Analogical Reasoning Ability Research Articles

Computerized Process-Oriented Dynamic Testing of Children’s Ability to Reason by Analogy Using Log Data

Abstract: The study investigated the value of process data obtained from a group-administered computerized dynamic test of analogical reasoning, consisting of a pretest-training-posttest design. We sought to evaluate the effects of training on processes and performance, and the relationships between process measures and performance on the dynamic test. Participants were N = 86 primary school children ( Mage = 8.11 years, SD = 0.63). The test consisted of constructed-response geometrical analogy items, requiring several actions to construct an answer. Process data enabled scoring of the total time, the time taken for initial planning of the task, the time taken for checking the answer that was provided, and variation in solving time. Training led to improved performance compared to repeated practice, but this improvement was not reflected in task-solving processes. Almost all process measures were related to performance, but the effects of training or repeated practice on this relationship differed widely between measures. In conclusion, the findings seemed to indicate that investigating process indicators within computerized dynamic testing of analogical reasoning ability provided information about children’s learning processes, but that not all processes were affected in the same way by training.

Relational complexity influences analogical reasoning ability

Human language without analogy is like a zebra without stripes. The ability to understand analogies, or to engage in relational reasoning, has been argued to be an important distinction between the cognitive abilities of human and non-human animals. Current studies have failed to robustly show that animals can perform more complex, relational discriminations, in part because such tests rely on linguistic or symbolic experiences, and therefore are not suitable for evaluating analogical reasoning in animals. We report on a methodological approach allowing for direct comparisons of analogical reasoning ability across species. We show that human participants spontaneously make analogical discriminations with minimal verbal instructions, and that the ability to reason analogically is affected by analogical complexity. Furthermore, performance on our task correlated with participants' fluid intelligence scores. These results show the nuance of analogical reasoning abilities by humans, and provide a means of robustly comparing this capacity across species.

Mathematical analogical reasoning ability based on the thinking style of junior high school students on flat surface of solid figures

Analogical reasoning ability teaches students how to translate abstract concepts into a concrete ones. Students can receive and process information from this knowledge according to their thinking style. Therefore, this study aims to determine students' mathematical analogical reasoning ability at SMP Negeri 1 Sungai Raya based on their thinking style. The research method used in this research is quantitative descriptive analysis, with data analysis assisted by Anates V4 software. The subjects in this study were 29 class IX A students at SMP Negeri 1 Sungai Raya. Data collection techniques used in this study include measurement and direct and indirect communication. The instruments used were mathematical analogical reasoning tests, thinking style tests, and interview guidelines. The results showed that students who had a concrete sequential thinking style obtained an average value of mathematical analogical reasoning ability of 46.25 in the good category, while the average value of students with abstract sequential mathematical analogical reasoning ability was 31.50, concrete random 27.83, and random abstract 32.07 in the medium category. The findings mean that the classroom learning pattern needs to be maintained while improving students' mathematical analogical reasoning abilities. In addition, students are expected to maximize their potential according to the character of their thinking style.

PROFIL ANALOGICAL REASONING SISWA SMA

<p>Analogical reasoning is the ability to solve problems by finding similarities between two objects, namely source and target objects. The purpose of this study was to determine the analogical reasoning profile of students at SMA N 16 Semarang. This study is included in a qualitative study with data collection techniques used in surveys by working on analogical reasoning problems. The research subjects were 100 students of class X. The results found in this study were the category of analogical reasoning ability of students of SMA N 16 Semarang low with a frequency of 74 and a percentage of 73.6%. The low ability of analogical reasoning students is influenced by the lack of learning methods that encourage students in problem-solving using analogies, besides analogies have two sides if understood will facilitate students' understanding of concepts, but if it cannot be understood misconceptions occur so teachers rarely use analogous reasoning in explaining material abstract. Therefore it is necessary to have an understanding and experience of the teacher to build this ability by using learning methods that support analogical reasoning abilities.</p>

Does reasoning training improve fluid reasoning and academic achievement for children and adolescents? A systematic review.

