On the use of analogy in text-based memory and comprehension: The interaction between complexity of within-domain encoding and between-domain processing

In this article, we examine the role of analogy transfer in text comprehens ion. We tested the hypothesis that people would benefit more from manipulat ions encouraging the induction of common structure from source domains when they had previously engaged in complex encoding of those domains. Particip ants read sets of passages about analogous domains (i.e., topics). Each set included 1 or 2 source passages followed by a target passage. The independ ent variables were: (a) degree of complexity of source passage encoding; (b ) amount of information about the nature of the analogy provided with the t arget passage (no information, a title stating that the domains were analog ous, or a title stating that the domains were analogous plus a description of their common structure); and (c) number of source passages in a set (1 o r 2). Participants then were tested on memory and inference for the target passage. For the memory measure, performance was better following complex e ncoding than following simple encoding only when the short title had been p rovided. For the inference measure, performance was better following comple x encoding than following simple encoding only when 2 source passages had b een provided. These findings support the hypothesis that complex source enc oding provides the best support for the use of explicit analogy. More gener ally, they suggest that the effects of within-domain encoding complexity on analogical transfer depend on whether between-domain processing has been a bstraction- or episode-based.