While the importance of analogical similarity among text passages has been well documented， it has been unclear how structural consistency of those text passages had been identified as central components of analogical mapping. The present study was directed to those issues. The results were as follows : First, for ninth-graders and college students， their analogy test remarks predicted their geometry remarks in computer aided learning， while no such causal relations were obtained for seventh-graders. Instead， younger subjects relied on thier concrete imagery. Second， cumulative effects of figural illustrations and question aids are obtained for college students as they used analogies in their comprehension tasks. Third， for college students， their analogy test remarks predicted text comprehension as they were given advance organizers. The data are discussed with reference to cues for comprehension of the structural consistency.
徳島大学総合科学部人間科学研究 2 1-25, 1994