Studies of children and adolescents suggest that reasoning training may improve both reasoning and academic achievement, but evidence and systematic evaluation of this research is limited. Accordingly, this paper provides a systematic review of the literature on reasoning training in order to describe current methods and evaluate their efficacy. A systematic search identified eleven articles-published between 1996 and 2016-that reported findings from thirteen separate studies of reasoning training effects on fluid reasoning (Gf) and academic achievement in children and adolescents. Specific Gf outcomes examined were analogical, deductive, inductive, nonverbal, and/or relational reasoning ability. Specific academic achievement outcomes examined were math and reading achievement. This paper reviewed studies utilizing both computerized and non-computerized methods of Gf training. Findings from the review show that reasoning training improves Gf (near transfer effects). Although less conclusive, when considered on balance, evidence suggests that reasoning training also improves academic achievement (far transfer effects). Research is needed to parameterize the effects of Gf training on academic achievement, and in particular to identify moderators of training efficacy on academic outcomes. Limitations and directions for future research are discussed.

Analogical reasoning ability of mathematics education students at six state islamic universities (UIN) in Indonesia

Mathematical abilities that students must possess at the level of primary and secondary education must also be possessed by a student of teacher candidates who will teach mathematics. One of the abilities is an analogical reasoning ability. The main objectives of this research are: 1) To describe and analyze analogical reasoning ability of students of mathematics education at the State Islamic Universities (UIN) in Indonesia, 2) To know the differences of analogical reasoning abilities of students of mathematics education at several State Islamic Universities (UIN) in Indonesia. The study was conducted at 6 UINs in Indonesia with a sample of 203 5th semester students using a survey method. This study's results indicate: 1) Analogical reasoning ability in Mathematics Education students consisting of 6 UINs in Indonesia can be seen from the average value in each sample. The acquisition of the average value of UIN Syarif Hidayatullah Jakarta students' analogical reasoning ability is the highest compared to the other 5 UINs with an average mathematical reasoning ability value of 65. 2. There is a difference in mathematics education students' analogical reasoning ability at the State Islamic Universities (UIN) in Indonesia.

The relationship between reasoning and language ability: comparing children with cochlear implants and children with typical hearing

Purpose Language has been suggested to play a facilitating role for analogical reasoning tasks, especially for those with high complexity. This study aims to evaluate if differences in analogical reasoning ability between children with cochlear implants (CI) and children with typical hearing (TH) might be explained by differences in language ability. Methods The analogical reasoning ability (verbal; non-verbal; complex non-verbal: high relational integration demand) of children with CI (N = 15, mean age = 6;7) was compared to two groups of children with TH: age and language matched (TH-A+L, N = 23, mean age = 6;5), and age matched (TH-A, N = 23, mean age = 6;5). Results Children with CI were found to perform comparable to Group TH-A+L on non-verbal reasoning tasks but significantly more poorly on a verbal analogical reasoning task. Children with CI were found to perform significantly more poorly on both the non-verbal analogical reasoning task with high relational integration demand and on the verbal analogical reasoning task compared to Group TH-A. For the non-verbal analogical reasoning task with lower relational integration demand only a tendency for a difference between group CI and Group TH-A was found. Conclusions The results suggest that verbal strategies are influencing the performance on the non-verbal analogical reasoning tasks with a higher relational integration demand. The possible reasons for this are discussed. The verbal analogical reasoning task used in the current study partly measured lexical access. Differences between the children with CI and both groups of children with TH might therefore be explained by differences in expressive vocabulary skills.

Teaching Analogical Reasoning With Co-speech Gesture Shows Children Where to Look, but Only Boosts Learning for Some.

In general, we know that gesture accompanying spoken instruction can help children learn. The present study was conducted to better understand how gesture can support children’s comprehension of spoken instruction and whether the benefit of teaching though speech and gesture over spoken instruction alone depends on differences in cognitive profile – prior knowledge children have that is related to a to-be-learned concept. To answer this question, we explored the impact of gesture instruction on children’s analogical reasoning ability. Children between the ages of 4 and 11 years solved scene analogy problems before and after speech alone or speech and gesture instruction while their visual attention was monitored. Our behavioral results suggest a marginal benefit of gesture instruction over speech alone, but only 5-year-old children showed a distinct advantage from speech + gesture instruction when solving the post-instruction trial, suggesting that at this age, children have the cognitive profile in place to utilize the added support of gesture. Furthermore, while speech + gesture instruction facilitated effective visual attention during instruction, directing attention away from featural matches and toward relational information was pivotal for younger children’s success post instruction. We consider how these results contribute to the gesture-for-learning literature and consider how the nuanced impact of gesture is informative for educators teaching tasks of analogy in the classroom.

