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Lin Y, Li Q, Zhang M, Su Y, Wang X, Li H, Chen A. Evidence in Support of Analogical Reasoning Improvements with Executive Attention Intervention in Healthy Young Adults. Neurosci Bull 2022; 38:1476-1490. [PMID: 35986152 PMCID: PMC9723033 DOI: 10.1007/s12264-022-00941-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2022] [Accepted: 06/13/2022] [Indexed: 11/30/2022] Open
Abstract
Analogical reasoning improvement is important in educational outcome improvement. Inspired by recent ideas and evidence, we applied anti-saccade task training as an executive attention intervention and tested whether it could improve analogical reasoning performance. A serial-task paradigm was applied where participants performed an anti-saccade followed by an analogical reasoning task including a perception condition. The experimental group finished the anti-saccade task in which the ratio of anti-saccade trials to pro-saccade trials was 5:1 while the counterpart was 1:1 in the active control group. Also, a blank control group was established where participants merely finished the analogical reasoning task. Event-related electroencephalographic (EEG) data were recorded when participants were performing the executive attention and analogical reasoning tasks. In addition, their resting state EEG was collected before and after the executive attention intervention. Behaviorally, the experimental group reacted significantly faster than the other two groups in analogical reasoning but not in perception. At the neural level, in the experimental group alone, the anti-saccade trials elicited a smaller N2 than pro-saccade trials and the resting alpha power was improved after executive attention intervention. No significant difference in P2 was found between the two groups in analogical reasoning or perception but the experimental group showed a larger late positive component than the active control group in analogical reasoning. We also found that the late positive component mediated the relationship between the N2 of anti-saccade trials and analogical reasoning reaction times in the experimental group. We further discussed the role of executive attention in the analogical reasoning process, which may pave the way for the future reliable improvement of fluid intelligence.
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Affiliation(s)
- Yixuan Lin
- Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, 400715, China
| | - Qing Li
- Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, 400715, China
| | - Mengke Zhang
- Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, 400715, China
| | - Yujie Su
- Key Laboratory of Cognition and Personality of Ministry of Education, Faculty of Psychology, Southwest University, Chongqing, 400715, China
| | - Xiangpeng Wang
- Collaborative Innovation Center for Language Ability, Jiangsu Key Laboratory of Language and Cognitive Neuroscience, School of Linguistic Sciences and Arts, Jiangsu Normal University, Xuzhou, 221116, China
| | - Hong Li
- Key Laboratory of Brain Cognition and Educational Science, Ministry of Education, School of Psychology, South China Normal University, Guangzhou, 510631, China
| | - Antao Chen
- School of Psychology, Shanghai University of Sport, Shanghai, 200438, China.
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Schoenherr JR, Thomson R. Persuasive Features of Scientific Explanations: Explanatory Schemata of Physical and Psychosocial Phenomena. Front Psychol 2021; 12:644809. [PMID: 34552522 PMCID: PMC8450449 DOI: 10.3389/fpsyg.2021.644809] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2020] [Accepted: 04/08/2021] [Indexed: 11/18/2022] Open
Abstract
Explanations are central to understanding the causal relationships between entities within the environment. Instead of examining basic heuristics and schemata that inform the acceptance or rejection of scientific explanations, recent studies have predominantly examined complex explanatory models. In the present study, we examined which essential features of explanatory schemata can account for phenomena that are attributed to domain-specific knowledge. In two experiments, participants judged the validity of logical syllogisms and reported confidence in their response. In addition to validity of the explanations, we manipulated whether scientists or people explained an animate or inanimate phenomenon using mechanistic (e.g., force, cause) or intentional explanatory terms (e.g., believes, wants). Results indicate that intentional explanations were generally considered to be less valid than mechanistic explanations and that 'scientists' were relatively more reliable sources of information of inanimate phenomena whereas 'people' were relatively more reliable sources of information of animate phenomena. Moreover, after controlling for participants' performance, we found that they expressed greater overconfidence for valid intentional and invalid mechanistic explanations suggesting that the effect of belief-bias is greater in these conditions.
