Generating Relations Elicits a Relational Mindset in Children

Autor/inn/en	Simms, Nina K.; Richland, Lindsey E.
Titel	Generating Relations Elicits a Relational Mindset in Children
Quelle	In: Cognitive Science, 43 (2019) 10, (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-6709
DOI	10.1111/cogs.12795
Schlagwörter	Thinking Skills; Schemata (Cognition); Age Differences; Correlation; Cognitive Development; Preschool Children; Task Analysis; Logical Thinking; Problem Solving; Attention; Cognitive Mapping + Suchen Sie Ihr Suchwort? Denkfähigkeit; Cognition; Schema; Kognition; Age; Difference; Age difference; Altersunterschied; Korrelation; Kognitive Entwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Aufgabenanalyse; Problemlösen; Aufmerksamkeit
Abstract	Relational reasoning is a hallmark of human higher cognition and creativity, yet it is notoriously difficult to encourage in abstract tasks, even in adults. Generally, young children initially focus more on objects, but with age become more focused on relations. While prerequisite knowledge and cognitive resource maturation partially explains this pattern, here we propose a new facet important for children's relational reasoning development: a general orientation to relational information, or a "relational mindset." We demonstrate that a relational mindset can be elicited, even in 4-year-old children, yielding greater than expected spontaneous attention to relations. Children either generated or listened to an experimenter state the relationships between objects in a set of formal analogy problems, and then in a second task, selected object or relational matches according to their preference. Children tended to make object mappings, but those who generated relations on the first task selected relational matches more often on the second task, signaling that relational attention is malleable even in young children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01