Rapid Learning in a Children's Museum via Analogical Comparison

Gentner, Dedre; Levine, Susan C.; Ping, Raedy M.; Isaia, Ashley; Dhillon, Sonica; Bradley, Claire; Honke, Garrett

doi:10.1111/cogs.12248

Cited by 68 publications

(72 citation statements)

References 66 publications

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“…A relational learning account predicts benefit from such sequences because the overlap aids initial alignment, and then what varies are alignable differences which highlight key structural properties of the grammar. This pattern is similar to the research on children learning about triangular bracing from highly similar stable and unstable building pairs discussed above (Gentner et al., ).…”

Section: Parallels Between Child Language and Relational Learningsupporting

confidence: 87%

Grammatical Constructions as Relational Categories

Goldwater

2017

Topics in Cognitive Science

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This paper argues that grammatical constructions, specifically argument structure constructions that determine the "who did what to whom" part of sentence meaning and how this meaning is expressed syntactically, can be considered a kind of relational category. That is, grammatical constructions are represented as the abstraction of the syntactic and semantic relations of the exemplar utterances that are expressed in that construction, and it enables the generation of novel exemplars. To support this argument, I review evidence that there are parallel behavioral patterns between how children learn relational categories generally and how they learn grammatical constructions specifically. Then, I discuss computational simulations of how grammatical constructions are abstracted from exemplar sentences using a domain-general relational cognitive architecture. Last, I review evidence from adult language processing that shows parallel behavioral patterns with expert behavior from other cognitive domains. After reviewing the evidence, I consider how to integrate this account with other theories of language development.

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Section: Parallels Between Child Language and Relational Learningsupporting

confidence: 87%

Grammatical Constructions as Relational Categories

Goldwater

2017

Topics in Cognitive Science

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“…Of course, we would not claim that a brief training session can substitute for systematic study and experience. Nevertheless, these results join with current research in suggesting that providing more support for analogical comparison improves education in science and mathematics (e.g., Chen & Klahr, 1999;Gentner et al, 2015;Jee et al, 2014;Richland, Zur, & Holyoak, 2007;Rittle-Johnson & Star, 2009;Schwartz, Chase, Opezzo, & Chin, 2011;Thompson & Opfer, 2010; see Alfieri, Nokes-Malach, & Schunn, 2013 for a meta-analysis).…”

Section: Analogical Learning In Educationsupporting

confidence: 79%

On the acquisition of abstract knowledge: Structural alignment and explication in learning causal system categories

Goldwater

Gentner

2015

Cognition

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“…Learners are better able to engage in analogical mapping when instructors highlight correspondences across the two domains (Gentner et al, 2016), and such guidance appears to help students learn unfamiliar number magnitudes (Thompson and Opfer, 2010). The more similar the two domains, the easier and faster the analogical mapping Markman, 1994, 1997).…”

Section: Using Analogical Reasoning To Learn Scale In Geoscience Scalmentioning

confidence: 99%

Learning About Spatial and Temporal Scale: Current Research, Psychological Processes, and Classroom Implications

Cheek

LaDue

Shipley

2017

Journal of Geoscience Education

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Geoscientists analyze and integrate spatial and temporal information at a range of scales to understand Earth processes. Despite this, the concept of scale is ill defined and taught unevenly across the K-16 continuum. This literature review focuses on two meanings of scale: one as the magnitude of the extent of a dimension and the other as a relationship between objects or events. We review 42 papers from science education and discipline-based education research (DBER) literature on students' conceptions related to one or both meanings of scale. Analysis of this prior work reveals a broader (though still limited) research base on domain general concepts of scale as magnitude and scant research on scale as a relationship. Learners begin reasoning about spatial and temporal magnitudes categorically by working with scales based on standard units and nonmetric values, such as body length. Concepts of scale magnitudes outside human experience are nonlinear. Facility with fractions and proportional reasoning are positively associated with the ability to reason about scale as a relationship. Two constructs from the psychological literature, structure mapping and the category adjustment model, offer theoretical accounts for these findings. We borrow a typology from the psychological literature to frame common geoscience instructional models in the context of spatial and temporal scale and suggest how instructors might facilitate students' reasoning about scale models. We identify a number of avenues for possible future research, including a critical need to understand how conceptual understanding of scale develops across the K-16 continuum. Ó

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Rapid Learning in a Children's Museum via Analogical Comparison

Cited by 68 publications

References 66 publications

Grammatical Constructions as Relational Categories

Grammatical Constructions as Relational Categories

On the acquisition of abstract knowledge: Structural alignment and explication in learning causal system categories

Learning About Spatial and Temporal Scale: Current Research, Psychological Processes, and Classroom Implications

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