Formazione & insegnamento
ISSN: 2279-7505 | Published: 2022-10-30
This landing page is part of an alternate academic indexing and SEO initiative curated by Pensa MultiMedia and the Executive Editorial Office.
Main Article Landing Page: https://ojs.pensamultimedia.it/index.php/siref/article/view/5606
Full Text HTML (viewer): missing data
Full Text PDF (viewer): https://ojs.pensamultimedia.it/index.php/siref/article/view/5606/5076
Full Text HTML (file): missing data
Full Text PDF (file): https://ojs.pensamultimedia.it/index.php/siref/article/download/5606/5076
Alternate URL (this mirror): https://formazione-insegnamento.eu/2022-20/2-Suppl/5606-construction-versus-closed-analogies-effects-of-mediati
Title: Construction Versus Closed Analogies: Effects of Mediation and Relation to Working Memory
Abstract: The goals of the current study are to examine (a) the effect of mediation of Construction Analogies versus mediation of Closed Analogies on cognitive modifiability in analogical thinking (b) the effect of mediation of analogies on working memory (WM), and (c) the correlation pattern between analogical thinking and WM in Construction and Closed analogies. A sample of Grade 1 children (49 boys and 47 girls) were randomly assigned to Construction analogies (E1, n = 48) and Closed Analogies (E2, n = 48) groups. Children in E1 group were administered the Construction version of the Analogical Modifiability Puzzle Test (AMPT) and children in E2 group were administered the Closed version. Both versions were administered in a dynamic assessment (DA) procedure which includes pre-teaching, teaching and post-teaching phases. Both groups were administered the Children's Spatial Working Memory (CSWM) test before and after the teaching phase. The findings reveal that both groups improved their analogical thinking from pre- to post-Teaching, with E1 group showing higher improvement than E2 group. Both groups showed significant pre- to post-teaching improvement in WM-- a finding that indicates far-transfer effects. Analogical thinking was significantly correlated with WM in pre-Teaching phase of Construction Analogies whereas analogical thinking was significantly correlated with WM in post-teaching phase of Closed Analogies. The findings raise questions about the cognitive factors involved measuring analogical thinking using a closed analogies format. The findings are discussed in relation to the effects of task characteristics, mediation in DA and recent research on WM.
Keywords: Analogical thinking; Cognitive modifiability; Dynamic assessment; Working memory
Title: Analogie costruite o chiuse: effetti della mediazione e relazione con la memoria di lavoro
Abstract: Gli obiettivi di questo paper sono di: a) esaminare gli effetti della mediazione delle Analogie Costruite vs. delle Chiuse sulla modificabilità cognitiva nel pensiero analgico; b) indagare gli effetti della mediazione delle analogie sulla memoria di lavoro; e c) analizzare il pattern di correlazione tra il pensiero analogico e la memoria di lavoro nelle Analogie Costruite e Chiuse. Un campione della classe prima della primaria (49 bambini e 47 bambine) sono stati assegnati casualmente ai gruppi Analogie Costruite (E1, n = 48) e Analogie Chiuse (E2, n = 48). I bambini nel gruppo E1 hanno effettuato la versione Costruita del Analogical Modifiability Puzzle Test (AMPT) mentre i bambini E2 hanno effettuato la versione Chiusa. Entrambe le versioni sono state utilizzate in una versione di valutazione dinamica con le fasi di pre-insegnamento, insegnamento, e post-insegnamento. A entrambi i gruppi è stato somministrato il test Children's Spatial Working Memory (CSWM) prima e dopo la fase di insegnamento. I risultati mostrano che entrambi i gruppi hanno migliorato il loro ragionamento analogico tra pre e post-insegnamento, con un miglioramento maggiore del gruppo E2. Entrambi i gruppi hanno mostrato un significativo miglioramento della memoria di lavoro tra pre e post-insegnamento, il che indica effetti di transfer a disantanza. Il pensiero analogico è significativamente correlato con la memoria di lavoro nella fase di pre-insegnamento delle Analogie Costruite, mentre il pensiero analogico è significativamente collegato con la memoria di lavoro nella fase di post-insegnamento delle Analogie Chiuse. I risultati sollevano interrogativi sui fattori cognitivi coinvolti nella misurazione del pensiero analogico utilizzando un formato di Analogie Chiuse. Il contributo, infine, discute i risultati in relazione agli effetti delle caratteristiche del compito, la mediazione nella valutazione dinamica e la recente ricerca sulla memoria di lavoro.
