Several Types Of Similarity On Analogical Problem-solving In Children's Early-stage

Analogical reasoning is one of the core abilities in human cognitive development, which focuses on learning, problem solving, creativity and artificial intelligence now. Similarity is an important character of the analogical reasoning. We attempt to distinguish three types of similarity between source and target problem, namely, superficial similarity, structural similarity and procedural similarity. This study is designed to determine the effects of the different types of similarity and examine the developmental characters of 3-5-year-old children's analogy with these similarities.We design two experiments with children between 3-5 years of age. In Experiment One, we set three variables: age, superficial similarity and structural similarity. We ask the subjects to solve particular problems and take down their scores and reaction time through testing the subjects respectively. In Experiment Two, we also set three variables: age, superficial similarity and procedural similarity. We ask the subjects to solve the target problems individually and take down their scores. On the condition of this study, the results of these experiments are as follows:(1) The effect of age in the development of children's analogical reasoning is significant. The score of those subjects who are around 3 years old amounts to 60 percent. 4-year-old children have primarily acquired the ability of analogical reasoning in problem solving. 5-year-old children have completely acquired such an ability. As for theapplicative process of analogical reasoning, it has not steadily developed before age 5.(2) Superficial similarity is a crucial factor which influences children's analogical reasoning. It prompts children's problem solving and analogical reasoning. It places more influence on older children than younger ones.(3) Structural similarity is also an important factor which influences children's analogical reasoning. Even young children can be sensitive to the structural relation and profit from the goodness of problem structure. As the developing of age, children's ability of sensing and using structural similarity grows fast.(4) By comparing the true analogy problems and false analogy problems on a controversial condition, we find that young children mainly rely on similar structure relation, instead of similar superficial properties, to make analogical reasoning. Similarsuperficial properties just play an urging role, but not crucial.(5) Similarity of specific procedures also fosters the application of source analogues. Consistent procedural details between source and target problems prove to facilitate children's ability to apply an analogues solution. This ability improves rapidly as children growing.According to this research, we pose two new theories: the knowledge-ability integrated theory and the development theory of "nine stages in three levels" involved in the analogical reasoning.