Children's development of analogical reasoning: Insights from scene analogy problems
Children's development of analogical reasoning: Insights from scene analogy problems
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DOI：
10.1016/j.jecp.2006.02.002
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发表时间：
2006-07-01
影响因子：
2.6
通讯作者：
Holyoak, Keith J.
中科院分区：
文献类型：
--
作者：
Richland, Lindsey E.;Morrison, Robert G.;Holyoak, Keith J.
本研究探讨了情景类比问题中关系复杂性和特征分心对儿童类比推理成绩的影响。结果与3-和4岁的孩子，6-和7岁的孩子，9-至11岁的孩子，和13-和14岁的孩子表明，当儿童可以识别的关键结构关系的场景类比问题，他们的推理能力的发展类比相互作用的关系复杂性和功能分心。错误模式表明，儿童更有可能选择一个分散注意力的对象，而不是一个关系的问题，目前这两种可能性的错误。这种倾向随着年龄的增长而减少，年龄较大的孩子总体上犯的错误较少。结果表明，随着年龄的增长，类比推理的变化取决于关系知识的增加，整合多种关系的能力，以及对特征分心的抑制控制之间的相互作用。(c)2006年爱思唯尔公司All rights reserved.
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. (c) 2006 Elsevier Inc. All rights reserved.