Deskripsi Penalaran Analogi Ditinjau dari Tipe Kepribadian David Keirsey Siswa SMP Negeri 1 Ajibarang

This study aimed to describe students' analogical reasoning in SMP Negeri 1 Ajibarang viewed from personality types in the material of Three-Dimensional Shapes with Flat surfaces. Data subjects in this study were students of class VIII E and the sample was taken using purposive sampling technique. Students are grouped into three categories based on David Keirsey personality types namely rational, artisan, and guardian personality. Data were collected through tests, interviews, and documentation. To analyze the research data descriptive qualitative research method which included data reduction, data presentation, and conclusion was used. In addition, echnical triangulation test was employed as a validation test of the results. The results indicated that, based on analogical reasoning ability, it was seen that rational students mastered all indicators of analogical reasoning ability, i.e. encoding, inferring, mapping, and applying. Students with artisan personality type mastered the encoding indicator only. And guardian students were able to master the encoding, inferring and applying indicator.

A Study of the Impact of Art Appreciation Education on Analogical Reasoning Ability and Application of Visual Thinking Strategy

A Study of the Impact of Art Appreciation Education on Analogical Reasoning Ability and Application of Visual Thinking Strategy

Appetitive augmental functions and common physical properties in a pain-tolerance metaphor: An extended replication

Relational frame theory claims that the tacit understanding of metaphorical language rests upon our ability to derive relations based on relevant contextual cues; with metaphor aptness being a function of learning history and the number and nature of contextual cues presented. Recent experimental research has explored whether metaphor aptness plays a role in changing behaviour. Sierra, Ruiz, Flórez, Riaño Hernández, and Luciano (2016) demonstrated that the presence of common physical properties (herein common properties; “cold”) within a perseverance metaphor increased pain tolerance to the cold pressor task. When the metaphor also specified appetitive augmental functions (herein augmentals; “something important to you”), pain tolerance also increased. We tested the replicability of these findings under more stringent conditions, using a stratified (by sex) double-blind randomised-controlled experimental design. Eighty-nine participants completed baseline measures of psychological flexibility, cognitive fusion, generalised pliance, and analogical reasoning ability. Participants were then allocated to a pre-recorded audio-delivered metaphor exercise containing either: (i) common properties; (ii) augmentals; (iii) both; or (iv) neither (control condition). Participants completed the cold pressor task before and after intervention. We found no change in pain tolerance following intervention in any condition. Given potential implications for apt metaphor use for changing behaviour, further work is required to establish why the original study's findings were not replicated, to identify boundary conditions for the putative effect, and test metaphor use in ecologically valid settings.

Mathematics Pre-Service Teachers’ Analogical Reasoning toward Calculus Problems

The purpose of this study is to describe the relationship between the educational background of Mathematics Pre-Service Teacher (MPST) at senior high school and their analogical reasoning ability (MPST) in solving calculus problems. The sample of this research is 31 MPST from STKIP PGRI Sidoarjo which consists of 18 MPST with high school natural science background, 3 MPST with social high school education background, 1 MPST with language school education background, 6 MPST with a vocational education engineering background, and 3 MPST with vocational education nonengineering background. The method of this research is quantitative method that uses non-parametric statistics namely correlation 2 (Chi-Square) This study shows that the value of 2 is 6,372. It can be concluded that there is no significant correlation between the educational background of MPST and analogical reasoning.

