Individual Differences in Relational Learning and Analogical Reasoning: A Computational Model of Longitudinal Change

Frontiers in Psychology
Leonidas A A DoumasLindsey E Richland

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 sugg...Continue Reading

References

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Sep 20, 2017·Journal of Experimental Child Psychology·Nina K SimmsLindsey E Richland

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Citations

Aug 14, 2020·The British Journal of Developmental Psychology·Xiao YuXin Chen
Feb 17, 2019·Proceedings of the National Academy of Sciences of the United States of America·Hongjing LuKeith J Holyoak
Jul 19, 2019·Memory & Cognition·Maureen E Gray, Keith J Holyoak
Oct 20, 2020·Frontiers in Psychology·Katharine F Guarino, Elizabeth M Wakefield

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Methods Mentioned

BETA
LISA

Software Mentioned

LISAese
LISA
DORA

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