December 11, 2009
Old Math Reveals New Thinking In Children’s Cognitive Development
Five-year-olds can reason about the world from multiple perspectives simultaneously, according to a new theory by researchers in Japan and Australia. Using an established branch of mathematics called Category Theory, the researchers explain why specific reasoning skills develop in children at certain ages, particularly at age five. The new theory, published December 11 in the open-access journal PLoS Computational Biology, shows that these reasoning skills have similar profiles of development because they involve related sorts of processes.
Around age five, children begin to understand that if John is taller than Mary, and Mary is taller than Sue, then John is also taller than Sue "“ Transitive Inference. They also begin to understand that there are more fruit than apples in a grocery store "“ Class Inclusion. Despite decades of previous experiments, the causes of the remarkably similar profiles of cognitive development across such apparently dissimilar paradigms of reasoning have largely been a mystery.
So far, the theory provides a good account of Transitive Inference, Class Inclusion and five other forms of inference: Matrix Completion, Cardinality, Card Sorting, Balance Scale, and Theory of Mind. Further experiments will test theory-based predictions regarding other paradigms and more complex levels of reasoning.
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