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Progression paths in children's problem solving: The influence of dynamic testing, initial variability, and working
Wilma C M Resing1, Merel Bakker1, Christine M E Pronk1
1Developmental and Educational Psychology, Leiden University, 2300 RB Leiden, The Netherlands.
Journal of Experimental Child Psychology
|October 11, 2016
Summary
Training significantly boosts children's analogical reasoning development. Repeated practice with training led to greater improvements in problem-solving skills compared to practice alone for young children.
Area of Science:
- Cognitive Development
- Educational Psychology
Background:
- Analogical reasoning is crucial for problem-solving.
- Understanding developmental trajectories informs educational interventions.
Purpose of the Study:
- Investigate developmental trajectories of analogical reasoning in 7- and 8-year-old children.
- Examine the impact of training and practice on reasoning development.
- Analyze the influence of working memory and strategy variability.
Main Methods:
- Employed a microgenetic research method and multilevel analysis.
- Assessed 104 children in two groups: practice alone vs. practice with training.
- Collected data on working memory, problem-solving behavior, and strategy use.
Main Results:
- Children in both groups improved, with greater gains in the training group.
- Training reduced the impact of initial strategy variability on reasoning improvement.
- Reasoning improvement was largely independent of working memory capacity.
Conclusions:
- A microgenetic approach effectively captures inter- and intra-individual changes in problem-solving.
- Targeted training enhances analogical reasoning development more than practice alone.
- Working memory capacity plays a less significant role than strategy variability and training.
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