Analogical transfer; Set-shifting; Toddler development; Working memory; World knowledge; Experimental and Cognitive Psychology; Developmental and Educational Psychology
Abstract :
[en] Analogical transfer, denoting the ability to use an action that solved a given problem in order to successfully handle a seemingly different but functionally similar problem, requires well-developed self-regulation, as it draws on previous knowledge and demands selecting and shifting between relevant features while ignoring irrelevant ones. Thus, analogical transfer involves executive functions (EFs), yet the contribution of specific EFs is unclear, particularly during the development of the capacity before the age of 5. Here, for the first time, we investigated the contribution of world knowledge, working memory and set-shifting in 2.5- to 4.5-year-olds’ (N = 86) capacity to single-event analogical transfer in a simple, non-verbal, tool-use task. Analogical transfer was independent of age but was predicted by a measure of world knowledge and a measure of working memory across the age-span tested. Our results suggest that world knowledge and working memory underscore analogical transfer early in development.
Disciplines :
Neurosciences & behavior
Author, co-author :
Bobrowicz, Katarzyna ; Université de Liège - ULiège > Département de Psychologie > Mémoire et langage ; Department of Psychology, Lund University, Lund, Sweden ; Public Higher Medical Professional School, Opole, Poland ; Department of Philosophy and Cognitive Science, Lund University, Lund, Sweden
Sahlström, Johan; Department of Psychology, Lund University, Lund, Sweden
Thorstensson, Klara; Department of Psychology, Lund University, Lund, Sweden
Nagy, Brigitta; Department of Psychology, Lund University, Lund, Sweden
Psouni, Elia; Department of Psychology, Lund University, Lund, Sweden
Language :
English
Title :
Generalizing solutions across functionally similar problems correlates with world knowledge and working memory in 2.5- to 4.5-year-olds
Materials devised in the study were financed by Stiftelsen Roy och Maj Franzéns fond, awarded to Katarzyna Bobrowicz (grant no. RFv2018-0221 ). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
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