Age-specific and neurological aspects of the ability to form concepts of different complexity in 3–5-year-old children
DOI:
https://doi.org/10.33910/2687-1270-2021-2-4-426-442Keywords:
preschool children, formation of empirical concepts, judgment by analogy, minor neurological dysfunction, inductive and deductive functions of abstract thinkingAbstract
The ability to identify common features of objects and relationships among them and to perceive relative similarities in different situations allow children to quickly learn new material. The development of these skills in preschool age is not fully understood. In particular, the abilities to form relative concepts based on one or several features of objects and ability to act by analogy have not been studied in 3–5-year-old children. Furthermore, the influence of mild neurological disorders on building these abilities has not been studied properly either. The goal of this research was to study the ability of 3–5-year-old children to independently form empirical concepts based on relations among objects and to evaluate the effects of the following factors: (1) the number of features (one/two features); (2) the age of the child (3–4 vs. 4–5 years); (3) the neurological profile of the participants. The number of features that had to be taken into account to successfully identify relationships between objects was found to have a significant effect on the speed of concept production and the ability to judge by analogy. Indeed, 3–5-year-old children found concepts based on two features more difficult compared to those based on one feature. A standardised neurological examination was used to divide the participants of the study into groups with a 3:2:1 ratio according to the severity of their minor neurological dysfunction (MND): those without MND, MND-1 and MND-2. When analysing the time it takes children to form concepts and the ability to act by analogy, no difference was observed in different age groups within the 3–5 range (3–4 vs. 4–5). It was, however, observed that the extent of MND has an impact on the ability to form complex two-feature concepts. Thus, the study of cognitive functions at the age of 3–5 years, together with a detailed standardised neurological examination, makes it possible to predict potential cognitive and behavioural deviations at an older age.
References
ЛИТЕРАТУРА
Безруких, М. М. (2014) Развитие мозга и познавательное развитие детей дошкольного возраста. Известия Российской академии образования, № 4 (32), с. 107–113.
Выготский, Л. С., Лурия, А. Р. (1993) Этюды по истории поведения: Обезьяна. Примитив. Ребенок. М.: Педагогика-Пресс, 224 с.
Голубева, И. Ю., Кузнецова, Т. Г., Тихонравов, Д. Л. (2020) Особенности формирования признак-специфичных понятий у макак резусов и детей дошкольного возраста. В кн.: Интегративная физиология: Всероссийская конференция с международным участием, посвященная 95-летию Института физиологии им. И. П. Павлова РАН, Санкт-Петербург (9–11 декабря 2020 г.). Тезисы докладов. СПб.: Ин-т физиологии им. И. П. Павлова РАН, с. 216.
Заваденко, Н. Н. (2009) Факторы риска для формирования дефицита внимания и гиперактивности у детей. М.: Экcмо-Пресс, 104 с.
Кузнецова, Т. Г., Голубева, И. Ю. (2014) Сравнительный анализ выбора по образцу у приматов. Вестник Санкт-Петербургского университета. Серия 12. Психология, Социология, Педагогика, № 2, с. 109–118.
Кузнецова, Т. Г., Родина, Е. А. (2016) Психофизиология образования дошкольников. СПб.: Изд-во РГПУ им. А. И. Герцена, 155 с.
Пальчик, А. Б. (2007) Введение в неврологию развития. СПб.: КОСТА, 367 с.
Пальчик, А. Б., Пашков, А. Ю., Петрова, Н. А. и др. (2021) Легкая неврологическая дисфункция как возможный маркер когнитивных и поведенческих расстройств у детей. Специальное образование, №1 (61), с. 167–179. https://doi.org/10.26170/1999-6993_2021_01_13
Теплюк, С. Н. (2010) Актуальные проблемы развития и воспитания детей от рождения до трех лет: пособие для педагогов дошкольных учреждений. М.: Мозаика-Синтез, 144 с.