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Affiliation(s)
- Jordan Richard Schoenherr
- Department of Psychology, Concordia University, Montreal, QC, Canada
- Army Cyber Institute, United States Military Academy West Point, West Point, NY, United States
| | - Robert Thomson
- Behavioral Sciences and Leadership Department, United States Military Academy, Highlands, NY, United States
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Guarino KF, Wakefield EM, Morrison RG, Richland LE. Exploring how visual attention, inhibitory control, and co-speech gesture instruction contribute to children’s analogical reasoning ability. Cognitive Development 2021. [DOI: 10.1016/j.cogdev.2021.101040] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Abstract
The fusion of personal and group identities can lead to self-sacrificial progroup behavior, from acts of charity to violent extremism. Two pathways to identity fusion-via shared biology and shared experiences-have been proposed. In this article, we elucidate a new developmental account of the origins and mechanisms of these two pathways to identity fusion from childhood to adulthood. Whereas fusion based on shared biology occurs from early childhood cued by phenotypic similarity, fusion based on episodic memories of shared experiences is not possible until midadolescence and relies on suitable bonding experiences (e.g., painful initiation rituals, emotionally intense team sports). The critical development that enables fusion based on shared experiences is autobiographical reasoning, which entails connecting one's past experiences to the present self. Autobiographical reasoning begins in adolescence, which may explain the flourishing of fusion in late adolescence and young adulthood relative to other life periods. Fusion via either pathway is linked to strong progroup behavior. We outline a program of empirical research on the development of identity fusion while addressing relevant methodological challenges. A developmental framework may help foster efforts to harness identity fusion for peaceful rather than violent forms of self-sacrifice for the group.
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Murphy AN, Zheng Y, Shivaram A, Vollman E, Richland LE. Bias and sensitivity to task constraints in spontaneous relational attention. J Exp Child Psychol 2021; 202:104981. [PMID: 33161340 DOI: 10.1016/j.jecp.2020.104981] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/25/2019] [Revised: 07/17/2020] [Accepted: 08/07/2020] [Indexed: 11/22/2022]
Abstract
Two experiments examined factors that predicted children's tendencies to match objects versus relations across scenes when no instruction was given. Specifically, we assessed the presence of higher relational responding in children by (a) age, (b) greater presumed experience in generating relations through socialization in China versus the United States, and (c) in children with greater manipulated experience via a relational priming task. Experiment 1 showed that Chinese and U.S. children across all ages showed an initial bias to match objects versus relations across scenes. However, older children in both regions were more likely to notice features of the task that indicated attending to relational matches was a more reliable solution, and shifted their responding toward relations over the course of the task. Experiment 2 replicated the object-mapping bias and age effects within U.S. children while also examining the impact of directly manipulating children's relational experiences to test the malleability of the bias. Before the main scene-mapping task, children did a relation generation task known to prime attention to relations. This did not override the initial bias toward object mapping, but it magnified the role of age, making older children increasingly sensitive to task features that prompted relational matches, further shifting their responding toward relations over the course of the task.
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Guarino KF, Wakefield EM. Teaching Analogical Reasoning With Co-speech Gesture Shows Children Where to Look, but Only Boosts Learning for Some. Front Psychol 2020; 11:575628. [PMID: 33071916 PMCID: PMC7538547 DOI: 10.3389/fpsyg.2020.575628] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2020] [Accepted: 08/20/2020] [Indexed: 11/13/2022] Open
Abstract
In general, we know that gesture accompanying spoken instruction can help children learn. The present study was conducted to better understand how gesture can support children's comprehension of spoken instruction and whether the benefit of teaching though speech and gesture over spoken instruction alone depends on differences in cognitive profile - prior knowledge children have that is related to a to-be-learned concept. To answer this question, we explored the impact of gesture instruction on children's analogical reasoning ability. Children between the ages of 4 and 11 years solved scene analogy problems before and after speech alone or speech and gesture instruction while their visual attention was monitored. Our behavioral results suggest a marginal benefit of gesture instruction over speech alone, but only 5-year-old children showed a distinct advantage from speech + gesture instruction when solving the post-instruction trial, suggesting that at this age, children have the cognitive profile in place to utilize the added support of gesture. Furthermore, while speech + gesture instruction facilitated effective visual attention during instruction, directing attention away from featural matches and toward relational information was pivotal for younger children's success post instruction. We consider how these results contribute to the gesture-for-learning literature and consider how the nuanced impact of gesture is informative for educators teaching tasks of analogy in the classroom.
