Psychological Development and Education ›› 2020, Vol. 36 ›› Issue (4): 385-393.doi: 10.16187/j.cnki.issn1001-4918.2020.04.01

    Next Articles

The Role of Distractor Inhibition and Relational Integration in Preschool Children's Analogical Reasoning

YU Xiao1, WANG Hongmei2, CHEN Yinghe1, LIU Ruishu3, HAN Congcong4, HAN Min5, ZHANG Han1, LIU Jing6   

  1. 1. School of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing 100875;
    2. Wulitou Primary School of Muping Zone, Yantai 264100;
    3. The Third Experimental Primary School of Yantai High-tech Industrial Development Zone, Yantai 264000;
    4. School of Psychology, Shandong Normal University, Jinan 250358;
    5. Beijing Tomorrow Kindergarten Group, Beijing 100191;
    6. Weihai Wendeng Longgang Experimental Kindergarten, Weihai 264400
  • Published:2020-07-21

RichHTML

PDF (PC)

Abstract: To explore the contribution of distractor inhibition and relational integration on preschool children’s analogical reasoning, taking into account both kinds of distractors (perceptual distractor and semantic distractor) and further compared the interactive pattern of distractor inhibition and relational integration. The current study adopted the Chuderska & Chuderski (2014)’s scene analogy task. In experiment 1, we recruited 25 3-and 4-year-olds and 26 5-and 6-year-old children to complete inhibitory control task, working memory task and analogical reasoning tasks involving perceptual distraction. At the same time, we investigated the interactive mechanism of perceptual distraction and relational integration in children’s analogical reasoning. In experiment 2, we recruited 30 3-and 4-year-olds and 28 5-and 6-year-old children to complete inhibition control task, working memory task and analogical reasoning tasks involving semantic distraction. At the same time, we investigated the interactive mechanism of semantic distraction and relational integration in children’s analogical reasoning. The results of both experiments showed that inhibitory control can significantly predict children’s performance on various types of analogical reasoning tasks. Working memory can significantly predict children’s performance on analogical reasoning task with semantic distractors. We also found that for children, the disruptive effect of distractor was larger in unary relation condition than binary relation condition. It seems that for children, relational integration was the first constraint in the development of analogical reasoning.

Key words: analogical reasoning, distractor inhibition, preschool children, relational integration

CLC Number: 