Ashby, F. G, O’Brien, J. B. (2005) Category learning and multiple memory systems. Trends in Cognitive Sciences, vol. 9, no. 2, pp. 83–89. https://doi.org/10.1016/j.tics.2004.12.003
Batstra, L., Neeleman, J., Hadders-Algra, M. (2003) The neurology of learning and behavioral problems in pre-adolescent children. Acta Psychiatrica Scandinavica, vol. 108, no. 2, pp. 92–100. https://doi.org/10.1034/j.1600-0447.2003.00127.x
Caravale, B., Mirante, N., Vagnoni, C., Vicari, S. (2012) Change in cognitive abilities over time during preschool age in low risk preterm children. Early Human Development, vol. 88, no. 6, pp. 363–367. https://doi.org/10.1016/j.earlhumdev.2011.09.011
Christie, S. (2021) Learning sameness: Object and relational similarity across species. Current Opinion in Behavioral Sciences, vol. 37, pp. 41–46. https://doi.org/10.1016/j.cobeha.2020.06.010
Gentner, D., Hoyos, C. (2017) Analogy and abstraction. Topics in Cognitive Science, vol. 9, no. 3, pp. 672–693. https://doi.org/10.1111/tops.12278
Graham, S. A., Namy, L. L., Gentner, D., Meagher, K. (2010) The role of comparison in preschoolers’ novel object categorization. Journal of Experimental Child Psychology, vol. 107, no. 3, pp. 280–290. http://dx.doi.org/10.1016/j.jecp.2010.04.017
Hadders-Algra, M. (2010) The neurological examination of the child with minor neurological dysfunction. 3rd ed. London: Mac Keith Press, 148 p.
Hochmann, J-R., Tuerk, A. S., Sanborn, S. et al. (2017) Children’s representation of abstract relations in relational/ array match-to-sample tasks. Cognitive Psychology, vol. 99, pp. 17–43. https://doi.org/10.1016/j.cogpsych.2017.11.001
Murphy, A. N., Zheng, Y., Shivaram, A. et al. (2021) Bias and sensitivity to task constraints in spontaneous relational attention. Journal of Experimental Child Psychology, vol. 202, article 104981. https://doi.org/10.1016/j.jecp.2020.104981
Peters, L. H. J., Maathuis, C. G. B., Hadders-Algra, M. (2011) Limited motor performance and minor neurological dysfunction at school age. Acta Paediatrica, vol. 100, no. 2, pp. 271–278. https://doi.org/10.1111/j.1651-2227.2010.01998.x
Punt, M., De Jong, M., De Groot, E., Hadders-Algra, M. (2010) Minor neurological dysfunction in children with dyslexia. Developmental Medicine and Child Neurology, vol. 52, no. 12, pp. 1127–1132. https://doi.org/10.1111/j.1469-8749.2010.03712.x
Richland, L. E., Morrison, R. G., Holyoak, K. J. (2006) Children’s development of analogical reasoning: Insights from scene analogy problems. Journal of Experimental Child Psychology, vol. 94, no. 3, pp. 249–273. https://doi.org/10.1016/j.jecp.2006.02.002
Richland, L. E., Simms, N. (2015) Analogy, higher order thinking, and education. Wiley Interdisciplinary Reviews: Cognitive Science, vol. 6, no. 2, pp. 177–192. https://doi.org/10.1002/wcs.1336
Soorani-Lunsing, R. J., Hadders-Algra, M., Olinga, A. A. et al. (1993) Is minor neurological dysfunction at 12 years related to behaviour and cognition? Developmental Medicine and Child Neurology, vol. 35, no. 4, pp. 321–330. https://doi.org/10.1111/j.1469-8749.1993.tb11644.x
Tanabe, M. K., Whitaker, A. M., O’Callaghan, E.T. et al. (2014) Intellectual ability as a predictor of performance on the Wisconsin card-sorting test. Applied Neuropsychology: Child, vol. 3, no. 4, pp. 275–283. https://doi.org/10.10 80/21622965.2012.757700
Thibaut, J. P., French, R., Vezneva, M. (2010) The development of analogy making in children: Cognitive load and executive functions. Journal of Experimental Child Psychology, vol. 106, no. 1, pp. 1–19. https://doi.org/10.1016/j.jecp.2010.01.001
Tikhonravov, D. L., Dubrovskaya, N. M., Zhuravin, I. A. (2018) The notions of size and shape in old world monkeys (Macaca mullata): A comparative analysis of the formation process. Journal of Evolutionary Biochemistry and Physiology, vol. 54, no. 3, pp. 234–241. https://doi.org/10.1134/s0022093018030080
Touwen, B. C. L. (1979) Examination of the child with minor neurological dysfunction. 2nd ed. London: Heinemann Publ., pp. 56–70.
