Young Children’s Analogical Reasoning

Abstract

In this study, a computerized measure, Interactive Analogical Measure (IAM), was developed and used to assess young children’s ability to reason analogically. The IAM was equipped to provide corrective feedback and the effects of that feedback were tested for experimental and control groups. A group of 5-year-olds (N = 80) participated in the study. Children were randomly assigned to the experimental or control group and the IAM was similarly implemented with the exception of the feedback indicators. There were significant differences between the experimental and control groups for overall performance. Data suggested that the effect of immediate, corrective feedback emerged very early during the test and manifested a cumulative effect across the entire test. It seems that an interactive measure provides meaningful problem-solving experience for young children.

The Development of Relational Reasoning in South Korean Elementary and Middle-School Students: A Cross-Sectional Investigation

“…Still, significant gaps in theory and research on the course of relational reasoning development remain. With regard to onset, for instance, there is evidence that even children as young as four can manifest relational reasoning when the conditions and contexts are facilitative (White and Alexander, 1986;Chiu and Alexander, 2014). Those facilitative conditions include familiarity with the content or task, scaffolding or feedback from a teacher or more knowledgeable other, and a task environment that is interesting and motivating (Marzolf et al, 1999).…”