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Requirements for the analogical
reasoning in children: an evolutionary study. Vicente Pérez, Andrés García, Jesús Gómez, María Teresa Gutiérrez and Cristóbal Bohórquez Universidad de Sevilla and Universidad Nacional de Educación a Distancia, Spain The importance of the analogical reasoning in the school learning embraces environments so decisive as the reading, the writing or the mathematical logic. In the equivalence-equivalence paradigm the fellows, in an emergent way, use the equivalence relationships, acquired through a training in conditional discrimination, to respond in function of the equivalence relationship (or not) that maintain two complex stimuli. Presently work studies children of ages understood between the 6 and the 12 years (the equivalent one to the first 6 courses of the obligatory education). Our purpose is to identify the minimum requirements (they are already symmetry or equivalence) that allow to solve problems of complex verbal reasoning as those that are given in the equivalence-equivalence relationship. Keywords: equivalence-equivalence, equivalence, symmetry, analogical reasoning, children |
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