Résolution de problème par analogie par des enfants de grande section de maternelle

• Autores: Mireille Bastien-Toniazzo, Agnès Blaye, David Cayol
• Localización: Année psychologique, ISSN 0003-5033, Vol. 97, Nº. 3, 1997, págs. 409-432
• Idioma: francés
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• Resumen

  • The present research contends that the classical design used in the investigation of analogical problem- solving undermines young children's abilities. The base analog is usually introduced as a story and the probability of extraction of the relational structure is then very low. The first experiment reveals that when the source is introduced as a guided problem- solving activity, most 5- to 6-years-old children do show analogical transfer. Experiment 2 enables us to better understand the role of perceptual similarity between base and target by highlighting the critical role of the conditions of the source encoding ( problem- solving vs enacted story vs read story) in the probability of analogical transfer.