Keywords: Memoria di lavoro; Modificabilità cognitiva; Pensiero analogico; Valutazione dinamica
Title: Construction contre analogies fermées: effets de la médiation et de la relation avec la mémoire de travail
Abstract: Les objectifs de la présente étude sont d'examiner (a) l'effet de la médiation des analogies de la construction par rapport à la médiation des analogies fermées sur la modification cognitive dans la pensée analogique (b) l'effet de la médiation des analogies sur la mémoire de travail (WM), et (c) le modèle de corrélation entre la pensée analogique et la MW dans la construction et les analogies fermées.Un échantillon d'enfants de grade 1 (49 garçons et 47 filles) a été assigné au hasard aux groupes de construction (E1, N = 48) et des groupes fermés (E2, n = 48).Les enfants du groupe E1 ont reçu la version de construction du test de puzzle de modification analogique (AMPT) et les enfants du groupe E2 ont reçu la version fermée.Les deux versions ont été administrées dans une procédure d'évaluation dynamique (DA) qui comprend des phases de pré-enseignement, d'enseignement et de post-enseignement.Les deux groupes ont été administrés au test de mémoire de travail spatiale des enfants (CSWM) avant et après la phase d'enseignement.Les résultats révèlent que les deux groupes ont amélioré leur pensée analogique de la pré-enseignement pré-post-enseignement, le groupe E1 montrant une amélioration plus élevée que le groupe E2.Les deux groupes ont montré une amélioration significative de la WM - une conclusion qui indique des effets de transfert de grande envergure.La pensée analogique était significativement corrélée avec la MW dans la phase de pré-enseignement des analogies de construction tandis que la pensée analogique était significativement corrélée avec la MW dans la phase post-enseignement des analogies fermées.Les résultats soulèvent des questions sur les facteurs cognitifs impliqués de mesurer la pensée analogique à l'aide d'un format d'analogies fermées.Les résultats sont discutés en relation avec les effets des caractéristiques des tâches, la médiation en DA et les recherches récentes sur la MW. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Pensée analogique;Modifiabilité cognitive;Évaluation dynamique;Mémoire de travail
Title: Construcción versus analogías cerradas: efectos de la mediación y relación con la memoria de trabajo
Abstract: Los objetivos del estudio actual son examinar (a) el efecto de la mediación de las analogías de construcción versus la mediación de las analogías cerradas sobre la modificabilidad cognitiva en el pensamiento analógico (b) el efecto de la mediación de las analogías en la memoria de trabajo (WM), y (c) el patrón de correlación entre el pensamiento analógico y la WM en la construcción y las analogías cerradas.Una muestra de niños de grado 1 (49 niños y 47 niñas) se asignaron al azar a las analogías de construcción (E1, N = 48) y los grupos de analogías cerradas (E2, N = 48).A los niños en el grupo E1 se les administró la versión de construcción de la prueba de rompecabezas de modificabilidad analógica (AMPT) y a los niños en el grupo E2 recibieron la versión cerrada.Ambas versiones se administraron en un procedimiento de evaluación dinámica (DA) que incluye fases previas a la enseñanza, enseñanza y posterior a la enseñanza.A ambos grupos se les administró la prueba de memoria de trabajo espacial de los niños (CSWM) antes y después de la fase de enseñanza.Los hallazgos revelan que ambos grupos mejoraron su pensamiento analógico de antes a después de la enseñanza, con un grupo E1 que muestra una mejora más alta que el grupo E2.Ambos grupos mostraron una mejora significativa previa a la enseñanza en WM, un hallazgo que indica efectos de transferencia lejana.El pensamiento analógico se correlacionó significativamente con WM en la fase previa a la enseñanza de las analogías de construcción, mientras que el pensamiento analógico se correlacionó significativamente con WM en la fase posterior a la enseñanza de las analogías cerradas.Los hallazgos plantean preguntas sobre los factores cognitivos involucrados medir el pensamiento analógico utilizando un formato de analogías cerradas.Los hallazgos se discuten en relación con los efectos de las características de la tarea, la mediación en DA e investigaciones recientes sobre WM. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Pensamiento analógico;Modificabilidad cognitiva;Evaluación dinámica;Memoria de trabajo