Walker, C. M., Bridgers, S., Gopnik, A. (2016) The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts. Cognition, vol. 156, pp. 30–40. https://doi.org/10.1016/j.cognition.2016.07.008
Xu, F., Cote, M., Baker, A. (2005) Labeling guides object individuation in 12-month-old infants. Psychological Science, vol. 16, no. 5, pp. 372–377. https://doi.org/10.1111/j.0956-7976.2005.01543.x
Zakrzewski, A. C., Church, B. A., Smith, J. D. (2018) The transfer of category knowledge by macaques (Macaca mulatta) and humans (Homo sapiens). Journal of Comparative Psychology, vol. 132, no. 1, pp. 58–74. https://doi.org/10.1037/com0000095
REFERENCES
Ashby, F. G, O’Brien, J. B. (2005) Category learning and multiple memory systems. Trends in Cognitive Sciences, vol. 9, no. 2, pp. 83–89. https://doi.org/10.1016/j.tics.2004.12.003 (In English)
Batstra, L., Neeleman, J., Hadders-Algra, M. (2003) The neurology of learning and behavioral problems in pre-adolescent children. Acta Psychiatrica Scanddinavica, vol. 108, no. 2, pp. 92–100. https://doi.org/10.1034/j.1600-0447.2003.00127.x (In English)
Bezrukikh, M. M. (2014) Razvitie mozga i poznavatel’noe razvitie detej doshkol’nogo vozrasta [Neurodevelopment and cognitive development of preschool-age children]. Izvestiya Rossijskoj akademii obrazovaniya — Izvestia of the Russian Academy of Education, no. 4 (32), pp. 107–113. (In Russian)
Caravale, B., Mirante, N., Vagnoni, C., Vicari, S. (2012) Change in cognitive abilities over time during preschool age in low risk preterm children. Early Human Development, vol. 88, no. 6, pp. 363–367. https://doi.org/10.1016/j.earlhumdev.2011.09.011 (In English)
Christie, S. (2021) Learning sameness: Object and relational similarity across species. Current Opinion in Behavioral Sciences, vol. 37, pp. 41–46. https://doi.org/10.1016/j.cobeha.2020.06.010 (In English)
Gentner, D., Hoyos, C. (2017) Analogy and abstraction. Topics in Cognitive Science, vol. 9, no. 3, pp. 672–693. https://doi.org/10.1111/tops.12278 (In English)
Golubeva, I. Yu., Kuznetsova, T. G., Tikhonravov, D. L. (2020) Osobennosti formirovaniya priznak-spetsifichnykh ponyatij u makak rezusov i detej doshkol’nogo vozrasta [Peculiatities of the formation of feature-specific concepts in rhesus macaques and preschool children]. In: Integrativnaya fiziologiya: Vserossijskaya konferentsiya s mezhdunarodnym uchastiem, posvyashchennaya 95-letiyu Instituta fiziologii im. I. P. Pavlova RAN, Sankt- Peterburg (9–11 dekabrya 2020 g.). Tezisy dokladov [Integrative Physiology: All-Russian conference with international participation, dedicated to the 95th anniversary of Pavlov Institute of Physiology of the Russian Academy of Sciences, Saint Petersburg (9–11 December, 2020). Abstracts]. Saint Petersburg: Pavlov Institute of Physiology of the Russian Academy of Sciences Publ., p. 216. (In Russian)
Graham, S. A., Namy, L. L., Gentner, D., Meagher, K. (2010) The role of comparison in preschoolers’ novel object categorization. Journal of Experimental Child Psychology, vol. 107, no. 3, pp. 280–290. http://dx.doi.org/10.1016/j.jecp.2010.04.017 (In English)
