Learning trajectories in analogical reasoning : exploring individual differences in children's strategy paths

Pronk, C.M.E. (2014)

Doctoral Thesis

Inductive reasoning and more specifically, analogical reasoning, is a basic process involved in a wide range of higher cognitive processes. Therefore, this type of reasoning is often regarded as representing a core component of intelligence. The first few years of primary school represent a particular time period for the rapid development of this ability. Unsurprisingly, children display much variable inter- and intra-individual strategic analogical behavior at this age. To date, conclusions regarding the nature of changes in the ability to reason by analogy have frequently been drawn on the basis of results obtained from cross-sectional training studies. In contrast, the studies presented in this dissertation were designed to microgenetically investigate young children__s inter- and intra-individual variable analogical learning trajectories over time. By providing children with repeated non-guided practice, dynamic-test-type training and transfer tasks, as well as applying specific methods and analyses, detailed accounts of changing strategic analogical performance were revealed. These accounts were interpreted along five dimensions of cognitive change: the source, rate, path, breadth and variability of change, in accordance with the overlapping waves theory of Siegler (1996)

• Young children
• Multilevel analysis
• Microgenetic method
• Transfer
• Reversal task
• Dynamic testing
• Inter- en intra- individual differences
• Overlapping waves theory
• Strategy development
• Analogical reasoning

• All authors: Pronk, C.M.E.
• Supervisor: Resing, W.C.M.
• Co-supervisor: Elliott, J.G.
• Committee: Wiedl, K.H.; Van Geert, P.L.C.; De Rooij, M.J.
• Qualification: Doctor (dr.)
• Awarding Institution: Psychology, Faculty of Social and Behavioural Sciences, Leiden University
• Date: 2014-02-19
• ISBN (print): 9789088918186