Similarity and the development of rules

Similarity-based and rule-based accounts of cognition are often portrayed as opposing accounts. In this paper we suggest that in learning and development, the process of comparison can act as a bridge between similarity-based and rule-based processing. We suggest that comparison involves a process of structural alignment and mapping between two representations. This kind of structure-sensitive comparison process – which may be triggred either by experiential or symbolic juxtapositions – has a twofold significance for cognitive development. First, as a learning mechanism, comparison facilitates the grasp of structural commonalities and the abstraction of rules; and, second, as a mechanism for the application and extension of previously acquired knowledge, comparison processes facilitate the application of abstract knowledge to new instances.