Psikhologicheskie Issledovaniya • ISSN 2075-7999
peer-reviewed • open access journal
      

 

Sudorgina Y.V., Kotova T.N., Kotov A.A. Role of geometric and figurative names in memorizing inductive rules in adults and primary schoolers

Full text in Russian: Судоргина Ю.В., Котова Т.Н., Котов А.А. Роль геометрических и образных названий в запоминании индуктивных правил взрослыми и детьми младшего школьного возраста

National Research University Higher School of Economics, Moscow, Russia
The Russian Presidential Academy of National Economy and Public Administration under the President of the Russian Federation, Moscow, Russia

About author
Suggested citation

Studying at school requires students to understand and memorize many new categories – inductive rules, which contain the commonalities of specific category examples. Studies indicate that verbal labels enhance learning and memorizing such inductive rules. However, it is not known whether the type of lexical labels plays a crucial role in these processes. The goal of this study was to compare different types of verbalization and their effect on retention and application by participants from different age groups. We conducted an experimental study where adult participants (N=50) and primary-school-age children (N=44) were asked to solve Bongard problems with different geometric inductive rules that they also needed to memorize. Each problem was presented with a rule either in geometric labels or in figurative labels depending on the experimental condition. Participants then transferred the rules on the problem solving. Adult participants in the group with figurative labels were found to transfer rules faster compared to the adult participants in the group with geometric labels. No such difference among experimental conditions was found for primary schoolers. Our results demonstrate the beneficial effect of figurative labels for tasks containing inductive rules. We also show that this effect is age dependent.

Keywords: inductive rules, verbalization, labeling rules, learning, long-term memory, primary-school-age children

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Funding
The study was supported by Russian Foundation for Basic Research (RFBR), project number № 20-013-00698.

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Received 20 July 2021. Date of publication: 31 October 2021.

About author

Sudorgina Yulia V. Master of Psychology, Laboratory for the Neurobiological Foundations of Cognitive Development, National Research University Higher School of Economics, Krivokolenniy per., d. 3, 101000 Moscow, Russia.
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Kotova Tatyana N. PhD in Psychology, Laboratory for the Cognitive Research, The Russian Presidential Academy of National Economy and Public Administration under the President of the Russian Federation, pr. Vernadskogo, d. 82, 119571 Moscow, Russia.
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Kotov Alexey A. PhD in Psychology, Laboratory for the Neurobiological Foundations of Cognitive Development, National Research University Higher School of Economics, Krivokolenniy per., d. 3, 101000 Moscow, Russia.
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Suggested citation

Sudorgina Y.V., Kotova T.N., Kotov A.A. Role of geometric and figurative names in memorizing inductive rules in adults and primary schoolers. Psikhologicheskie Issledovaniya, 2021, Vol. 14, No. 79, p. 7. http://psystudy.ru

Permanent URL: http://psystudy.ru/index.php/eng/2021v14n79e/1949-sudorgina79e.html

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