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Affiliation(s)
- Katharine F Guarino
- Department of Psychology, Loyola University Chicago, Chicago, IL, United States
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Yu X, Zhang M, Chen Y, Deng Z, Chen Y, Zhang H, Zhang Y, Chen X. The role of inhibitory control in the development of analogical reasoning: From general to specific. Br J Dev Psychol 2020; 38:594-615. [PMID: 32790001 DOI: 10.1111/bjdp.12346] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2019] [Revised: 07/15/2020] [Indexed: 11/27/2022]
Abstract
This study examined the role of inhibitory control in the development of analogical reasoning using inter-task priming paradigms. In Experiment 1, 25 seven-year-olds, 27 nine-year-olds, and 27 adults completed Stroop tasks, which activated general inhibitory control ability, before analogical reasoning tasks. Children and adults performed faster on analogical reasoning tasks when they were primed by Stroop tasks. This priming effect was found to be stronger in children than in adults. In Experiment 2, 25 seven-year-olds, 28 nine-year-olds, and 28 adults completed relative number matching tasks, a more task-relevant inhibitory control task, before analogical reasoning tasks. The children and adults performed faster on analogical reasoning tasks when primed by relative number matching tasks. The priming effect was greater in seven-year-olds than in nine-year-olds and was greater in nine-year-olds than in adults. Thus, inhibitory control, whether assessed with general or specific tasks, played a priming role in analogical reasoning.
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Affiliation(s)
- Xiao Yu
- School of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Meng Zhang
- Department of Psychology, Rutgers, The State University of New Jersey, New Brunswick, New Jersey, USA
| | - Yinghe Chen
- School of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Zhijun Deng
- School of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Yiqun Chen
- School of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Han Zhang
- School of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - YuXin Zhang
- School of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
| | - Xin Chen
- School of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China
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9
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Lew-Levy S, Milks A, Lavi N, Pope SM, Friesem DE. Where innovations flourish: an ethnographic and archaeological overview of hunter-gatherer learning contexts. Evol Hum Sci 2020; 2:e31. [PMID: 37588392 PMCID: PMC10427478 DOI: 10.1017/ehs.2020.35] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022] Open
Abstract
Research in developmental psychology suggests that children are poor tool innovators. However, such research often overlooks the ways in which children's social and physical environments may lead to cross-cultural variation in their opportunities and proclivity to innovate. In this paper, we examine contemporary hunter-gatherer child and adolescent contributions to tool innovation. We posit that the cultural and subsistence context of many hunter-gatherer societies fosters behavioural flexibility, including innovative capabilities. Using the ethnographic and developmental literature, we suggest that socialisation practices emphasised in hunter-gatherer societies, including learning through autonomous exploration, adult and peer teaching, play and innovation seeking may bolster children's ability to innovate. We also discuss whether similar socialisation practices can be interpreted from the archaeological record. We end by pointing to areas of future study for understanding the role of children and adolescents in the development of tool innovations across cultures in the past and present.
