Analogical reasoning in academic and social problem solving

Abstract

The role of analogical reasoning in academic and social competence was investigated in Grade 6 and Grade 8 children. Skill in analogical reasoning was assessed using a categorization task in which children bad to sort according to underlying principles in vignettes with academic or social problem-solving themes. Academic competence was assessed using an achievement test, teacher ratings of success in school, and a self-report measure of academic success, while social competence was assessed using teacher ratings, a peer sociometric, and a self-report measure of social competence. Two studies, using different samples of children, were carried out. In both studies the same pattern of results was found. Analogical reasoning was found to be related to academic but not to social competence. Exploratory path analyses on the data obtained in Study One suggested two causal models to account for the factors influencing self-perception of academic success on the one hand, and those influencing self-perception of social competence on the other. These models were tested with the data from Study Two and were found to be a good fit for the data. The results are discussed in light of current theory and research on the nature and measurement of analogical reasoning and its role in academic and social problem solving.