Dr. Micah Goldwater from the University of Sydney presented a trio of studies from his lab which have taken different approaches to studying how people use relational categories and analogies in learning.
He says ‘For decades, cognitive lab-based research on category and concept learning, and education research on learning in the classroom have been disconnected in many crucial ways. Even for the moment forgetting the sociocultural, and motivational differences in the two distinct settings, the nature of the concepts to be learned are typically of two distinct kinds. Cognitive research has focussed on how people learn to categorise objects by their intrinsic features – although key concepts in education are about the extrinsic relations between objects and events. For example, consider catalysts and reagents. These labels classify molecules not by their intrinsic features but the roles they play in chemical reactions. In my work, I have argued that a focus on relational categories can help bridge the gap between cognitive and educational research. In my talk, I presented basic cognitive research on the representation and learning of relational categories, how relational category learning is implemented in the brain, and classroom research that leverages how relational categories are learned to improve STEM education.