Title: Construção versus analogias fechadas: efeitos da mediação e relação com a memória de trabalho
Abstract: Os objetivos do presente estudo são examinar (a) o efeito da mediação das analogias de construção versus a mediação de analogias fechadas na modificabilidade cognitiva no pensamento analógico (b) o efeito da mediação de analogias na memória de trabalho (WM) e (c) o padrão de correlação entre pensamento analógico e WM na construção e analogias fechadas.Uma amostra de crianças grau 1 (49 meninos e 47 meninas) foi aleatoriamente designada para analogias de construção (E1, n = 48) e analogias fechadas (E2, n = 48).As crianças do grupo E1 receberam a versão de construção do teste de quebra -cabeça de modificabilidade analógica (AMPT) e as crianças no grupo E2 receberam a versão fechada.Ambas as versões foram administradas em um procedimento de avaliação dinâmica (DA), que inclui fases pré-ensino, ensino e pós-ensino.Ambos os grupos receberam o teste da Memória de Trabalho Espacial (CSWM) das crianças antes e depois da fase de ensino.As descobertas revelam que ambos os grupos melhoraram seu pensamento analógico do pré e pós-ensino, com o grupo E1 mostrando maior melhoria que o grupo E2.Ambos os grupos mostraram melhoria significativa de pré e pós-ensino no WM-um achado que indica efeitos de transferência distante.O pensamento analógico foi significativamente correlacionado com a WM na fase de pré-ensino das analogias de construção, enquanto o pensamento analógico foi significativamente correlacionado com a WM na fase pós-ensino de analogias fechadas.Os resultados levantam questões sobre os fatores cognitivos envolvendo medir o pensamento analógico usando um formato de analogias fechadas.Os resultados são discutidos em relação aos efeitos das características da tarefa, mediação na DA e pesquisas recentes sobre WM. (This version of record did not originally feature translated metadata in this target language; the translation is hereby provided by Google Translation)
Keywords: Pensamento analógico;Modificabilidade cognitiva;Avaliação dinâmica;Memória de trabalho
Alfieri, L., Nokes, T.N., & Schunn, C.D. (2013). Learning through case comparisons: A meta-analytic review. Educational Psychologist, 48, 87–113. https://doi.org/10.1080/00461520.2013.775712
Baddeley, A.D. (2012). Working memory: Theories, models, and controversies. Annual Review of Psychology, 63, 1-29. https://doi.org/10.1146/annurev-psych-120710-100422
Brown, A. L. (1989). Analogical learning and transfer: What develops? In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 369-412). Erlbaum.
Das Gupta, P., & Bryant, P. E. (1989). Young children's causal inferences. Child Development, 60, 1138-1146.
Feuerstein, R., Feuerstein, R. S., Falik, L. H., & Rand, Y. (2002). The dynamic assessment of cognitive modifiability: The Learning Propensity Assessment Device: Theory, instruments, and techniques. Jerusalem: ICELP Press.
Gathercole, S. E., Pickering, S. J., Ambridge, B., & Wearing, H. (2004). The structure of working memory from 4 to 15 years of age. Developmental psychology, 40(2), 177–190. https://doi.org/10.1037/0012-1649.40.2.177
Gentner, D. (1996). More evidence for a relational shift in the development of analogy: children's performance on a casual-mapping task. Cognitive Development, 13, 453-478. https://doi.org/10.1016/S0885-2014(98)90003-X
Goswami, U. C. (2012). Analogical reasoning by young children. In N. M. Seel (Ed.), Encyclopaedia of the sciences of learning (pp. 225–228). Springer. https://doi.org/10.1007/978-1-4419-1428-6_993
Gray, M.E. & Holyoak K.J. (2020). Individual differences in relational reasoning. Memory & Cognition, 48, 96–110. https://doi.org/10.3758/s13421-019-00964-y
Guberman, S. R., & Greenfield, P. M. (1991). Learning and transfer in everyday cognition. Cognitive Development, 6, 233-260. https://doi.org/10.1016/0885-2014(91)90038-F
Guthke, J., & Wingenfeld, S. (1992). The Learning Test concept: Origins, state of art, and trends. In H. C. Haywood & D. Tzuriel (Eds.), Interactive testing (pp. 64-93). Springer-Verlag.
Halford, G. S. (1993). Children's understanding: the development of mental models. Lawrence Erlbaum.
Haywood, H. C., & Lidz, C. S. (2007). Dynamic assessment in practice: Clinical and educational applications. Cambridge University Press.
Holyoak, K. J. (2004). Analogy. In K. J. Holyoak, & R. J. Morrison (Eds.), The Cambridge handbook of thinking and reasoning (pp. 117-142). Cambridge University Press.
