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   Generalizing Solutions Across Functionally Similar Problems Correlates with World Knowledge and Working Memory in 2.5- to 4.5-Year-OldsBobrowicz, Katarzyna  ; ; et alin Cognitive Development (2022) 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 ... [more ▼] 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. [less ▲] Detailed reference viewed: 48 (5 UL) Mapping between number notations in kindergarten and the role of home numeracyMarinova, Mila ; ; in Cognitive Development (2021) Two recent studies investigated how children learn to map between digits, number words, and dots (Hurst, Anderson, & Cordes, 2017; Jim´enez Lira, Carver, Douglas, & LeFevre, 2017). In the current study we ... [more ▼] Two recent studies investigated how children learn to map between digits, number words, and dots (Hurst, Anderson, & Cordes, 2017; Jim´enez Lira, Carver, Douglas, & LeFevre, 2017). In the current study we aimed to replicate these previous findings by examining a much larger sample (N = 195 kindergarteners, aged 2 years 6 months to 5 years 2 months) and taking into account home numeracy activities, that is, daily parent-child interactions with numerical content. In line with previous studies, the results showed that children first learn to map number words onto dots, and number words onto digits, and only afterwards – to map digits onto dots. Furthermore, number words ↔ digits mapping was a better mediator of the relation between digits ↔ dots and the dots ↔ number words mapping tasks, than the dots ↔ number words, suggesting that children rely on their symbolic number knowledge to learn the relation between digits and dots. Finally, both basic and advanced home numeracy activities were positively related to children’s mappings skills. Furthermore, we observed that with increasing the children’s age a shift from basic to advanced activities was present. These results emphasize the importance of tailoring the home numeracy activities according to children’s age. [less ▲] Detailed reference viewed: 59 (2 UL)The development of early visual-spatial abilities--considering effects of test mode; ; et al in Cognitive Development (2021), 60 Detailed reference viewed: 24 (0 UL)Long-term Relevance and Interrelation of Symbolic and Non-symbolic Abilities in Mathematical-numerical Development: Evidence from Large-scale Assessment Data; Hornung, Caroline ; Hoffmann, Danielle et alin Cognitive Development (2021), 58 Detailed reference viewed: 93 (11 UL)Finger Rapid Automatized Naming (RAN) predicts the development of numerical representations better than finger gnosis; Hornung, Caroline ; in Cognitive Development (2020), 53 Detailed reference viewed: 67 (0 UL) |
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