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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 7 of 7 1 Historical Semantic Chaining and Efficient Communication: The Case of Container Names. Xu, Yang; Regier, Terry; Malt, Barbara C In: Cognitive science, vol 40, iss 8 (2016) BASE Show details 2 The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts. Walker, Caren M; Bridgers, Sophie; Gopnik, Alison. - : eScholarship, University of California, 2016 BASE Show details 3 Psychological Reasoning in Infancy. Baillargeon, Renée; Scott, Rose M; Bian, Lin In: Annual review of psychology, vol 67, iss 1 (2016) BASE Show details 4 The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts. Walker, Caren M; Bridgers, Sophie; Gopnik, Alison. - : eScholarship, University of California, 2016 Abstract: We explore the developmental trajectory and underlying mechanisms of abstract relational reasoning. We describe a surprising developmental pattern: Younger learners are better than older ones at inferring abstract causal relations. Walker and Gopnik (2014) demonstrated that toddlers are able to infer that an effect was caused by a relation between two objects (whether they are the same or different), rather than by individual kinds of objects. While these findings are consistent with evidence that infants recognize same-different relations, they contrast with a large literature suggesting that older children tend to have difficulty inferring these relations. Why might this be? In Experiment 1a, we demonstrate that while younger children (18-30-month-olds) have no difficulty learning these relational concepts, older children (36-48-month-olds) fail to draw this abstract inference. Experiment 1b replicates the finding with 18-30-month-olds using a more demanding intervention task. Experiment 2 tests whether this difference in performance might be because older children have developed the general hypothesis that individual kinds of objects are causal - the high initial probability of this alternative hypothesis might override the data that favors the relational hypothesis. Providing additional information falsifying the alternative hypothesis improves older children's performance. Finally, Experiment 3 demonstrates that prompting for explanations during learning also improves performance, even without any additional information. These findings are discussed in light of recent computational and algorithmic theories of learning. Keyword: Bayesian inference; Causal learning; Child; Child Development; Clinical Research; Cognitive development; Communication and Culture; Concept Formation; Experimental Psychology; Explanation; Humans; Infant; Information and Computing Sciences; Language; Learning; Pediatric; Preschool; Problem Solving; Psychology; Psychology and Cognitive Sciences; Relational reasoning URL: https://escholarship.org/uc/item/7bq6p9cf BASE Hide details 5 Individual differences in the effectiveness of text cohesion for science text comprehension Hall, Sophie; Basran, Jaskaran; Paterson, Kevin B.. - : Elsevier, 2016 BASE Show details 6 Elementary School Students' Quantitative Reasoning: Processing Whole Numbers and Proportions Boyer, Ty W.; Branch, Natalie In: Psychology Faculty Publications (2016) BASE Show details 7 Self-concepts in reading, writing, listening and speaking. A multidimensional and hierarchical structure and its generalizability across native and foreign languages Arens, A. Katrin; Jansen, Malte In: The journal of educational psychology 108 (2016) 5, S. 646-664 (2016) BASE Show details

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