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{
    "pk": 28083,
    "title": "Differentiation by Domain in Young Children’s Analogical Reasoning",
    "subtitle": null,
    "abstract": "How much does children’s performance on analogy tasks\nreflect general analogical reasoning versus specific\nknowledge? We asked this by comparing young children’s\nperformance on conceptual (e.g., whole, broken) versus spatial\n(e.g., above, overlapping) analogies. We asked two primary\nresearch questions. First, does children’s performance correlate\nacross tasks that depict conceptual versus spatial analogies?\nSecond, if children complete the easier analogical task first,\ndoes that experience boost performance on the second, harder\ntask? Successfully solving analogy problems in one domain\ncould provide insights to children that may carry over to a new\ndomain. However, if poor performance reflects an underlying\nlack of knowledge, rather than weak analogical reasoning, then\nadditional analogy experience will not be beneficial. Results\nshowed that children performed significantly better on\nconceptual than spatial analogies, and that the order of tasks\ndid not influence performance. Furthermore, performance was\nnot correlated across domains. These results suggest that\nperformance on these two tasks primarily reflects children’s\nunderstanding of the concepts and relations needed to complete\nthe analogies, rather than analogical reasoning.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "analogy; spatial cognition; development; early\nchildhood"
        }
    ],
    "section": "Publication-based-Talks",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/60v6k5r6",
    "frozenauthors": [
        {
            "first_name": "Hilary",
            "middle_name": "E",
            "last_name": "Miller",
            "name_suffix": "",
            "institution": "University of Wisconsin-Madison",
            "department": ""
        },
        {
            "first_name": "Jennifer",
            "middle_name": "M",
            "last_name": "Weber",
            "name_suffix": "",
            "institution": "University of Wisconsin-Madison, University of Colorado Boulder",
            "department": ""
        },
        {
            "first_name": "Vanessa",
            "middle_name": "R",
            "last_name": "Simmering",
            "name_suffix": "",
            "institution": "University of Wisconsin-Madison, ACTinc",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2018-01-01T10:00:00-08:00",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/28083/galley/17722/download/"
        }
    ]
}