類推成立における図示と教示の効果

Multiple regression and multi-dimensional scaling technigues were used to investigate the contribution
of imagery and analogy skills to metacognitive remarks obtained in text-comprehension tasks.
Across agelevels of subjects，bo th imagery and analogy use had significant unique effects on comprehension
of arithmetic texts. Those results were discussed in terms of task-appropriate use of imagery
schemata and analogies observed for older subjects.