NQPC-13 THE EFFICACY OF RAVEN’S COLORED PROGRESSIVE MATRICES FOR PATIENTS WITH BRAIN TUMOR

BACKGROUNDMini-Mental State Examination (MMSE) and Raven’s Colored Progressive Matrices (RCPM) are cognitive function tests used to assess speech and visual cognitive functions in patients with brain tumor and aphasia, respectively. We investigated the distribution and correlation between MMSE and RCPM scores in patients with brain tumor, who underwent tumor resection, to identify the test characteristics.METHODAmong the 122 patients who underwent tumor resection in our hospital from April 2018 to March 2019, and potentially required rehabilitation, 43 patients (i.e., 19 men and 24 women) who underwent pre- and post-operative MMSE and RCPM were further investigated. Median age during surgery was 54 years (20–86 years). Relationship between the pre- and post-operative MMSE and RCPM scores were evaluated using the Spearman’s rank correlation coefficient. Additionally, we investigated the characteristics of patients who scored low on either of the tests.RESULTSMedian pre- and post-operative MMSE scores were 29 points (14–30) and 29 points (21–30), respectively. Median pre- and post-operative RCPM scores were 33 points (25–36) and 35 points (18–36), respectively. The pre- and post-operative correlation coefficient between MMSE and RCPM scores were 0.376 and 0.699, respectively. Among the 12 patients with lower pre-operative scores on MMSE, as compared to RCPM, 8 patients had impaired attention and 4 patients had aphasia. One patient who scored lower on RCPM test, as compared to MMSE, had reduced analogical reasoning ability. Postoperatively, no patient scored low on MMSE as compared to RCPM, and one patient who scored lower on RCPM than MMSE had left hemi-spatial neglect.CONCLUSIONThe pre-operative cognitive functions of patients with impaired attention and aphasia can be evaluated with RCPM using visual tasks without interference caused by these impairments. Minute pre- and post-interventional cognitive changes can be assessed with both MMSE and RCPM together.

지적장애 및 자폐범주성장애 아동의 단어유추추론능력

지적장애 및 자폐범주성장애 아동의 단어유추추론능력

The Development of American Sign Language-Based Analogical Reasoning in Signing Deaf Children.

Purpose This article examines whether syntactic and vocabulary abilities in American Sign Language (ASL) facilitate 6 categories of language-based analogical reasoning. Method Data for this study were collected from 267 deaf participants, aged 7;6 (years;months) to 18;5. The data were collected from an ongoing study initially funded by the U.S. Institute of Education Sciences in 2010. The participants were given assessments of ASL vocabulary and syntax knowledge and a task of language-based analogies presented in ASL. The data were analyzed using mixed-effects linear modeling to first see how language-based analogical reasoning developed in deaf children and then to see how ASL knowledge influenced this developmental trajectory. Results Signing deaf children were shown to demonstrate language-based reasoning abilities in ASL consistent with both chronological age and home language environment. Notably, when ASL vocabulary and syntax abilities were statistically taken into account, these were more important in fostering the development of language-based analogical reasoning abilities than were chronological age and home language. We further showed that ASL vocabulary ability and ASL syntactic knowledge made different contributions to different analogical reasoning subconstructs. Conclusions ASL is a viable language that supports the development of language-based analogical reasoning abilities in deaf children.

Making inquiry-based science learning visible: the influence of CVS and cognitive skills on content knowledge learning in guided inquiry

ABSTRACTMany science curricula and standards emphasise that students should learn both scientific knowledge and the skills associated with the construction of this knowledge. One way to achieve this goal is to use inquiry-learning activities that embed the use of science process skills. We investigated the influence of scientific reasoning skills (i.e. conceptual and procedural knowledge of the control-of-variables strategy) on students’ conceptual learning gains in physics during an inquiry-learning activity. Eighth graders (n = 189) answered research questions about variables that influence the force of electromagnets and the brightness of light bulbs by designing, running, and interpreting experiments. We measured knowledge of electricity and electromagnets, scientific reasoning skills, and cognitive skills (analogical reasoning and reading ability). Using structural equation modelling we found no direct effects of cognitive skills on students’ content knowledge learning gains; however, there were direct effects of scientific reasoning skills on content knowledge learning gains. Our results show that cognitive skills are not sufficient; students require specific scientific reasoning skills to learn science content from inquiry activities. Furthermore, our findings illustrate that what students learn during guided inquiry activities becomes visible when we examine both the skills used during inquiry learning and the process of knowledge construction. The implications of these findings for science teaching and research are discussed.

