More evidence for a relational shift in the development of analogy: Children's performance on a causal-mapping task☆
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This research was supported by an award from the National Science Foundation (SBR-95-11757) to Gentner, a grant from the National Institute of Education under Contract 400-31-0031 to the Center for the Study of Reading at the University of Illinois at Urbana-Champaign and by Training Grant HD 07205 from the National Institute of Mental Health to the Psychology Department of the University of Illinois. The studies were carried out at the Beckman Institute at the University of Illinois. Preparation of the manuscript was supported in part by a fellowship to Gentner from the Max Planck Institute for Psycholinguistic Research in Nijmegen, the Netherlands.
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We thank Usha Goswami and Ann Brown for helpful discussions of these issues and for generously allowing us access to the stimulus materials and the individual data for Experiment 2 of the Goswami & Brown (1989) paper. Special thanks to Rebecca Campbell for her valuable contributions to the design and implementation of these experiments. We also thank Graeme Halford and an anonymous reviewer for their helpful comments on this manuscript.