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Misleading information does not preclude transfer in 2.5-year-olds| title | Misleading information does not preclude transfer in 2.5-year-olds |
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| start_date | 2024/05/29 |
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| schedule | 14h |
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| online | no |
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| location_info | Salle Duyckaerts – B32 & Virtual |
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| summary | Analogical transfer, the ability to generalize a solution onto a seemingly different but functionally similar problem, has the potential to boost individual learning beyond similar-looking situations. However, analogical transfer also involves another ability that is key for efficient learning: the ability to disregard irrelevant information in favor of relevant information. To date, analogical transfer has been repeatedly investigated in young children, but their ability to prioritize truly relevant over irrelevant, distracting or misleading, information remains understudied. Therefore, we devised two analogical tool-use set-ups, a physical one and an eye-tracking-based one, to test whether 2.5- to 5.5-year-olds could transfer relevant information despite irrelevant, distracting or misleading, information. Children participated in a session, where they attempt to transfer relevant tool-use knowledge across two analogical problems despite a distracting or a misleading problem solved in between. Preliminary results that analogical transfer despite irrelevant, distracting or misleading, information develops in early childhood, and that it may be available children as young as 2.5 years. The results showed that set-shifting, a core executive function, may be key to transfers despite misleading information. This finding suggests that young children may be cognitively ready for simple relevance/irrelevance judgments, key to participation in the democratic society and digital life. |
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| responsibles | Grégoire |
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Workflow history| from state (1) | to state | comment | date |
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| submitted | published | | 2024/05/23 14:40 UTC |
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