TRAINING IN INDUCTIVE REASONING AND PROBLEM-SOLVING

The present study investigated the effects of an inductive reasoning training program for teaching children (Klauer, 1989b). The experiment assessed the effects of training and the range of transfer of the training achieved. The subjects were 34 third-grade primary school children of average ability. The children were matched on age, sex, and IQ. Children from the training condition (N = 17) received a 1-week course of training (five 30-min sessions). The results demonstrated a significant, positive training effect on childrens' performance of inductive reasoning tasks. A near-far transfer was observed, i.e., children were able to solve tasks in which they had not been trained. These effects persisted for 4 months. Far-far transfer, however, was not observed, because the children were not able to solve mathematics problems which relate to inductive reasoning, in which they had received no training. Implications for training children within the context of regular schools and the range of transfer are discussed. (C) 1995 Academic Press, Inc.