Abstract
ABSTRACTRelational reasoning, the ability to detect meaningful patterns, matures through adolescence. The unique contributions of verbal analogical and nonverbal matrix relational reasoning to science and maths are not well understood. Functional magnetic resonance imaging data were collected during science and maths problem‐solving, and participants (N = 36, 11–15 years) also completed relational reasoning and executive function tasks. Higher verbal analogical reasoning associated with higher accuracy and faster reaction times in science and maths, and higher activation in the left anterior temporal cortex during maths problem‐solving. Higher nonverbal matrix reasoning associated with higher science accuracy, higher science activation in regions across the brain, and lower maths activation in the right middle temporal gyrus. Science associations mostly remained significant when individual differences in executive functions and verbal IQ were taken into account, while maths associations typically did not. The findings indicate the potential importance of supporting relational reasoning in adolescent science and maths learning.
Highlights
Relational reasoning is the ability to consider relations between multiple mental representations (Crone et al, 2009) and detect meaningful patterns (Alexander, Dumas, Grossnickle, List, & Firetto, 2016)
visuospatial working memory (VSWM) correlated with both relational reasoning measures but not science or maths, while verbal working memory (VWM) correlated with nonverbal
But not verbal analogical reasoning, was a significant covariate of the Science > Arrows contrast, with higher nonverbal matrix reasoning associated with higher blood-oxygen-level dependent (BOLD) signal in parietal, frontal and temporal cortex clusters (Figure 3, Table 3)
Summary
Relational reasoning is the ability to consider relations between multiple mental representations (Crone et al, 2009) and detect meaningful patterns (Alexander, Dumas, Grossnickle, List, & Firetto, 2016). There is cross-sectional and longitudinal evidence of associations between individual differences in relational reasoning and maths (e.g., Dumontheil & Klingberg, 2012; Green, Bunge, Briones Chiongbian, Barrow, & Ferrer, 2017). Relational reasoning and the underlying neural systems show prolonged development which continues into adolescence (Dumontheil, 2014), a time when pupils are presented with increasingly complex science and. Establishing the roles of different aspects of relational reasoning, in different domains, namely verbal analogical reasoning and nonverbal matrix reasoning, in science and maths problem-solving during adolescence may lead to more concrete advice for secondary school educators. Other studies have shown teaching by analogy to improve maths performance in adults (Richland & McDonough, 2010), and science performance in 9- to 10-year olds (Matlen, Vosniadou, Jee, & Ptouchkina, 2009) and adults (Jee et al, 2013)
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