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Preschoolers’ Spontaneous Gesture Production Predicts Analogical Transfer
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In: Proceedings of the Annual Meeting of the Cognitive Science Society, vol 43, iss 43 (2021)
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| 2 |
Context shapes early diversity in abstract thought.
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In: Proceedings of the National Academy of Sciences of the United States of America, vol 116, iss 28 (2019)
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Abstract:
Early abstract reasoning has typically been characterized by a "relational shift," in which children initially focus on object features but increasingly come to interpret similarity in terms of structured relations. An alternative possibility is that this shift reflects a learned bias, rather than a typical waypoint along a universal developmental trajectory. If so, consistent differences in the focus on objects or relations in a child's learning environment could create distinct patterns of relational reasoning, influencing the type of hypotheses that are privileged and applied. Specifically, children in the United States may be subject to culture-specific influences that bias their reasoning toward objects, to the detriment of relations. In experiment 1, we examine relational reasoning in a population with less object-centric experience-3-y-olds in China-and find no evidence of the failures observed in the United States at the same age. A second experiment with younger and older toddlers in China (18 to 30 mo and 30 to 36 mo) establishes distinct developmental trajectories of relational reasoning across the two cultures, showing a linear trajectory in China, in contrast to the U-shaped trajectory that has been previously reported in the United States. In a third experiment, Chinese 3-y-olds exhibit a bias toward relational solutions in an ambiguous context, while those in the United States prefer object-based solutions. Together, these findings establish population-level differences in relational bias that predict the developmental trajectory of relational reasoning, challenging the generality of an initial object focus and suggesting a critical role for experience.
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Keyword:
Child; Child Development; China; Cognition; cognitive development; Culture; Female; Humans; Learning; Male; MD Multidisciplinary; Preschool; Problem Solving; relational reasoning; United States
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URL: https://escholarship.org/uc/item/78h6939w
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| 4 |
Achieving abstraction: Generating far analogies promotes relational reasoning in children.
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In: Developmental psychology, vol 54, iss 10 (2018)
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Discriminating relational and perceptual judgments: Evidence from human toddlers.
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In: Cognition, vol 166 (2017)
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The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts.
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| 7 |
The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts.
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| 9 |
Language acquisition and the onset of relational reasoning in infants
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In: Walker, Caren M.; Hubachek, Samantha; & Gopnik, Alison. (2014). Language acquisition and the onset of relational reasoning in infants. Proceedings of the Cognitive Science Society, 36(36). Retrieved from: http://www.escholarship.org/uc/item/5v53n7n8 (2014)
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| 10 |
Toddlers infer higher-order relational principles in causal learning.
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In: Psychological science, vol 25, iss 1 (2014)
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