The Sources of Children's Errors during Nonisomorphic Analogical Transfer: Script Theory and Structure Mapping Theory

Nonisomorphic analogical transfer and procedural change were examined among 96 second and third graders. Hybrid versions of missionaries/cannibals and jealous husbands problems were used to provide three acquisition and two transfer tasks that were combined factorially, yielding six combinations. New constraints were added in transfer that altered the problem space and complicated the task. The amount of base modification that was required in transfer varied across conditions. In each condition the children were quite adept at applying their base to a nonisomorphic target at most choice points, despite the differences in problem descriptions, constraints, and problem spaces. For example, their response times on the first two moves in transfer were comparable to those obtained in isomorphic transfer. However, on specific moves that required base modification many of the children appeared confused, making two or more consecutive errors. The source of the errors seemed to stem from an inability of the children in some conditions to incorporate additional constraints into the structure of their existing base.

Analogical learning and transfer in language-impaired children.

In this study, the trial-by-trial acquisition procedures developed by Gholson, Eymard, Morgan, and Kamhi (1987) were used to examine analogical reasoning processes in school-age language-impaired (LI) children and normal age peers. Subjects were 16 LI and 16 normally developing children between the ages 6:4 and 8:9 years. Half of the subjects heard only verbal presentations of the problems, whereas the other half heard the verbal presentations while simultaneously viewing physical demonstrations of the problems. The LI children who heard only verbal presentations of the problems took significantly longer to acquire the problem solutions than the other LI children and the normal children in both conditions. There were no differences in children's performance on the transfer task. Theoretical and clinical implications of the findings are discussed.

Problem solving, recall, and mapping relations in isomorphic transfer and nonisomorphic transfer among preschoolers and elementary school children.

Analogical problem-solving processes were studied in 4 experiments using 5- and 7-move scheduling problems. Subjects were preschool and elementary school children. On each acquisition trial, the child heard a list of statements representing the exact series of moves necessary to solve the problem and was immediately asked to recall the list. Physical materials representing the problem were then produced and the child was asked to solve it. In transfer only setting/constraint information was provided prior to problem solving. In the first study, mapping processes were explored in nonisomorphic transfer tasks with different constraints and problem spaces. Mapping processes were very good, except when a feature of the base was mapped to a misleading cue in the transfer problems. The second study revealed that combining the problem-solving task with the recall task facilitated isomorphic transfer but not nonisomorphic transfer. The 2 remaining studies revealed that preschool children show excellent isomorphic transfer in both 5- and 7-move problems. The major developmental difference was in how the children ordered the propositions in their recall protocols. The findings were discussed in terms of problem spaces, flexibility of transfer, and developmental theory.