Exploring how visual attention, inhibitory control, and co-speech gesture instruction contribute to children’s analogical reasoning ability

摘要: Abstract Analogical reasoning is an important, but difficult skill to develop. Here, we consider (1) whether children’s difficulty with analogical can be understood by measuring visual attention during analogy problem solving and a measure of inhibitory control, which researchers have suggested plays integral role in reasoning, (2) supported co-speech gesture instruction. Children (4–5 year-olds) solved scene analogies before after speech-alone or speech + Results suggest relations exist between some behavioral performance measures, attention, these change During instruction, led more mature looking patterns, although this did not predict performance: All children showed gains from pretest posttest. We how findings extend prior literature, call for replication findings, identify future directions research.