Hadders-Algra, M. (2010) The neurological examination of the child with minor neurological dysfunction. 3rd ed. London: Mac Keith Press, 148 p. (In English)
Hochmann, J-R., Tuerk, A. S., Sanborn, S. et al. (2017) Children’s representation of abstract relations in relational/ array match-to-sample tasks. Cognitive Psychology, vol. 99, pp. 17–43. https://doi.org/10.1016/j.cogpsych.2017.11.001 (In English)
Kuznetsova, T. G., Golubeva, I. Yu. (2014) Sravnitel’nyj analiz vybora po obraztsu u primatov [Comparative analysis of matching-to-sample results among primates]. Vestnik Sankt-Peterburgskogo universiteta. Seriya 12. Psihologiya. Sotsiologiya. Pedagogika — Vestnik of Saint-Petersburg University. Series 12. Psychology. Sociology. Education, no. 2, pp. 109–118. (In Russian)
Kuznetsova, T. G., Rodina, E. A. (2016) Psikhofiziologiya obrazovaniya doshkol’nikov [Psychophysiology of preschool education]. Saint Petersburg: Herzen State Pedagogical University Publ., 155 p. (In Russian)
Murphy, A. N., Zheng, Y., Shivaram, A. et al. (2021) Bias and sensitivity to task constraints in spontaneous relational attention. Journal of Experimental Child Psychology, vol. 202, article 104981. https://doi.org/10.1016/j.jecp.2020.104981 (In English)
Palchik, A. B. (2007) Vvedenie v nevrologiyu razvitiya [Introduction to developmental neuroscience]. Saint Petersburg: KOSTA Publ., 367 p. (In Russian)
Palchik, A. B., Pashkov, A. Yu., Petrova, N. A. et al. (2021) Legkaya nevrologicheskaya disfunktsiya kak vozmozhnyj marker kognitivnykh i povedencheskikh rasstrojstv u detej [Mild neurological dysfunction as a marker of cognitive and behavioral disorders in children]. Spetsial’noe obrazovanie — Special Education, no. 1 (61), pp. 167–179. https://doi.org/10.26170/1999-6993_2021_01_13 (In Russian)
Peters, L. H. J., Maathuis, C. G. B., Hadders-Algra, M. (2011) Limited motor performance and minor neurological dysfunction at school age. Acta Paediatrica, vol. 100, no. 2, pp. 271–278. https://doi.org/10.1111/j.1651-2227.2010.01998.x (In English)
Punt, M., De Jong, M., De Groot, E., Hadders-Algra, M. (2010) Minor neurological dysfunction in children with dyslexia. Developmental Medicine and Child Neurology, vol. 52, no. 12, pp. 1127–1132. https://doi.org/10.1111/j.1469-8749.2010.03712.x (In English)
Richland, L. E., Morrison, R. G., Holyoak, K. J. (2006) Children’s development of analogical reasoning: Insights from scene analogy problems. Journal of Experimental Child Psychology, vol. 94, no. 3, pp. 249–273. https://doi.org/10.1016/j.jecp.2006.02.002 (In English)
Richland, L. E., Simms, N. (2015) Analogy, higher order thinking, and education. Wiley Interdisciplinary Reviews: Cognitive Science, vol. 6, no. 2, pp. 177–192. https://doi.org/10.1002/wcs.1336 (In English)
Soorani-Lunsing, R. J., Hadders-Algra, M., Olinga, A. A. et al. (1993) Is minor neurological dysfunction at 12 years related to behaviour and cognition? Developmental Medicine and Child Neurology, vol. 35, no. 4, pp. 321–330. https://doi.org/10.1111/j.1469-8749.1993.tb11644.x (In English)
