Nina Simms

TL;DR: This article explored the role of executive function in supporting children's analogical reasoning development, with the goal of determining whether predicted aspects of EF were related to analogical development at the level of individual differences.

TL;DR: The authors reviewed the literature on children's development of relational reasoning and learning from comparisons to highlight particular challenges for students and suggest pedagogical practices for maximizing the likelihood that children will notice the intended relationships among solutions while minimizing overload to their cognitive resources.

TL;DR: Simms et al. as discussed by the authors found that 3, 4, and 5-year-olds are more likely to pick the identical object rather than the object in the same role in the event.

TL;DR: The authors showed that a relational mindset can be elicited even in 4-year-old children, yielding greater than expected spontaneous attention to relations, indicating that relational attention is malleable even in young children.