Sources of variation in preschoolers' relational reasoning: The interaction between language use and working memory

Previous research has suggested the importance of using relational language (i.e., same, different) and working memory in children's relational reasoning. Yet, the general tendency to use language (i.e., using relational or object-focused language, describing focal objects or background) and its interaction with working memory has not been investigated. The present thesis examined the roles of these language- and working memory-related sources of variation on Turkish-learning preschoolers' relational reasoning. We collected data from 4- to 5-year-olds (N = 41) via Zoom on a relational match-to-sample task, a scene description task, and working memory tasks (i.e., forward and backward word span). Generalized binomial mixed effects models revealed that children who used more relational language and background-focused scene descriptions performed worse in the relational reasoning task. Furthermore, children with less frequent relational language use and focal object descriptions of the scenes benefited more from working memory to succeed in the relational reasoning task. These results suggest potential different pathways children attain to strengthen their relational reasoning skills, highlighting the importance of examining the interactive effects of different cognitive mechanisms on relational reasoning.