Children’s development of analogical reasoning: Insights from scene analogy problems

Richland, Lindsey E.; Morrison, Robert; Holyoak, Keith J.

doi:10.1016/j.jecp.2006.02.002

Cited by 357 publications

(455 citation statements)

References 34 publications

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“…Specifically, whether the transition is due to children becoming better at inhibiting high similarity distractors through improved cognitive control (Richland et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…In a triad paradigm in which perceptual similarity Perceptual to category transition 7 conflicts with category membership, the most salient, perceptually similar choice must be inhibited before a category induction decision can be made. In this situation, overcoming highly similar perceptual distractors is likely to be challenging for young children, even if they understand the importance of category membership information (Richland, Morrison & Holyoak, 2006). Thus, there may be no genuine "relational shift".…”

Section: Evidence For a Developmental Transition In Reasoning Strategymentioning

confidence: 99%

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Evidence of a transition from perceptual to category induction in 3- to 9-year-old children

Badger

Shapiro

2012

Journal of Experimental Child Psychology

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“…Specifically, whether the transition is due to children becoming better at inhibiting high similarity distractors through improved cognitive control (Richland et al, 2006).…”

Section: Discussionmentioning

confidence: 99%

Section: Evidence For a Developmental Transition In Reasoning Strategymentioning

confidence: 99%

Evidence of a transition from perceptual to category induction in 3- to 9-year-old children

Badger

Shapiro

2012

Journal of Experimental Child Psychology

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“…In this project, the children demonstrated proficiency at attempting to solve a problem (lack of food/ limited access to food) using higher order reasoning skills: they were able to solve a novel and hypothetical problem and successfully transferred their knowledge to new situations (Richland, Morrison, & Holyoak, 2006). The children were able to articulate a diverse range of explanations for a family having little food.…”

Section: The Fridge With Not Much Food Is Because the People Ate All mentioning

confidence: 99%

What’s in Your Refrigerator? Children’s Views on Equality, Work, Money and Access to Food

Lee-Hammond

Hesterman

Knaus

2015

IJEC

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It has been argued that the early years have the greatest potential to impact on lifelong learning with regard to equality for sustainability (UNESCO, 2008). This study demonstrates how very young children may develop behaviours, attitudes and habits that can have a long-term influence on their actions with regard to sustainability. This research project investigated ways of thinking about poverty and food security with children in a low-income community. Fifty two children, aged six-seven years, attending a Western Australian public primary school were invited to share their ideas about families' access to food from a perspective of wealth and poverty. The single case study method demonstrated how sustainable development in broader terms may be addressed with young children to enable them to express their points of view on economic and social as well as environmental issues. Project findings indicated that the children understood the relationship between work, money and the capacity to access food. They also had an optimistic outlook on how to remove inequality, or 'how to make things fair'.

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“…Subsequent studies, however, have found that substantially younger children, as young as 3 and 4 years old, are capable of performing analogical reasoning, provided that the source domain is properly understood and that they have grasped the task of 8 coming up with analogies (Brown, 1989;Goswami, 1992), in line with Holyoak and Thagard's (1989) recognition of semantic and pragmatic constraints. Goswami (1992) even conjectured that analogical reasoning is an innate ability of infants, a view which later has been supported by Gentner (2003) with regards to structure mapping in general, but also criticised by Richland, Morrison and Holyoak (2006), who argue that analogical reasoning is dependent on the gradual development of the working memory capacity to manipulate complex information. Holyoak (2012) shows that success at tasks involving analogies has a high correlation with results from intelligence tests, which are known to be highly age dependent.…”

Section: Analogical Reasoning In a Developmental Perspectivementioning

confidence: 99%

Collaborative and self-generated analogies in science education

Haglund

2013

Studies in Science Education

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It has long been recognised that analogies may be a useful tool in science education. At the same time, it has been found that there are challenges to using analogies in teaching. For example, students might not identify a suitable analogy, might not recognise how the taught target domain is similar to the source domain to which it is compared, or may fail to realise where the analogy breaks down. The present study offers a review of two trends which reflect the ambition to come to terms with such challenges: self-generated analogies, making use of students own analogies in teaching, and; analogy generation in collaborative settings, such as in small group work. Empirical studies show predominately positive results with regards to students' enjoyment and learning gains, and point to opportunities for formative assessment. The specificities of language in conjunction with analogy and the role of analogies in authentic science classroom discourse are suggested as areas of study that deserve more attention going forward.

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Children’s development of analogical reasoning: Insights from scene analogy problems

Cited by 357 publications

References 34 publications

Evidence of a transition from perceptual to category induction in 3- to 9-year-old children

Evidence of a transition from perceptual to category induction in 3- to 9-year-old children

What’s in Your Refrigerator? Children’s Views on Equality, Work, Money and Access to Food

Collaborative and self-generated analogies in science education

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