Holyoak, K. J. (2012). Analogy and relational reasoning. In K. J. Holyoak & R. G. Morrison (Eds.), Oxford handbook of thinking and reasoning (pp. 234–259). Oxford University Press.
Krawczyk, D. C., Morrison, R. G., Viskontas, I., Holyoak, K. J., Chow, T. W., Mendez, M. F., et al. (2008). Distraction during relational reasoning: the role of prefrontal cortex in interference control. Neuropsychologia, 46, 2020-2032. https://doi.org/10.1016/j.neuropsychologia.2008.02.001
Lidz, C. S., & Elliott, J. G. (Eds.). (2000). Advances in cognition and educational practice: Vol. 6. Dynamic assessment: Prevailing models and applications. Elsevier.
Matlen B, Klahr D. (2012). Sequential effects of high and low instructional guidance on children's acquisition and transfer of experimentation skills. Instructional Science, 41, 621–634.
Melby-Lervåg, M., Redick, T. S., & Hulme, C. (2016). Working memory training does not improve performance on measures of intelligence or other measures of 'far transfer' evidence from a meta-analytic review. Perspectives on Psychological Science, 11, 512-534. https://doi.org/10.1177/1745691616635612
Missiuna, C., & Samuels, M. (1989). Dynamic assessment of preschool children with special needs: Comparison of mediation and instruction. Remedial and Special Education, 10, 53-62.
Paas, F., van Gog, T, & Sweller, J. (2010). Cognitive load theory: New conceptualizations, specifications, and integrated research perspectives, Educational Psychology Review, 22, 15–121. https://doi.org/10.1007/s10648-010-9133-8
Piaget, J., & Inhelder, B. (1969). The psychology of the child. Routledge & Kegan Paul.
Piaget, J., Montangero, J., & Billeter, J. (1977). Les correlates. In J. Piaget (Ed.), L'abstraction reflechissante. Presses Universitaires de France.
Pickering, S., & Gathercole, S. E. (2001). Working memory test battery for children (WMTB-C). Psychological Corporation.
Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23, 141-158. https://doi.org/10.1016/j.ecresq.2007.01.004
Raven, J. C. (1956). Guide to using the colored progressive matrices, sets A, Ab, and B. Lewis.
Resing, W. C. M. (2000). Assessing the learning potential for inductive reasoning (LIR) in young children. In C. S. Lidz & J. G. Elliott (Eds.), Dynamic assessment: Prevailing models and applications (pp. 229–262). JAI/Elsevier Science.
Resing, W. C. M., Elliott, J. G., & Vogelaar, B. (2020). Assessing potential for learning in school children. Oxford Research Encyclopaedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.943
Resing, W. C. M., Tunteler, E., De Jong, F. J., & Bosma, T. (2009). Dynamic testing: Individual differences and learning patterns in indigenous and ethnic minority children. Learning and Individual Differences, 19, 445-450. https://doi.org/10.1016/j.lindif.2009.03.006
Richardson, K., & Webster, D. A. (1996). Analogical reasoning and the nature of context: A research note. British Journal of Educational Psychology, 66, 23-32.
Richland, E.A. & Simms, N. (2015). Analogy, higher order thinking, and education, WIREs Cognitive Science, http://doi:10.1002/wcs.1336
Richland, E.A., & Burchinal, M. (2013). Early executive function predicts reasoning development. Psychological Science, 24, 87-92. http://DOI:10.1177/0956797612450883
Richland, L.E., Morrison, R.G. & Holyoak, K.J. (2006). Children's development of analogical reasoning: Insights from scene analogy problems. Journal of Experimental Child Psychology, 94, 249–273. https://doi.org/10.1016/j.jecp.2006.02.002
Sala, G., Gobet, F. (2020). Working memory training in typically developing children: A multilevel meta-analysis. Psychonomic Bulletin Review, 27, 423–434. https://doi.org/10.3758/s13423-019-01681-y
Star, J. R., & Rittle-Johnson, B. (2009). It pays to compare: An experimental study on computational estimation. Journal of Experimental Child Psychology, 101, 408–426. http://doi.org/10.1016/j.jecp.2008.11.004
Sternberg, R. J., & Grigorenko, E. L. (2002). Dynamic testing. Cambridge University Press.
