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Analogical reasoning in children [electronic resource] /
Usha Goswami.
imprint
Hove, UK ; Hillsdale, USA : L.Erlbaum Associates, c1992.
description
viii, 156 p. : ill.
ISBN
0863772269, 9780863772269
format(s)
Book
Subjects
More Details
imprint
Hove, UK ; Hillsdale, USA : L.Erlbaum Associates, c1992.
isbn
0863772269
9780863772269
restrictions
Licensed for access by U. of T. users.
catalogue key
10738120
A Look Inside
Full Text Reviews
Appeared in Choice on 1993-07:
Goswami has contested the tradition of Piaget that analogical reasoning does not develop until the formal operational stage of cognitive development. From analyzing studies that purport to support Piaget's position, it is evident that the age-related shift in analogical reasoning could be explained as a lack of understanding of the relations underlying the analogy rather than the lack of capability of subjects to reason analogically. Further studies revealed that when understanding of the relations exists, analogical reasoning is possible. Recent findings indicate the ability to recognize and use relational similarities is present in both infants and toddlers. This book is full of good ideas that indicate the relevance of analogical research to classification, learning, and creative thinking. Direct application of laboratory experiments of reasoning by analogies to the classroom includes the use of hints, the use of direct instruction, providing more than one analogy, and avoiding misleading analogies. Readers interested in cognitive skills and development will find that this elucidating investigation opens challenging possibilities. Advanced undergraduate; graduate; faculty; pre-professional; professional. C. R. Harper; emeritus, Mott Community College
Reviews
This item was reviewed in:
Choice, July 1993
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Summaries
Back Cover Copy
Analogical reasoning is a fundamental cognitive skill, involved in classification, learning, problem-solving and creative thinking, and should be a basic building block of cognitive development. However, for a long time researchers have believed that children are incapable of reasoning by analogy. This book argues that this is far from the case, and that analogical reasoning may be available very early in development. Recent research has shown that even 3-year-olds can solve analogies, and that infants can reason about relational similarity, which is the hallmark of analogy. The book traces the roots of the popular misconceptions about children's analogical abilities and argues that when children fail to use analogies, it is because they do not understand the relations underlying the analogy rather than because they are incapable of analogical reasoning. The author argues that young children spontaneously use analogies in learning, and that their analogies can sometimes lead them into misconceptions. In the "real worlds" of their classrooms, children use analogies when learning basic skills like reading, and even babies seem to use analogies to learn about the world around them.
Table of Contents
Reasoning by Analogy
Structural Theories of Analogical Development
Testing the Claims of Structural Theory
Information-Processing Accounts of Classical Analogical Reasoning
Problem Analogies and Analogical Development
Analogies in Babies and Toddlers
Analogies in the Real World of the Classroom
Table of Contents provided by Publisher. All Rights Reserved.

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