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Affiliation(s)
- Sheina Lew-Levy
- Simon Fraser University, Department of Psychology, Burnaby, BC, Canada
- Department of Archaeology and Heritage Studies, Aarhus University, Aarhus, Denmark
| | - Annemieke Milks
- Institute of Archaeology, University College London, London, UK
| | - Noa Lavi
- Department of Anthropology, University College London, London, UK
| | - Sarah M. Pope
- Department of Comparative and Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany
| | - David E. Friesem
- McDonald Institute for Archaeological Research, University of Cambridge, Cambridge, UK
- Zinman Institute of Archaeology, University of Haifa, Haifa, Israel
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10
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Simms NK, Richland LE. Generating Relations Elicits a Relational Mindset in Children. Cogn Sci 2019; 43:e12795. [DOI: 10.1111/cogs.12795] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2019] [Revised: 09/03/2019] [Accepted: 09/09/2019] [Indexed: 11/30/2022]
Affiliation(s)
- Nina K. Simms
- The Department of Comparative Human Development University of Chicago
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11
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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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Cushen PJ, Wiley J. Both attentional control and the ability to make remote associations aid spontaneous analogical transfer. Mem Cognit 2018; 46:1398-412. [DOI: 10.3758/s13421-018-0845-1] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Doumas LAA, Morrison RG, Richland LE. Individual Differences in Relational Learning and Analogical Reasoning: A Computational Model of Longitudinal Change. Front Psychol 2018; 9:1235. [PMID: 30140242 PMCID: PMC6095010 DOI: 10.3389/fpsyg.2018.01235] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2017] [Accepted: 06/27/2018] [Indexed: 11/19/2022] Open
Abstract
Children's cognitive control and knowledge at school entry predict growth rates in analogical reasoning skill over time; however, the mechanisms by which these factors interact and impact learning are unclear. We propose that inhibitory control (IC) is critical for developing both the relational representations necessary to reason and the ability to use these representations in complex problem solving. We evaluate this hypothesis using computational simulations in a model of analogical thinking, Discovery of Relations by Analogy/Learning and Inference with Schemas and Analogy (DORA/LISA; Doumas et al., 2008). Longitudinal data from children who solved geometric analogy problems repeatedly over 6 months show three distinct learning trajectories though all gained somewhat: analogical reasoners throughout, non-analogical reasoners throughout, and transitional - those who start non-analogical and grew to be analogical. Varying the base level of top-down lateral inhibition in DORA affected the model's ability to learn relational representations, which, in conjunction with inhibition levels used in LISA during reasoning, simulated accuracy rates and error types seen in the three different learning trajectories. These simulations suggest that IC may not only impact reasoning ability but may also shape the ability to acquire relational knowledge given reasoning opportunities.
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Affiliation(s)
| | - Robert G. Morrison
- Department of Psychology, Loyola University Chicago, Chicago, IL, United States
| | - Lindsey E. Richland
- Department of Comparative Human Development, University of Chicago, Chicago, IL, United States
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Lee H, Nand K, Shimizu Y, Takada A, Kodama M, Masuda T. Culture and emotion perception: comparing Canadian and Japanese children's and parents' context sensitivity. Cult Brain 2017; 5:91-104. [PMID: 29214124 PMCID: PMC5700217 DOI: 10.1007/s40167-017-0052-0] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 07/07/2017] [Indexed: 11/30/2022]
Abstract
Prior research on the perception of facial expressions suggests that East Asians are more likely than North Americans to incorporate the expressions of background figures into their judgment of a central figure's emotion (Masuda et al. in J Pers Soc Psychol 94:365-381, 2008b). However, little research has examined this issue in the context of developmental science, especially during joint sessions where parents engage in a task in front of their 7-8-year-old children. In this study, 22 Canadian and 20 Japanese child-parent dyads participated in an emotion judgment task, and were asked to judge a central figure's emotion and explain their reasoning. The results indicated that while early elementary school children did not show culturally dominant reasoning styles, parents displayed culturally dominant modes of attention, serving as models for their children.
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Affiliation(s)
- Hajin Lee
- Department of Psychology, University of Alberta, Edmonton, AB T6G 2E9 Canada
| | | | | | | | - Miki Kodama
- Department of Psychology, University of Alberta, Edmonton, AB T6G 2E9 Canada
| | - Takahiko Masuda
- Department of Psychology, University of Alberta, Edmonton, AB T6G 2E9 Canada
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Krzemien M, Jemel B, Maillart C. Analogical reasoning in children with specific language impairment: Evidence from a scene analogy task. Clin Linguist Phon 2017; 31:573-588. [PMID: 28362136 DOI: 10.1080/02699206.2017.1302509] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
Analogical reasoning is a human ability that maps systems of relations. It develops along with relational knowledge, working memory and executive functions such as inhibition. It also maintains a mutual influence on language development. Some authors have taken a greater interest in the analogical reasoning ability of children with language disorders, specifically those with specific language impairment (SLI). These children apparently have weaker analogical reasoning abilities than their aged-matched peers without language disorders. Following cognitive theories of language acquisition, this deficit could be one of the causes of language disorders in SLI, especially those concerning productivity. To confirm this deficit and its link to language disorders, we use a scene analogy task to evaluate the analogical performance of SLI children and compare them to controls of the same age and linguistic abilities. Results show that children with SLI perform worse than age-matched peers, but similar to language-matched peers. They are more influenced by increased task difficulty. The association between language disorders and analogical reasoning in SLI can be confirmed. The hypothesis of limited processing capacity in SLI is also being considered.
