"Use of analogy in learning scientific concepts": Correction to Donnelly and McDaniel.

Reports an error in "Use of analogy in learning scientific concepts" by Carol M. Donnelly and Mark A. McDaniel (Journal of Experimental Psychology: Learning, Memory, and Cognition, 1993[Jul], Vol 19[4], 975-987). The captions for Figures 1 and 2 on pp. 979 and 980, respectively, were transposed. The figures and the correct captions are included in the erratum. (The following abstract of the original article appeared in record 1993-44140-001.) Four experiments compared learning of scientific concepts as expressed in either traditional literal form or through an analogy. Comprehension of basic-level details and inferential implications was measured through multiple-choice testing. In Exp 1, literal or analogical renditions were presented in textual form only. In Exp 2, text was accompanied by a dynamic video. In Exp 3, the video and text literal rendition was compared with a text-only analogical rendition. In Exp 4, Ss read only about a familiar domain. Ss consistently answered basic-level questions most accurately when concepts were expressed literally, but answered inferential questions most accurately when concepts were expressed analogically. Analysis of individual differences (Exp 2) indicated that this interaction strongly characterized the conceptual learning of science novices. The results are discussed within the framework of schema induction. [A correction to this article appears in Journal of Experimental Psychology: Learning, Memory, and Cognition, 1993, Vol 19(5), 1093. The captions for Figures 1 and 2 are corrected.] (PsycINFO Database Record (c) 2010 APA, all rights reserved)