Research

The ability to make inferences about the relations between objects and situations is key to learning and reasoning about things and concepts that are not tied to immediately perceived surface features. My research work is primarily related to analogical reasoning and includes several topics: (1) the role of analogy in the building of transferable knowledge; (2) exploring ways to support the building of transferable knowledge and its effectiveness; (3) examining the factors that influence the development of analogical reasoning; (4) examining the relationship between analogical reasoning and other cognitive processes.

The Cognition and Learning Group, led by Dr. Margarita Pavlova, investigates questions about the mechanisms underlying learning, and in particular, how analogy and explanation support forming abstract concepts. We investigate these questions in both children and adults. 

Research Projects

Analogy and Explanation in Promoting Transfer: Understanding key principles and identifying similarities between a previously encountered problem and a new situation is crucial to learning. We explore the factors contributing to better learning and thus to better transfer on a subsequent task. 

Development of Analogical Reasoning: The ability to transfer solutions to a different context is crucial for learning. This project aims to investigate what factors benefit and hinder analogical problem-solving in preschoolers.  We are looking into how to promote the development of analogical reasoning and how analogical comparison aids problem-solving in preschool children.

Relational Language and Categorization: This project looks into cues that help young children focus on relational similarity. Language is a powerful instrument for extracting relational information from stimuli. However, could children benefit from other, non-linguistic cues? We look into what factors promote the use of relational information.  

Analogy and Memory: This project looks into the interplay of analogy and memory. Analogical reminding is often thought to be problematic, though beneficial to learning and subsequent transfer. We are interested in what factors support and facilitate analogical reminding, namely because relations have been found to be more mutable than entities. Specifically, we are interested in how people remember and use relational information and what are the reasons and consequences of the mutability of relations.

Utilizing a Sensory-Motor-Perceptual Program for Kindergartens and Schools: This project aimed to investigate whether specific physical exercises aid the cognitive, social, and emotional development of preschool children. Exercises were based on the Toddler/Kindy/GymbaROO & KindyROO program (Australia) for early childhood development.