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Affiliation(s)
- Magali Krzemien
- a Department of Speech and Language Therapy , University of Liege , Liège , Belgium
| | - Boutheina Jemel
- b School of Speech and Language Therapy and Audiology, University of Montreal , Montreal , Canada
| | - Christelle Maillart
- a Department of Speech and Language Therapy , University of Liege , Liège , Belgium
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Alexander PA. Relational thinking and relational reasoning: harnessing the power of patterning. NPJ Sci Learn 2016; 1:16004. [PMID: 30792891 PMCID: PMC6380381 DOI: 10.1038/npjscilearn.2016.4] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/28/2015] [Revised: 03/11/2016] [Accepted: 03/20/2016] [Indexed: 05/12/2023]
Abstract
This article offers an overview of the nature and role of relational thinking and relational reasoning in human learning and performance, both of which pertain to the discernment of meaningful patterns within any informational stream. Distinctions between thinking and reasoning relationally are summarized, along with specific forms of patterning that might be discerned. Next, the article summarizes what is presently known about relational reasoning, and then moves to explore future directions in educational research and in instructional practice that warrant attention based on the empirical literature.
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Affiliation(s)
- Patricia A Alexander
- Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
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Waxman SR, Fu X, Ferguson B, Geraghty K, Leddon E, Liang J, Zhao MF. How Early is Infants' Attention to Objects and Actions Shaped by Culture? New Evidence from 24-Month-Olds Raised in the US and China. Front Psychol 2016; 7:97. [PMID: 26903905 PMCID: PMC4742528 DOI: 10.3389/fpsyg.2016.00097] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2015] [Accepted: 01/18/2016] [Indexed: 11/13/2022] Open
Abstract
Researchers have proposed that the culture in which we are raised shapes the way that we attend to the objects and events that surround us. What remains unclear, however, is how early any such culturally-inflected differences emerge in development. Here, we address this issue directly, asking how 24-month-old infants from the US and China deploy their attention to objects and actions in dynamic scenes. By analyzing infants' eye movements while they observed dynamic scenes, the current experiment revealed striking convergences, overall, in infants' patterns of visual attention in the two communities, but also pinpointed a brief period during which their attention reliably diverged. This divergence, though modest, suggested that infants from the US devoted relatively more attention to the objects and those from China devoted relatively more attention to the actions in which they were engaged. This provides the earliest evidence for strong overlap in infants' attention to objects and events in dynamic scenes, but also raises the possibility that by 24 months, infants' attention may also be shaped subtly by the culturally-inflected attentional proclivities characteristic of adults in their cultural communities.
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Affiliation(s)
- Sandra R. Waxman
- Department of Psychology and Institute for Policy Research, Northwestern UniversityEvanston, IL, USA
| | - Xiaolan Fu
- Institute of Psychology, Chinese Academy of SciencesBeijing, China
| | - Brock Ferguson
- Department of Psychology, Northwestern UniversityEvanston, IL, USA
| | | | - Erin Leddon
- Department of Linguistics, Northwestern UniversityEvanston, IL, USA
| | - Jing Liang
- Institute of Psychology, Chinese Academy of SciencesBeijing, China
| | - Min-Fang Zhao
- Institute of Psychology, Chinese Academy of SciencesBeijing, China
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Pruett JR, Kandala S, Petersen SE, Povinelli DJ. Brief Report: Theory of Mind, Relational Reasoning, and Social Responsiveness in Children With and Without Autism: Demonstration of Feasibility for a Larger-Scale Study. J Autism Dev Disord 2016; 45:2243-51. [PMID: 25630898 DOI: 10.1007/s10803-015-2357-1] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Understanding the underpinnings of social responsiveness and theory of mind (ToM) will enhance our knowledge of autism spectrum disorder (ASD). We hypothesize that higher-order relational reasoning (higher-order RR: reasoning necessitating integration of relationships among multiple variables) is necessary but not sufficient for ToM, and that social responsiveness varies independently of higher-order RR. A pilot experiment tested these hypotheses in n = 17 children, 3-14, with and without ASD. No child failing 2nd-order RR passed a false belief ToM test. Contrary to prediction, Social Responsiveness Scale scores did correlate with 2nd-order RR performance, likely due to sample characteristics. It is feasible to translate this comparative cognition-inspired line of inquiry for full-scale studies of ToM, higher-order RR, and social responsiveness in ASD.