Thibaut, J.-P., & French, R. M. (2016). Analogical reasoning, control, and executive functions: A developmental investigation with eye-tracking. Cognitive Development, 38, 10–26. https://doi.org/10.1016/j.cogdev.2015.12.002
Tzuriel, D. & Caspi, N. (1992). Dynamic assessment of cognitive modifiability in deaf and hearing preschool children. Journal of Special Education, 26, 235-251.
Tzuriel, D. & Caspi, R. (2017). Intervention for peer-mediation and mother-child interaction: The effects on children's mediated learning strategies and cognitive modifiability. Contemporary Educational Psychology, 49, 302-323.
Tzuriel, D. & Flor-Maduel, H. (2010). Prediction of early literacy by analogical thinking modifiability among kindergarten children. Journal of Cognitive Education and Psychology, 9, 207-227.
Tzuriel, D. & Groman, T. (2017). Dynamic assessment of figurative language of children in the autistic spectrum: The relation to some cognitive and language aspects. Journal of Cognitive Education and Psychology, 16, 38-63.
Tzuriel, D. & Kaufman, R. (1999). Mediated learning and cognitive modifiability: Dynamic assessment of young Ethiopian immigrants in Israel. Journal of Cross-Cultural Psychology, 30, 359-380.
Tzuriel, D. & Shomron, V. (2018) The effects of mother—child mediated learning strategies on cognitive modifiability and psychological resilience of children with learning disability. British Journal of Educational Psychology, 88, 236-260.
Tzuriel, D. & Weiss (2019). The Children's Spatial Working Memory Test. Talpiot College, Holon, Israel.
Tzuriel, D. & Weiss, T. (2022). The effects of working memory training on working memory, self-regulation, and analogical reasoning. Unpublished Paper. Faculty of Education, Bar Ilan University.
Tzuriel, D. (2000). The Cognitive Modifiability Battery: Assessment and Intervention. In C.S. Lidz & J. Elliott (Eds.) Dynamic Assessment: Prevailing models and applications (pp. 375-406). Elsevier Science.
Tzuriel, D. (2001). Dynamic assessment of young children. Kluwer Academic/Plenum Press.
Tzuriel, D. (2011). Revealing the effects of cognitive education programs by dynamic assessment, Assessment in Education: Principles, Policy and Practice, 18, 113-131.
Tzuriel, D. (2012). Dynamic assessment of learning potential. In Mok, M.M.C., Lee, A.Y.P., & Lau, D.C.H. (Eds.), Assessment reform: Asia Pacific initiatives in assessment to inform learning and teaching. (pp. 235-255). Springer.
Tzuriel, D. (2018). Mother-child mediated learning experience strategies and children's cognitive modifiability: Theoretical and research perspectives. In V. Trif (Ed.), Educational psychology - Between certitudes and uncertainties, IntechOpen. https://doi.org/10.5772/intechopen.80976
Tzuriel, D. (2020). Dynamic cognitive assessment for preschool age children. In Oxford Research Encyclopaedia of Education. Oxford University Press. http://doi.org/10.1093/acrefore/9780190264093.013.942
Tzuriel, D. (2021). Mediated learning and cognitive modifiability. Switzerland: Springer Nature. http://doi.org/10.1007/978-3-030-75692-5
Tzuriel, D., & Klein, P. S. (1985). Analogical thinking modifiability in disadvantaged, regular, special education, and mentally retarded children. Journal of Abnormal Child Psychology, 13, 539-552. https://doi.org/10.1007/BF00923140
Tzuriel, D., & Shamir, A. (2010). Mediation strategies and cognitive modifiability in young children as a function of peer mediation with young children (PMYC) program and training in analogies versus math tasks. Journal of Cognitive Psychology and Education, 9, 48–72.
Tzuriel, D., Kaniel, S., Kanner, E., & Haywood, H.C. (1999). The effectiveness of Bright Start program in kindergarten on transfer abilities and academic achievements. Early Childhood Research Quarterly, 114, 111-141.
Weatherholt, T. N., Harris, R. C., Burns, B. M., & Clement, C. (2006). Analysis of attention and analogical reasoning in children of poverty. Journal of Applied Developmental Psychology, 27, 125–135. https://doi.org/10.1016/j.appdev.2005.12.010
White, C. S., & Alexander, P. A. (1986). Effects of training on four-year-olds' ability to solve geometric analogy problems. Cognition and Instruction, 3, 261–268.
Wiedl, K. H. (2003). Dynamic testing: A comprehensive model and current fields of application. Journal of Cognitive Education and Psychology, 3, 93–119.