Spatial Mapping in Preschoolers: Close Comparisons Facilitate Far Mappings

By Jeffrey Loewenstein, Dedre Gentner. 2001

196 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Automotive Engineering, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/44a8581cf4bb51ab95622a83ee582e21ee6fa393

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Citations in the corpus

Spatial Thinking by Young Children: Neurologic Evidence for Early Development and “Educability” (2007, unknown): “Many other researchers have concluded that “children as young as 3 years of age have the underlying competence” to transfer inferences and form analogies (Brown et al. 1986, 103; see also Holyoak and Thagard 1997; Loewenstein and Gentner 2001).”
Introduction to “New Conceptualizations of Transfer of Learning” (2012, background): “of parity and numerical magnitude. Journal of Experimental Psychology: General, 122, 371–396. DeLoache, J. S. (1991). Symbolic functioning in very young children: Understanding of pictures and models.”
Analogical Learning in Negotiation Teams : Comparing Cases Promotes Learning and Transfer (2003, background): “Benefits of comparison learning have also been found in other domains, such as mathematics and physics (Catrambone & Holyoak, 1989 ; Glynn & Takahashi, 1998 ; Kurtz, Miao, & Gentner, 2001 ; Ross & Kennedy, 1990), and across a wide range of ages (Gentner & Namy, 1999; Loewenstein & Gentner, 2001) .”
Teaching the Conceptual Structure of Mathematics (2012, background): “The induction of such schemas has been demonstrated both in adults and in young children (e.g., Brown et al., 1986; Chen & Daehler, 1989; Holyoak et al., 1984; Loewenstein & Gentner, 2001).”
Comparison Facilitates Children's Learning of Names for Parts (2007, methodology): “This prediction has been borne out in studies of relational mapping and transfer in adults (Loewenstein, Gentner & Thompson, 1999; Kurtz, Miao & Gentner, 2001; Gentner, Loewenstein & Thompson, 2003) and children (Namy & Gentner, 2002; Gentner & Namy, 1999; Loewenstein & Gentner, 2001, 2005 ).”
Delayed benefits of learning elementary algebraic transformations through contrasted comparisons (2014, background): “It is well documented that, when initially faced with new information, people tend to pay more attention to the salient perceptual features instead of noticing the more important structural characteristics (Chi, Feltovich, & Glaser, 1981; Gentner & Namy, 1999; Loewenstein & Gentner, 2001).”
The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning (2012, background): “…structural similarities between perceptually dissimilar stimuli, they became reliably better at this task when they had first observed the structural commonality between overtly similar stimuli, a phenomenon termed “progressive alignment” (also see Genter et al., 2007; Loewenstein & Gentner, 2001).”
Analogical Learning and Reasoning (2013, background): “…one way young children can come to perceive relational commonalities is through processing very close similarity comparisons (DeLoache, Kolstad, & Anderson, 1991; Kotovsky & Gentner, 1996; Loewenstein & Gentner, 2001)—a phenomenon described as progressive alignment (Gentner & Medina, 1998).”
Does comparing solution methods facilitate conceptual and procedural knowledge? An experimental study on learning to solve equations. (2007, background): “…support for the benefits of comparing contrasting examples for learning in other domains (mostly in laboratory settings; Gentner, Loewenstein, & Thompson, 2003; Kurtz, Miao, & Gentner, 2001; Loewenstein & Gentner, 2001; Namy & Gentner, 2002; Oakes & Ribar, 2005; Schwartz & Bransford, 1998).”
Learning and Transfer: A General Role for Analogical Encoding (2003, background): “For example, Loewenstein and Gentner (2001) found that drawing comparisons focused children on spatial relations and thereby facilitated their spatial mapping performance.”
The Oxford Handbook of Cognitive Psychology (2013, background): “…one way young children can come to perceive relational commonalities is through processing very close similarity comparisons (DeLoache, Kolstad, & Anderson, 1991; Kotovsky & Gentner, 1996; Loewenstein & Gentner, 2001)—a phenomenon described as progressive alignment (Gentner & Medina, 1998).”