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008			200922s2020 gw | fo |||| 0|eng d
020			_a9783030525453
024	7		_a10.1007/978-3-030-52545-3 _2doi
040			_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC
050		4	_aBF201 .T74 _b2020 EB
082	0	4	_a153 _223
100	1		_aTrench, Máximo _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9676392
245	1	0	_aDistant Connections : _bThe Memory Basis of Creative Analogy _cby Máximo Trench, Ricardo A. Minervino.
250			_aFirst edition 2020
264		1	_aCham _bSpringer International Publishing _c2020
300			_a1 recurso en línea (XIII, 130 páginas)
336			_2rdacontent _aTexto _btxt
337			_2rdamedia _aelectrónico _bc
338			_2rdacarrier _arecurso electrónico _bcr
347			_aArchivo de texto _bPDF
490	0		_aSpringerBriefs in Cognition, _x2625-2929
490	0		_aBehavioral Science and Psychology (SpringerNature-41168)
490	0		_aBehavioral Science and Psychology (R0) (SpringerNature-43718)
505	0		_aChapter 1. Introduction: The role of remindings in creative analogy -- Part 1. Assessing our ability to retrieve analogous situations -- Chapter 2. The experimental tradition -- Chapter 3. The naturalistic tradition -- Chapter 4. Bridging the divide between the experimental and the naturalistic traditions -- Part 2. Overcoming competence limitations for retrieving distant analogs -- Chapter 5. Interventions to enhance the initial encoding of source analogs -- Chapter 6. Boosting retrieval via deliberate search -- Chapter 7. Boosting retrieval via target elaborations (the "late abstraction principle"). .
520	3		_aAnalogical thinking lies at the core of human cognition, pervading from the most mundane to the most extraordinary forms of creativity. By connecting poorly understood phenomena to learned situations whose structure is well articulated, it allows reasoners to expand the boundaries of their knowledge. The first part of the book begins by fleshing out the debate around whether our cognitive system is well-suited for creative analogizing, and ends by reviewing a series of studies that were designed to decide between the experimental and the naturalistic accounts. The studies confirm the psychological reality of the surface bias revealed by most experimental studies, thus claiming for realistic solutions to the problem of inert knowledge. The second part of the book delves into cognitive interventions, while maintaining an emphasis on the interplay between psychological modeling and instructional applications. It begins by reviewing the first generation of instructional interventions aimed at improving the later retrievability of educational contents by highlighting their abstract structure. Subsequent chapters discuss the most realistic avenues for devising easily-executable and widely-applicable ways of enhancing access to stored knowledge that would otherwise remain inert. The authors review results from studies from both others and their own lab that speak of the promise of these approaches.
988			_aSpringer_Psychology_2020
650		7	_2embne _aPsicología cognitiva _9413149
650		7	_2embne _aPsicología _9138046
650		7	_2embne _9413170 _aFilosofía de la mente
700	1		_aMinervino, Ricardo A. _eautor _4aut _4http://id.loc.gov/vocabulary/relators/aut _9676393
710	2		_aSpringerLink
856	4	0	_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-030-52545-3 _zAcceso a este recurso digital (usuarios Universidad Europea de Valencia)
942			_2lcc _cLE
998			_db _zSI