Comparison and Categorization in the Development of Relational Similarity

Abstract

the development of children's ability to recognize perceptual relational commonalities such as symmetry or monotonicity. In Experiment 1, 6- and 8-year-olds were able to recognize higherorder relational similarity across different dimensions (e.g., size/saturation) and across different polarities (e.g., increase/decrease), whereas 4-year-olds could recognize higher-order relational matches only when they were supported by lower-order commonalities (e.g., size/size but not size /saturation matches). Further experiments tested how the processes of comparison and categorization affected 4-year-olds ' ability to recognize relational similarity. The results of the experiments supported the hypothesis that comparison and categorization processes lead to changes commonalities. A computational model lent further support to the claims. The ability to grasp relational similarity is fundamental to abstract thought. It underlies our appreciation of patterns of symmetry and mathematical structure and other subtle and elegant in variances. It allows us to makes analogies and apply inferences between superficially unlike domains. More important for cognitive development, the ability to perceive relational commonalities is fundamental to learning beyond the basic level. To understand relational categories such as predator or force—or even tool, weapon, or contract—the child must be able to process relational commonalities. Thus the issue of when and how children become able to process relational similarity commands attention. The research on this issue has found considerable evidence suggesting a developmental change in children's ability to recognize relational similarity and use it in analogy and metaphor (e.g.,