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
