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This research asks whether analogical processing ability is present in human infants, using the simplest and most basic relation—the same–different relation. Experiment 1 (N = 26) tested whether 7‐ and 9‐month‐olds spontaneously detect and generalize these relations from a single example, as previous research has suggested. The attempted replication failed. Experiment 2 asked whether infants could abstract the relation via analogical processing (Experiment 2, N = 64). Indeed, with four exemplars, 7‐ and 9‐month‐olds could abstract the same–different relation and generalize it to novel pairs. Furthermore, prior experience with the objects disrupted learning. Facilitation from multiple exemplars and disruption by individual object salience are signatures of analogical learning. These results indicate that analogical ability is present by 7 months. 相似文献
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4 experiments investigated the development of children's ability to recognize perceptual relational commonalities such as symmetry or monotonicity. In Experiment 1, 6- and 8-year-olds were able to recognize higher-order relational similarity across different dimensions (e.g., size/saturation ) and across different polarities (e.g., increase/decrease ), whereas 4-year-olds could recognize higher-order relational matches only when they were supported by lower-order commonalities (e.g., size/size but not size/saturation matches). Further experiments tested how the processes of comparison and categorization affected 4-year-olds' ability to recognize relational similarity. The results of the experiments supported the hypothesis that comparison and categorization processes lead to changes in children's representations of relational structure, enabling them to recognize more abstract commonalities. A computational model lent further support to the claims. 相似文献
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Learning relational categories--whose membership is defined not by intrinsic properties but by extrinsic relations with other entities--poses a challenge to young children. The current work showed 3-, 4- to 5-, and 6-year-olds pairs of cards exemplifying familiar relations (e.g., a nest and a bird exemplifying home for) and then tested whether they could extend the relational concept to another category (e.g., choose the barn as a home for a horse). It found that children benefited from (a) hearing a (novel) category name in a relational construction and (b) comparing category members. The youngest group--3-year-olds--learned the category only when given a combination of relational language and a series of comparisons in a progressive alignment sequence. 相似文献
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