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Analogical thinking of preschool children
Author
Lee, Ching Hoon
Supervisor
Seng, Alice Seok-Hoon
Abstract
This is a two part study that looks at the analogical ability of preschool children. The first part of the study focused on investigating analogical ability of preschool children based on the classical item analogy task (A:B::C:D). Comparisons were made between gender, kindergarten level and across three age groups: 4-5 years old, 5-6 years old and 6-7 year old.
The second part of the study was designed to assess the cognitive modifiability of preschool K1 and K2 children using a dynamic instrument. The intervention used was Mediated Learning Experience. Twenty four children (19 males, 5 females, age ranged from 4 year 9 month to 6 year 7 month participated in this study. Case studies were used to illustrate the MLE process in modifying children’s analogical thinking ability.
Results demonstrated that there is no significant gender difference on analogical reasoning. Older children performed better in analogical task than younger children and Kindergarten Two children performed better than Kindergarten One children in solving analogies. The author found that there was positive effect for training on preschool children’s performance on analogy problems. Limitations on this study were examined and implications for suggestions on instructions are made for promoting children’s analogical reasoning.
The second part of the study was designed to assess the cognitive modifiability of preschool K1 and K2 children using a dynamic instrument. The intervention used was Mediated Learning Experience. Twenty four children (19 males, 5 females, age ranged from 4 year 9 month to 6 year 7 month participated in this study. Case studies were used to illustrate the MLE process in modifying children’s analogical thinking ability.
Results demonstrated that there is no significant gender difference on analogical reasoning. Older children performed better in analogical task than younger children and Kindergarten Two children performed better than Kindergarten One children in solving analogies. The author found that there was positive effect for training on preschool children’s performance on analogy problems. Limitations on this study were examined and implications for suggestions on instructions are made for promoting children’s analogical reasoning.
Date Issued
2006
Call Number
BF441 Lee
Date Submitted
2004