This study investigates differences in analogical reasoning among first, second, and fourth year students and expert architects. Participants took part in an experiment consisting of four tasks: rating source examples, selecting a source domain, explaining their selection, and designing a bus stop. The results indicate significant differences among participants with respect to their soundness ratings. The results also show significant relation between level of expertise and participants' selection of source categories, the stated reasons for their selection, and the type of similarity they established between source and target. We conclude that experts preferred 'mental hops' while first year students preferred 'mental leaps.' Second and fourth year students preferred neither 'mental leaps' nor 'mental hops' but to literally copy the sources. Ó 2012 Elsevier Ltd. All rights reserved.Keywords: analogical reasoning, architectural design, creativity, design cognition, design education A nalogical reasoning is described as a fundamental cognitive process underlying most other cognitive processes (Hofstadter, 2001), such as problem solving (Gick & Holyoak, 1980, 1983Novick, 1988;Ross & Kilbane, 1997), scientific discovery Nersessian, 2008), learning (Brown, 1989;Vosniadou, 1989), and creativity (Johnson-Laird, 1989;Ward, 1998). Gentner and Toupin (1986) claim that analogy is essential to both learning and discovery. Similarly, analogical reasoning plays a double role in design learning, supporting creativity and learning simultaneously. It is common among both architectural design students and practicing architects to browse through architectural publications in search of design examples that could be relevant to a design situation or for keeping up to date with recent projects. Furthermore, analogical thinking is a seminal learning strategy (Brown, 1989;Vosniadou, 1989) and enhances design learning. Design instructors often advise their students to enrich their visual vocabulary through studying masters' projects.Corresponding author: Fehmi Dogan f eh mi d o g a n @ i y t e . edu.tr, fehmidogan@ gmail.com www.elsevier.com/locate/destud 0142-694X $ -see front matter Design Studies 34 (2013) 161e192 http://dx