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From Concrete to Abstract: Factors That Influence Relational Ability in Infancy and Early Childhood
From Concrete to Abstract: Factors That Influence Relational Ability in Infancy and Early Childhood
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211150955
- ISBN
- 9798381977356
- DDC
- 153
- 서명/저자
- From Concrete to Abstract: Factors That Influence Relational Ability in Infancy and Early Childhood
- 발행사항
- [Sl] : Northwestern University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 161 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-10, Section: A.
- 주기사항
- Advisor: Hespos, Susan.
- 학위논문주기
- Thesis (Ph.D.)--Northwestern University, 2024.
- 초록/해제
- 요약Science, Technology, Engineering, and Math (STEM) education is essential to the economic growth, health, and progress of the modern world. One cognitive ability that underpins thinking and learning in STEM, as well as other disciplines, is relational ability. This ability to spot common relations shared by different objects, events, ideas, or representations and generalize them beyond the current context is the cornerstone of human cognition (Gentner, 2003, 2010; Goldwater & Schalk, 2016). Our ability to compare across multiple representations and highlight relational commonalities is the process that facilitates relational learning and subsequently, relational abstraction (Gentner, 1983; Gentner & Hoyos, 2017). As relational ability has been argued to be a key component of higher-order cognition (Richland & Simms, 2015), it is important to investigate its developmental trajectory and the factors that facilitate and hinder this ability. Understanding these factors will enable us to create environments that foster learning and discovery for all ages. Humans are born with a powerful structure-mapping mechanism that enables us to learn abstract relations. Our relational ability improves dramatically over time, but despite these changes, there are common signatures of relational abilities that are consistent across development. In addition, perceptual, linguistic, cognitive, and methodological factors also influence relational learning and performance. This dissertation examines the origins of our relational abilities and its trajectory of development with a specific focus on infancy and early childhood. Chapter 1 provides a brief introduction about the various factors that facilitate and hinder relational ability. Chapter 2 examines the variation in encoding processes and how that influences relational learning in infants. Chapter 3 investigates how methodological factors influence spontaneous relational performance among preschoolers. Chapter 4 investigates whether one perceptual factor - relational redundancy - facilitates or hinders relational performance and generalization. Taken together, these studies highlight that our relational learning mechanism is present early in life, it highlights aspects that are continuous throughout development, and examines various factors that can impact learning and cognition during the first years of life.
- 일반주제명
- Cognitive psychology
- 일반주제명
- Developmental psychology
- 일반주제명
- Science education
- 키워드
- Early childhood
- 키워드
- Infancy
- 기타저자
- Northwestern University Psychology
- 기본자료저록
- Dissertations Abstracts International. 85-10A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211150955
■006m o d
■007cr#unu||||||||
■020 ▼a9798381977356
■035 ▼a(MiAaPQ)AAI30993534
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a153
■1001 ▼aShivaram, Apoorva.▼0(orcid)0000-0001-7644-8598
■24510▼aFrom Concrete to Abstract: Factors That Influence Relational Ability in Infancy and Early Childhood
■260 ▼a[Sl]▼bNorthwestern University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a161 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-10, Section: A.
■500 ▼aAdvisor: Hespos, Susan.
■5021 ▼aThesis (Ph.D.)--Northwestern University, 2024.
■520 ▼aScience, Technology, Engineering, and Math (STEM) education is essential to the economic growth, health, and progress of the modern world. One cognitive ability that underpins thinking and learning in STEM, as well as other disciplines, is relational ability. This ability to spot common relations shared by different objects, events, ideas, or representations and generalize them beyond the current context is the cornerstone of human cognition (Gentner, 2003, 2010; Goldwater & Schalk, 2016). Our ability to compare across multiple representations and highlight relational commonalities is the process that facilitates relational learning and subsequently, relational abstraction (Gentner, 1983; Gentner & Hoyos, 2017). As relational ability has been argued to be a key component of higher-order cognition (Richland & Simms, 2015), it is important to investigate its developmental trajectory and the factors that facilitate and hinder this ability. Understanding these factors will enable us to create environments that foster learning and discovery for all ages. Humans are born with a powerful structure-mapping mechanism that enables us to learn abstract relations. Our relational ability improves dramatically over time, but despite these changes, there are common signatures of relational abilities that are consistent across development. In addition, perceptual, linguistic, cognitive, and methodological factors also influence relational learning and performance. This dissertation examines the origins of our relational abilities and its trajectory of development with a specific focus on infancy and early childhood. Chapter 1 provides a brief introduction about the various factors that facilitate and hinder relational ability. Chapter 2 examines the variation in encoding processes and how that influences relational learning in infants. Chapter 3 investigates how methodological factors influence spontaneous relational performance among preschoolers. Chapter 4 investigates whether one perceptual factor - relational redundancy - facilitates or hinders relational performance and generalization. Taken together, these studies highlight that our relational learning mechanism is present early in life, it highlights aspects that are continuous throughout development, and examines various factors that can impact learning and cognition during the first years of life.
■590 ▼aSchool code: 0163.
■650 4▼aCognitive psychology
■650 4▼aDevelopmental psychology
■650 4▼aScience education
■653 ▼aEarly childhood
■653 ▼aRelational performance
■653 ▼aInfancy
■653 ▼aRelational ability
■690 ▼a0633
■690 ▼a0620
■690 ▼a0714
■71020▼aNorthwestern University▼bPsychology.
■7730 ▼tDissertations Abstracts International▼g85-10A.
■790 ▼a0163
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160313▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
