A Model of Learning by Incrernenfal Analogical Reasoning and

This paper presents a mode! of analogical reasoning for learning. The mode! is based on two main ideas. First, that reasoning from an analogy presented by a teacher while explaining an unfamiliar concept is often determined by the causal abstractions known by the student to apply in the familiar domain referred to. Secondly, that such analogies, once introduced, are extended incrementally, in attempts to ncrount, fcr new situations by recalling additional situations from the same base domain. Protocols suggest that this latter process is quite useful but extremely error-prone. CARL, a computer program that learns semantic representations for assignment statements of the BASIC programming langurrge is dcricribcd as an illustration this kind of analogical reasoning. The motlr! maps and debugs inferences drawn from severa