Tanabe, M. K., Whitaker, A. M., O’Callaghan, E.T. et al. (2014) Intellectual ability as a predictor of performance on the Wisconsin card-sorting test. Applied Neuropsychology: Child, vol. 3, no. 4, pp. 275–283. https://doi.org/10.1080/21622965.2012.757700 (In English)
Teplyuk, S. N. (2010) Aktual’nye problemy razvitiya i vospitaniya detej ot rozhdeniya do trekh let: posobie dlya pedagogov doshkol’nykh uchrezhdenij [Actual problems of development and education of children from birth to three years: A guide for preschool teachers]. Moscow: Mozaika-Sintez Publ., 144 p. (In Russian)
Thibaut, J. P., French, R., Vezneva, M. (2010) The development of analogy making in children: Cognitive load and executive functions. Journal of Experimental Child Psychology, vol. 106, no. 1, pp. 1–19. https://doi.org/10.1016/j.jecp.2010.01.001 (In English)
Tikhonravov, D. L., Dubrovskaya, N. M., Zhuravin, I. A. (2018) The notions of size and shape in old world monkeys (Macaca mullata): A comparative analysis of the formation process. Journal of Evolutionary Biochemistry and Physiology, vol. 54, no. 3, pp. 234–241. https://doi.org/10.1134/s0022093018030080 (In English)
Towen, B. C. L. (1979) Examination of the child with minor neurological dysfunction. 2nd ed. London: Heinemann Publ., pp. 56–70. (In English)
Vygotskij, L. S., Luriya, A. R. (1993) Etyudy po istorii povedeniya: Obez’yana. Primitiv. Rebenok [Studies in the history of behavior: Ape. Primitive. Child]. Moscow: Pedagogika-Press Publ., 224 p. (In Russian)
Walker, C. M., Bridgers, S., Gopnik, A. (2016) The early emergence and puzzling decline of relational reasoning: Effects of knowledge and search on inferring abstract concepts. Cognition, vol. 156, pp. 30–40. https://doi.org/10.1016/j.cognition.2016.07.008 (In English)
Xu, F., Cote, M., Baker, A. (2005) Labeling guides object individuation in 12-month-old infants. Psychological Science, vol. 16, no. 5, pp. 372–377. https://doi.org/10.1111/j.0956-7976.2005.01543.x (In English)
Zakrzewski, A. C., Church, B. A., Smith, J. D. (2018) The transfer of category knowledge by macaques (Macaca mulatta) and humans (Homo sapiens). Journal of Comparative Psychology, vol. 132, no. 1, pp. 58–74. https://doi.org/10.1037/com0000095 (In English)
Zavadenko, N. N. (2009) Faktory riska dlya formirovaniya defitsita vnimaniya i giperaktivnosti u detej [Risk factors for the formation of attention deficit hyperactivity disorder in children]. Moscow: Eksmo-Press Publ., 104 p. (In Russian)
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Inna Yu. Golubeva, Dmitrii L. Tikhonravov, Alexander B. Palchik, Tamara G. Kuznetsova, Konstantin V. Pakhomov
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
The work is provided under the terms of the Public Offer and of Creative Commons public license Attribution-NonCommercial 4.0 International (CC BY-NC 4.0). This license allows an unlimited number of persons to reproduce and share the Licensed Material in all media and formats. Any use of the Licensed Material shall contain an identification of its Creator(s) and must be for non-commercial purposes only.
