“…Tzuriel & George, 2009). Another suggestion for future research, supported by the observed differential patterns of progression in performance and strategy quality, is that children in this young age group might require a more tailored form of scaffolded instruction and feedback (Davidson & Sternberg, 1984;Siegler & Svetina, 2002), operating within their zone of proximal development (Alibali & Goldin-Meadow, 1993;Granott, 2002;Wood, Bruner, & Ross, 1976). The transfer tasks should have this open character with "endless" possibilities, giving children a chance to spontaneously create analogies at their level of performance/thinking, which could subsequently be evaluated on the basis of their complexity.…”