation and task feedback in analogical reasoning development. These components encourage explicit, self-reflective processes that do not necessarily link to knowledge accretion. We wonder, therefore, what mechanisms can be included within a connectionist framework to model self-reflective involvement and its beneficial consequences.