ON THE EFFECTS OF TRAINING INDUCTIVE REASONING: HOW FAR DOES IT TRANSFER AND HOW LONG DO THE EFFECTS PERSIST?

research articleUsing the same program, two training experiments have been conducted in a Dutch and in a German elementary school. The common expectation was that training in inductive reasoning would transfer both on intelligence test measuring inductive reasoning and on math performance. Furthermore, it was expected that the training effects would persist for at least some months after training had ended. In experiment 1 (N=34), a rather short training period turned out to be effective with respect to the intelligence test performance but not with respect to math performance. In experiment 2 (N=23), the amount of training in inductive reasoning was systematically varied. It could be shown that transfer on intelligence test as well as on math performance was linearly dependent on the amount of prior training. The training effects were found to persist between four and nine months after training

Verkehrserziehung in der Sekundarstufe I Situationsanalyse und Folgerungen

TIB: RN 7380 (3) / FIZ - Fachinformationszzentrum Karlsruhe / TIB - Technische InformationsbibliothekSIGLEDEGerman

Individual Differences in Graphical Reasoning

People sometimes appear to represent graphical information by analogy to space. In this paper we consider the extent to which the tendency to represent information by analogy to space calls on spatial resources. We also examine whether people who represent graphical information spatially also represent numerical information using a spatial number line. Forty-eight adult participants carried out a series of graphical reasoning, number judgement and spatial working memory tasks. Evidence was found to suggest that people were forming spatial representations in both the number judgement and graphical reasoning tasks. Performance on the spatial memory task was positively associated with a measure of the tendency to use spatial representations on the graph task. In addition, measures of the use of spatial representations for the graph and number tasks were associated. We interpret our results as providing further evidence that people often represent graphical information by analogy to space. We conclude with a discussion of whether the use of such spatial representations is confined to any one task or is instead a general representational strategy employed by people high in spatial ability

Detecting Children With Arithmetic Disabilities From Kindergarten: Evidence From a 3-Year Longitudinal Study on the Role of Preparatory Arithmetic Abilities

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