  • B844
Ackerman, P. L., Beier, M. E., & Boyle, M. O., (2005). Working memory and intelligence: the same or different constructs? Psychological Bulletin, 131(1), 30-60.
Begolli, K. N., Richland, L. E., Jaeggi, S. M., Lyons, M. L., Klostermann, E. C., & Matlen, B. J. (2018). Executive function in learning mathematics by comparison: incorporating everyday classrooms into the science of learning. Thinking & Reasoning, 24(2), 280-313.
Burnside, K., Hope, C., Gill, E., & Morcom, A. M. (2017). Effects of perceptual similarity but not semantic association on false recognition in aging. Peerj, 5(5), 19-43.
Case R., Kurland M., & Goldberg J. (1982). Operation efficiency and the growth of short-term memory span. Journal of Experimental Child Psychology, 33, 386-404.
Cho, S., Holyoak, K. J., & Cannon, T. D. (2007). Analogical reasoning in working memory: resources shared among relational integration, interference resolution, and maintenance. Memory & Cognition, 35(6), 1445-1455.
Chuderski, A., & Necka, E. (2012). The contribution of working memory to fluid reasoning: capacity, control, or both? Journal of Experimental Psychology: Learning, Memory, and Cognition, 38(6), 1689-1710.
Chuderska, A., & Chuderski, A. (2014). Two facets of cognitive control in analogical mapping: the role of semantic interference resolution and goal-driven structure selection. Thinking & Reasoning, 20(3), 352-371.
Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioural and Brain Science, 24, 87-114.
Doumas, L. A. A., Morrison, R. G., & Richland, L. E. (2018). Individual differences in relational learning and analogical reasoning: a computational model of longitudinal change. Frontiers in Psychology, 9, 1-14.
Gentner, D. (1988). Metaphor as structure mapping: The relational shift. Child Development, 59(1), 47-59.
Gentner, D., Holyoak, K. J., & Kokinov, B. (Eds.). (2001). The analogical mind: Perspectives from cognitive science. Cambridge, MA: MIT Press.
Kmiecik, M. J., Brisson, R. J., Morrison, R. G. (2019). The time course of semantic and relational processing during verbal analogical reasoning. Brain and Cognition, 129, 25-34.
Morrison, R. G., Doumas, L. A. A., & Richland, L. E. (2011). A computational account of children’s analogical reasoning: balancing inhibitory control in working memory and relational representation. Developmental Science, 14(3), 516-529.
Richey, J. E., Phillips, J. S., Schunn, C. D., & Schneider, W. (2014). Is the link from working memory to analogy causal? no analogy improvements following working memory training gains. Plos One, 9(9), 1-9.
Richland, L. E., & Burchinal, M. R. (2013). Early executive function predicts reasoning development. Psychological Science, 24(1), 87-92.
Richland, L. E., Morrison, R. G., & Holyoak, K. J. (2006). Children's development of analogical reasoning: insights from scene analogy problems. Journal of Experimental Child Psychology, 94(3), 249-273.
Simms, N. K., Frausel, R. R., & Richland, L. E. (2018). Working memory predicts children’s analogical reasoning. Journal of Experiment Child Psychology, 166, 160-177.
Viskontas, I. V., Morrison, R. G., Holyoak, K. J., Hummel, J. E., & Knowlton, B. J. (2004). Relational integration, inhibition, and analogical reasoning in older adults. Psychology & Aging, 19(4), 581-591.
Viskontas, I. V., Holyoak, K. J., & Knowlton, B. J. (2005). Relational integration in older adults. Thinking & Reasoning, 11(4), 390-410.
陈英和, 赵笑梅. (2008). 类比问题解决的理论及研究. 北京师范大学学报(社会科学版)(1), 50-56.
冯廷勇, 李宇, 李红, 苏缇, 龙长权. (2006). 3～5岁儿童表面与结构相似性类比推理的实验研究. 心理科学, 29(5), 1091-1095.
顾本柏, 冯廷勇, 袁文萍, 马晓清. (2011). 3～5岁幼儿在主题-规则冲突条件下的类比推理. 心理发展与教育, 27(2).127-132.
马晓清, 冯廷勇, 李宇, 李红. (2008). 从知觉分心任务看儿童类比推理能力的发展. 心理学报, 40(9), 987-993.
唐慧琳, 刘昌. (2006). 工作记忆对类比推理的影响. 心理学探新, 26(4), 26-31.
[1] LENG Xinyi, SU Mengmeng, LI Wenling, YANG Xiujie, XING Ailing, ZHANG Xianglin, SHU Hua. The Relation between Home Environment and Early Language Development in Rural China [J]. Psychological Development and Education, 2024, 40(1): 8-18.
[2] PENG Yue, ZHANG Heyi, CHEN Yinghe, LEI Xiuya, QI Yue, YU Xiao, QIAO Xuewen, LIU Moxuan, YAN Luyi. Age Differences in Analogical Reasoning Strategies and Their Relationships with Working Memory and Inhibitory Control [J]. Psychological Development and Education, 2023, 39(6): 761-771.
[3] WANG Yingjie, LUAN Jinxin, LI Yan. The Relationship between Maternal Parenting Stress and Preschool Children's Anxiety: The Mediating Effect of Mother-child Conflict and the Moderating Effect of Maternal Mindfulness [J]. Psychological Development and Education, 2023, 39(5): 702-709.
[4] WANG Ying, ZHU Haidong, ZHANG Xinyi, XIAO Yan. The Influence of Parent-child Attachment on the Executive Function of Left-behind Preschool Children: Grandparent-child Attachment as a Mediator and Moderator [J]. Psychological Development and Education, 2022, 38(2): 195-206.
[5] ZHANG Guangzhen, LIANG Miao, LIANG Zongbao. A Longitudinal Study of the Influence of Parenting Styles on Social Adjustment of Preschool Children: Mediating Effects of Self-control [J]. Psychological Development and Education, 2021, 37(6): 800-807.
[6] WANG Wei, GONG Deying, CHENG Chun, CHEN Ke, LI Yongxin, YAN Jingjing. The Characteristics of Number Sense in 5~7 Years Old Children with Autism Spectrum Disorder [J]. Psychological Development and Education, 2021, 37(6): 818-825.
[7] ZHAN Shuwei, YANG Ning, ZHAO Bihua. Receptive Language Skills and Social Withdrawal among Chinese Left-behind Preschool Children: A Moderated Mediation Model [J]. Psychological Development and Education, 2021, 37(6): 834-844.
[8] YU Xiao, ZHANG Han, CHEN Yinghe, QI Yue, LIU Aifang, LIU Lili. Eye Movement Research of Analogical Reasoning: An Effective Way to Reveal the Developing Analogical Reasoning Strategies [J]. Psychological Development and Education, 2021, 37(6): 897-903.
[9] ZHANG Fan, ZHAO Demao, LIU Xia, BAI Rong, ZHANG Mingliang, XING Shufen. The Co-effect of Parental Negative Parenting Style and MAOA rs6323 Polymorphism on Externalizing Problem Behaviors of Preschool Children [J]. Psychological Development and Education, 2020, 36(6): 659-667.
[10] LIU Yufei, QIAN Yi, SONG Yaowu, BI Hongyan. Study on the Emergence and Development of Orthographic Awareness in Chinese Preschool Children [J]. Psychological Development and Education, 2018, 34(1): 65-72.
[11] SHU Zeng, HE Qiong, LI Xiaomin, ZHANG Jing, ZHANG Yuehan, FANG Xiaoyi. Effect of Maternal Stress on Preschoolers' Creative Personality: The Mediating Role of Mothers' Parenting Styles [J]. Psychological Development and Education, 2016, 32(3): 276-284.
[12] NIU Yubai, SHI Ranran, CAO Xiancai. Preschool Children's Approximate Number System Acuity and Symbolic Number Abilities [J]. Psychological Development and Education, 2016, 32(2): 129-138.
[13] FEI Guanghong, WANG Shujuan, QIN Meimei. The Influences of Hints 3~11 Years Old Children's Performance on Analogical Reasoning [J]. Psychological Development and Education, 2015, 31(5): 578-585.
[14] WANG Mingzhu, ZOU Hong, LI Xiaowei, ZHANG Wenjuan, WANG Yingqian, JIANG Suo. Marital Conflict and Preschool Children's Parenting Styles: The Moderating Role of Parental Emotion Regulation Strategies [J]. Psychological Development and Education, 2015, 31(3): 279-286.
[15] MA Feng-ling, TANG Yu-long, ZHENG Ting-ting, XU Fen. The Development of 3-to 5-Year-olds' Trust Judgment Based on Face [J]. Psychological Development and Education, 2014, 30(4): 337-344.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd