Abstract
The development of third-order verbal analogical reasoning was examined in 180 students from grades 5, 7, 9, and 11 ( n = 45/group). Accuracy in solving third-order analogy problems steadily improved through the ninth grade and was influenced by the semantic relationships that the problems expressed. For example, problems that expressed functional relationships were easier than those that expressed synonymous or sequential relationships. The results are discussed in relation to what is known about the development of second-order analogical reasoning.
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