The enhancement of mathematical analogical reasoning ability of university students through concept attainment model

This study aims to see the enhancement of mathematical analogical reasoning ability of the university students through concept attainment model learning based on overall and Prior Mathematical Knowledge (PMK) and interaction of both. Quasi experiments with the design of this experimental-controlled equivalent group involved 54 of second semester students at the one of State Islamic University. The instrument used is pretest-postest. Kolmogorov-Smirnov test, Levene test, t test, two-way ANOVA test were used to analyse the data. The result of this study includes: (1) The enhancement of the mathematical analogical reasoning ability of the students who gets the learning of concept attainment model is better than the enhancement of the mathematical analogical reasoning ability of the students who gets the conventional learning as a whole and based on PMK; (2) There is no interaction between the learning that is used and PMK on enhancing mathematical analogical reasoning ability.

Eye movements provide insight into individual differences in children's analogical reasoning strategies

Analogical reasoning is considered a key driver of cognitive development and is a strong predictor of academic achievement. However, it is difficult for young children, who are prone to focusing on perceptual and semantic similarities among items rather than relational commonalities. For example, in a classic A:B::C:? propositional analogy task, children must inhibit attention towards items that are visually or semantically similar to C, and instead focus on finding a relational match to the A:B pair. Competing theories of reasoning development attribute improvements in children's performance to gains in either executive functioning or semantic knowledge. Here, we sought to identify key drivers of the development of analogical reasoning ability by using eye gaze patterns to infer problem-solving strategies used by six-year-old children and adults. Children had a greater tendency than adults to focus on the immediate task goal and constrain their search based on the C item. However, large individual differences existed within children, and more successful reasoners were able to maintain the broader goal in mind and constrain their search by initially focusing on the A:B pair before turning to C and the response choices. When children adopted this strategy, their attention was drawn more readily to the correct response option. Individual differences in children's reasoning ability were also related to rule-guided behavior but not to semantic knowledge. These findings suggest that both developmental improvements and individual differences in performance are driven by the use of more efficient reasoning strategies regarding which information is prioritized from the start, rather than the ability to disengage from attractive lure items.

Analogical reasoning in children with specific language impairment: Evidence from a scene analogy task

ABSTRACTAnalogical reasoning is a human ability that maps systems of relations. It develops along with relational knowledge, working memory and executive functions such as inhibition. It also maintains a mutual influence on language development. Some authors have taken a greater interest in the analogical reasoning ability of children with language disorders, specifically those with specific language impairment (SLI). These children apparently have weaker analogical reasoning abilities than their aged-matched peers without language disorders. Following cognitive theories of language acquisition, this deficit could be one of the causes of language disorders in SLI, especially those concerning productivity. To confirm this deficit and its link to language disorders, we use a scene analogy task to evaluate the analogical performance of SLI children and compare them to controls of the same age and linguistic abilities. Results show that children with SLI perform worse than age-matched peers, but similar to language-matched peers. They are more influenced by increased task difficulty. The association between language disorders and analogical reasoning in SLI can be confirmed. The hypothesis of limited processing capacity in SLI is also being considered.

Estimation as analogy-making: Evidence that preschoolers’ analogical reasoning ability predicts their numerical estimation

All humans and many animals can represent approximate quantities of perceptual objects nonlinguistically by using the Approximate Number System (Dehaene, 1997/2011). Early in life, children in numerate societies also learn to describe this system using number words. How do linguistic representations of number become related to nonlinguistic representations of number? We hypothesize that the analogical process of structure mapping (Gentner, 1983) helps children to form mappings between the linguistic and nonlinguistic number systems on the basis of structural similarities between the two systems. To test this, we tested and analyzed 47 four-and-five year olds’ performance on estimation and analogy tasks. We found that analogical reasoning ability uniquely predicted several components of estimation performance, even when controlling for other domain-general cognitive skills. This provides strong evidence that analogical processes are uniquely related to the development of early estimation.