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Affiliation(s)
- John R Pruett
- Department of Psychiatry, Washington University School of Medicine, 660 S. Euclid Ave, Campus Box 8134, St. Louis, MO, 63110, USA,
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Abstract
This article addresses two goals. First, it considers the nature and importance of relational reasoning, the ability to discern meaningful patterns within informational streams. Second, it examines four principles about relational reasoning derived from the empirical literature. Specifically, we argue that relational reasoning is foundational and pervasive; varies as a consequence of age, domain, and context; can be measured in diverse ways; and is malleable and teachable. Evidence supports each of these principles, and the implications for educational policies and practices are weighed.
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Affiliation(s)
| | | | | | - Denis Dumas
- University of Maryland, College Park, MD, USA
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Lin TJ, Anderson RC, Jadallah M, Nguyen-Jahiel K, Kim IH, Kuo LJ, Miller BW, Logis HA, Dong T, Wu X, Li Y. Social influences on children's development of relational thinking during small-group discussions. Contemporary Educational Psychology 2015. [DOI: 10.1016/j.cedpsych.2014.12.004] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Leroy S, Maillart C, Parisse C. Analogical mapping across modalities in children with specific language impairment (SLI). Res Dev Disabil 2014; 35:2158-2171. [PMID: 24887647 DOI: 10.1016/j.ridd.2014.05.005] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2013] [Revised: 05/02/2014] [Accepted: 05/06/2014] [Indexed: 06/03/2023]
Abstract
Analogical mapping is a domain-general cognitive process found in language development, and more particularly in the abstraction of construction schemas. Analogical mapping is considered as the general cognitive process which consists in the alignment of two or several sequences in order to detect their common relational structure and generalize it to new items. The current study investigated analogical mapping across modalities in children with specific language impairment (SLI). Nineteen children with SLI and their age-matched peers were administered two tasks: a linguistic analogical reasoning task (composed of syllables) and a similar non-linguistic analogical reasoning task (composed of pictures). In the two tasks, the items presented were divided into two groups: items with perceptual cues and items without perceptual cues. Children had to complete a sequence sharing the same relational structure as previously presented sequences. Results showed an expected group effect with poorer performance for children with SLI compared to children with typical language development (TLD). Results corroborate hypotheses suggesting that children with SLI have difficulties with analogical mapping, which may hinder the abstraction of construction schemas. Interestingly, whereas no interaction effect between group and modality (linguistic vs. non-linguistic) was revealed, a triple interaction Group*Modality*Perceptual support was observed. In the non-linguistic task, the performance of children with SLI was the same for items with and without perceptual clues, but in the linguistic task they performed more poorly for items without perceptual cues compared to items with perceptual cues. The results and limits of the study are discussed.
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Affiliation(s)
- Sandrine Leroy
- Department of Psychology: Cognition and Behavior, University of Liege, B38, rue de l'Aunaie, 30, 4000 Liège, Belgium.
| | - Christelle Maillart
- Department of Psychology: Cognition and Behavior, University of Liege, B38, rue de l'Aunaie, 30, 4000 Liège, Belgium.
| | - Christophe Parisse
- Modyco-Inserm, University of Paris Ouest Nanterre la Défense, 200 avenue de la République, 92001 Nanterre, France.
