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Abstract

This paper reports on modelling six frequency distributions representing the analogical reasoning performance of four different samples of elementary schoolchildren. A two-component model outperformed a one-component model in all investigated data sets, discriminating accurate performers with high success probabilities and inaccurate performers with low success probabilities, whereas for two data sets a three-component model provided the best fit. In a treatment-control group data set, the treatment group comprised a larger proportion of accurate performers than the control group, whereas the success probabilities of the two latent classes were nearly identical in both groups. In a repeated-measures data set, both the success probabilities of the two latent classes and the proportion of accurate performers increased from the first to the second test session. The results provided a first indication of a transition in the development of analogical reasoning in elementary schoolchildren.

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Detecting Bimodality in the Analogical Reasoning Performance of Elementary Schoolchildren

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