Abstract
This article offers an overview of the nature and role of relational thinking and relational reasoning in human learning and performance, both of which pertain to the discernment of meaningful patterns within any informational stream. Distinctions between thinking and reasoning relationally are summarized, along with specific forms of patterning that might be discerned. Next, the article summarizes what is presently known about relational reasoning, and then moves to explore future directions in educational research and in instructional practice that warrant attention based on the empirical literature.
Highlights
A baby reaches for his mother among a gathering of women; a student becomes enrapt in a story, seeing herself in the main character; an attending physician realizes that her patient is displaying abnormal symptoms indicative of acute myocardial infarction; and a physicist sets out to disprove an espoused cosmological theory
When the discussion progresses to more intentional and consider how relational reasoning manifests in everyday effortful relational processes, the similarities and differences that functioning and problem solving, and what steps can be taken to arise between the conceptualizations and operationalizations harness that nature in service of fostering learning and academic offered and those populating the cognitive science and development
We explored the association between relational reasoning and select executive function and individual difference indicators
Summary
A baby reaches for his mother among a gathering of women; a student becomes enrapt in a story, seeing herself in the main character; an attending physician realizes that her patient is displaying abnormal symptoms indicative of acute myocardial infarction; and a physicist sets out to disprove an espoused cosmological theory.
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