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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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| 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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| 5 |
Discriminating relational and perceptual judgments: Evidence from human toddlers.
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In: Cognition, vol 166 (2017)
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| 6 |
The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts.
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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.
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Keyword:
Bayesian inference; Causal learning; Child; Child Development; Cognitive development; Communication and Culture; Concept Formation; Experimental Psychology; Explanation; Humans; Infant; Information and Computing Sciences; Language; Learning; Preschool; Problem Solving; Psychology; Psychology and Cognitive Sciences; Relational reasoning
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URL: https://escholarship.org/uc/item/7bq6p9cf
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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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