Children's Development of Analogical Reasoning: Insights from Scene Analogy Problems

Autor/inn/en	Richland, Lindsey E.; Morrison, Robert G.; Holyoak, Keith J.
Titel	Children's Development of Analogical Reasoning: Insights from Scene Analogy Problems
Quelle	In: Journal of Experimental Child Psychology, 94 (2006) 3, S.249-273 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2006.02.002
Schlagwörter	Logical Thinking; Error Patterns; Cognitive Development; Children; Early Adolescents; Cognitive Ability; Age Differences; Child Development + Suchen Sie Ihr Suchwort? Fehlertyp; Kognitive Entwicklung; Child; Kind; Kinder; Denkfähigkeit; Age; Difference; Age difference; Altersunterschied; Kindesentwicklung
Abstract	We explored how relational complexity and featural distraction, as varied in scene analogy problems, affect children's analogical reasoning performance. Results with 3- and 4-year-olds, 6- and 7-year-olds, 9- to 11-year-olds, and 13- and 14-year-olds indicate that when children can identify the critical structural relations in a scene analogy problem, development of their ability to reason analogically interacts with both relational complexity and featural distraction. Error patterns suggest that children are more likely to select a distracting object than to make a relational error for problems that present both possibilities. This tendency decreases with age, and older children make fewer errors overall. The results suggest that changes in analogical reasoning with age depend on the interplay among increases in relational knowledge, the capacity to integrate multiple relations, and inhibitory control over featural distraction. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10