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Chuderska A, Chuderski A. Two facets of cognitive control in analogical mapping: The role of semantic interference resolution andgoal-driven structure selection. Thinking & Reasoning 2013. [DOI: 10.1080/13546783.2013.825642] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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Dumas D, Alexander PA, Grossnickle EM. Relational Reasoning and Its Manifestations in the Educational Context: a Systematic Review of the Literature. Educ Psychol Rev 2013; 25:391-427. [DOI: 10.1007/s10648-013-9224-4] [Citation(s) in RCA: 58] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
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Kuwabara M, Smith LB. Cross-cultural differences in cognitive development: attention to relations and objects. J Exp Child Psychol 2012; 113:20-35. [PMID: 22677459 DOI: 10.1016/j.jecp.2012.04.009] [Citation(s) in RCA: 95] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2011] [Revised: 04/14/2012] [Accepted: 04/20/2012] [Indexed: 12/29/2022]
Abstract
Growing evidence indicates a suite of generalized differences in the attentional and cognitive processing of adults from Eastern and Western cultures. Cognition in Eastern adults is often more relational and in Western adults is more object focused. Three experiments examined whether these differences characterize the cognition of preschool children in the two cultures. In Experiment 1, 4-year-olds from the two cultures (N=64) participated in a relational match-to-standard task in two conditions, with simple or richly detailed objects, in which a focus on individual objects may hurt performance. Rich objects, consistent with past research, strongly limited the performance of U.S. children but not Japanese children. In Experiment 2, U.S. and Japanese 4-year-olds (N=72) participated in a visual search task that required them to find a specific object in a cluttered, but organized as a scene, visual field in which object-centric attention might be expected to aid performance and relational attentional pattern may hinder the performance because of relational structure that was poised by the scene. U.S. children outperformed Japanese children. In Experiment 3, 4-year-olds from both cultures (N=36) participated in a visual search task that was similar to Experiment 2 but with randomly placed objects, where there should not be a difference between the performance of two cultures because the relational structure that may be posed by the scene is eliminated. This double-dissociation is discussed in terms of implications for different developmental trajectories, with different developmental subtasks in the two cultures.
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Abstract
Usage-based theory considers analogical reasoning as a cognitive process required in language development. We hypothesized that difficulties with analogical reasoning could hinder the abstraction of construction schemas, thus slowing down morphosyntactic development for children with specific language impairment (SLI). We also hypothesized, in accordance with usage-based theory, that the same analogy mechanism is shared by linguistic and non-linguistic processes. The current study investigated the performance of 15 children with SLI in comparison with age-matched peers on a non-linguistic analogical reasoning task. Our experimental setting targeted two prerequisites of analogical reasoning: structural alignment and the discovery of relational similarity in comparison with perceptual similarity. The results obtained are compatible with our hypotheses according to which children with SLI would encounter problems building more abstract construction schemas, related to difficulties with analogical reasoning. The study also shows that children with SLI have specific cognitive difficulties regardless of their linguistic development.
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Affiliation(s)
- Sandrine Leroy
- University of Liège, Department of Psychology: Cognition and Behaviour, Liège, Belgium.
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Morrison RG, Doumas LAA, Richland LE. A computational account of children's analogical reasoning: balancing inhibitory control in working memory and relational representation. Dev Sci 2010; 14:516-29. [PMID: 21477191 DOI: 10.1111/j.1467-7687.2010.00999.x] [Citation(s) in RCA: 65] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Abstract
Theories accounting for the development of analogical reasoning tend to emphasize either the centrality of relational knowledge accretion or changes in information processing capability. Simulations in LISA (Hummel & Holyoak, 1997, 2003), a neurally inspired computer model of analogical reasoning, allow us to explore how these factors may collaboratively contribute to the development of analogy in young children. Simulations explain systematic variations in United States and Hong Kong children's performance on analogies between familiar scenes (Richland, Morrison & Holyoak, 2006; Richland, Chang, Morrison & Au, 2010). Specifically, changes in inhibition levels in the model's working-memory system explain the developmental progression in US children's ability to handle increases in relational complexity and distraction from object similarity during analogical reasoning. In contrast, changes in how relations are represented in the model best capture cross-cultural differences in performance between children of the same ages (3-4 years) in the United States and Hong Kong. We use these results and simulations to argue that the development of analogical reasoning in children may best be conceptualized as an equilibrium between knowledge accretion and the maturation of information processing capability.
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Affiliation(s)
- Robert G Morrison
- Department of Psychology, Loyola University Chicago, Chicago, IL 60660, USA.
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Richland LE, Morrison RG. Is Analogical Reasoning just Another Measure of Executive Functioning? Front Hum Neurosci 2010; 4. [PMID: 20922058 PMCID: PMC2948449 DOI: 10.3389/fnhum.2010.00180] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2010] [Accepted: 08/31/2010] [Indexed: 11/13/2022] Open
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