Evidence map›Paper›PMID 40465129›Full record

ArticleCognitive processing2025

Contributions of working memory and inhibitory control to analogical reasoning in preschoolers: the mediating roles of vocabulary knowledge and visual perception.

Xin Chen, Yinghe Chen, Xiujie Yang

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Article in Cognitive processing, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

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1citing papers in PubMed
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1 · What the graph read from it

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1 citing paper in PubMed.

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4 · The record

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5 · Who and what money

Authors and funding

3 authors.

Xin ChenSchool of Child Development and Education, China Women's University, Beijing, 100101, China.
Yinghe ChenInstitute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China.
Xiujie YangBeijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, 100875, China. amyyang@bnu.edu.cn.ORCID http://orcid.org/0000-0001-8866-0203

Funding

Beijing Natural Science Foundation L242110the Beijing Social Science Foundation 23JYC016the MOE Project of Key Research Institutes of Humanities and Social Science at Universities 22JJD190001the National Natural Science Foundation of China 32000757the National Natural Science Foundation of China 32171061
6 · The paper itself

Abstract

Working memory (WM) and inhibitory control (IC) are two critical executive function components that support children's analogical reasoning. WM provides a workspace for storing and manipulating relational information, while IC helps suppress irrelevant details and manage competing information. Despite their established roles, the specific mechanisms by which WM and IC influence analogical reasoning in preschoolers remain unclear. To address this gap, we proposed the mediating roles of vocabulary knowledge and visual perception in the relationships of WM, IC with analogical reasoning. Given that WM and IC are also crucial for developing vocabulary and visual processing skills, mediation analysis offers a comprehensive framework to reveal how these cognitive processes interact in preschoolers' analogical reasoning. A total of 180 Chinese preschoolers were recruited for this study, with ages ranging from 3 to 6 years (39.11-81.26 months; K1-K3). Results showed that after controlling for the child's age, gender, and IQ, WM was still positively correlated with children's analogical reasoning, and the role of IC was not significant. Moreover, vocabulary knowledge and visual perception played mediating roles in the linkage between WM, IC, and analogical reasoning. These findings emphasized the roles of visual perception and vocabulary in supporting children's acquisition of analogical reasoning. This could offer practical implications for effectively enhancing children's analogical reasoning skills.

Indexed as

Child DevelopmentExecutive FunctionInhibition, PsychologicalMemory, Short-TermThinkingVisual PerceptionVocabularyChildChild, PreschoolFemaleHumansMaleAnalogical reasoningChinese preschoolersInhibitory controlVisual perceptionVocabulary knowledgeWorking memory

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PMID40465129

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