Inducing Inductive Reasoning: Does It Transfer to Fluid Intelligence?

Klauer, Karl Josef; Willmes, Klaus; Phye, Gary D.

doi:10.1006/ceps.2001.1079

Cited by 76 publications

(70 citation statements)

References 19 publications

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“…Inductive reasoning is generally seen as important for learning and transfer (Klauer, Willmes, & Phye, 2002;Resing et al, 2012). Some authors have argued that inductive reasoning is an important component of cross-curricular thinking and learning skills .…”

Section: Inductive Reasoningmentioning

confidence: 99%

Process-Oriented Measurement Using Electronic Tangibles

Veerbeek¹,

Verhaegh²,

Elliott³

et al. 2017

JEL

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This study evaluated a new measure for analyzing the process of children’s problem solving in a series completion task. This measure focused on a process that we entitled the Grouping of Answer Pieces (GAP) that was employed to provide information on problem representation and restructuring. The task was conducted using an electronic tangible interface, to allow for both natural manipulation of physical materials by the children, and computer monitoring of the process. The task was administered to 88 primary school children from grade 2 (M=8.2 years, SD=0.50). GAP was a moderate predictor of accuracy on the series completion task. Averaged over multiple items, GAP, verbalizations and time measures were related to accuracy. On an item level, however, GAP was the only process measure related to item solving success, and this relationship was mediated by item difficulty. Further research is needed to investigate the precise relationship between problem solving and GAP.

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Section: Inductive Reasoningmentioning

confidence: 99%

Process-Oriented Measurement Using Electronic Tangibles

Veerbeek¹,

Verhaegh²,

Elliott³

et al. 2017

JEL

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show abstract

“…The training program is the centerpiece of this theory, which is oriented to the thinking process, rather than to the product of thought. The research results are encouraging and can be found, principally, in Klauer (1990) and Klauer, Willmes, and Phye (2002); the former publication includes data from 30 studies. In all these, the training effectiveness was verified, with an increase of inductive reasoning, suggesting that it can be learned, because in the experiments, the group submitted to the intervention tended to present more than 1 standard deviation of increase in measures of reasoning, when compared to reference groups, which are the controls.…”

mentioning

confidence: 93%

Validity and reliability of the Inductive Reasoning Test for Children - IRTC

Muniz¹,

Seabra²,

Primi³

2012

Psicol. Reflex. Crit.

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This study aimed to search for validity and reliability evidences for 'A and B Forms' of the Inductive Reasoning Test for Children -IRTC. A total of 417 students, both sexes, from 1 st to 5 th grade, between 6 and 11 years old participated of the study. 'A Form' was administered to 219 children and 'B Form' to 198. The investigation of the internal structure of both forms indicated that the correlations between the items may be explained by a single factor which is understood as inductive reasoning. Appropriate reliability by internal consistency was found, except for the 1 st and 2 nd grades, and regarding the latter, only on 'B Form'. The results also revealed the sensitivity of IRTC in showing differences in the performance of students attending early versus late grade levels. Despite the favorable data, after the reformulation of some items more research is needed, so that 'A and B Forms' are able to discriminate the performance of children in a greater number of grades. Keywords: Intelligence, psychological test, psychometrics. ResumoEsse estudo buscou evidências de validade e precisão para as Formas A e B do Teste de Raciocínio Indutivo para Crianças -TRIC. Participaram 417 alunos de 1ª a 5ª série, ambos os sexos e com idades entre 6 e 11 anos. A Forma A foi respondida por 219 crianças e a Forma B por 198. A investigação da estrutura interna das duas formas apontou que as correlações entre os itens podem ser explicadas por um único fator entendido como o raciocínio indutivo. As precisões por consistência interna encontradas foram adequadas, exceto para a primeira série e para a Forma B na segunda série. Os resultados também revelaram sensibilidade das formas do TRIC para diferenciar o desempenho entre as séries iniciais e finais. Apesar dos dados favoráveis, ainda são necessárias mais pesquisas para que as Formas A e B consigam discriminar o desempenho das crianças em um maior número de séries. Palavras-chave: Inteligência, teste psicológico, psicometria.

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“…Az induktív gondolkodás egyik legrészletesebb strukturális rendszerét Karl Josef Klauer és munkatársai dolgozták ki (Klauer, 1989(Klauer, , 1990(Klauer, , 1996(Klauer, , 1997Klauer & Phye, 1994;Klauer, Willmes, & Phye, 2002). Az olvasóban felmerülhet a kérdés, hogy miért tárgyaljuk ezt az elméletet egy külön alfejezetben.…”

Section: Az Induktív Gondolkodás Modellje Klauer Szerintunclassified

“…A gyerekek a feladatok megoldásakor segítő instrukciókat, rávezető kérdéseket kaptak a helyes megoldás megtalálásához és értelmezéséhez, tehát ebben a folyamatban kaptak helyet a metakognitív aspektusok, a különböző stratégiák tudatosítása is. A fejlesztő gyakorlatokra a 8. és a 9. táblázat mutat be néhány példát (De Koning & Hamers, 1999), de számos publikációban találhatunk további mintafeladatokat (De Koning, Hamers, Sijtsma, & Vermeer, 2002;Hamers, De Koning, & Sijtsma, 1998;Kluaer, 1992Kluaer, , 1996Klauer et al, 2002;Tomic & Klauer, 1996).…”

Section: 2unclassified

“…A programokkal nagyszámú fejlesztő kísérletet végeztek számos kontextusban és formában, többek között különböző kultúrákban, különböző életkorokban, lemaradók, átlagosak és kiemelkedők csoportjaiban, egyéni, páros, kiscsoportos vagy teljes osztály bevonásával (Barkl, Porter, & Ginns, 2012;De Koning & Hamers, 1999;De Koning et al, 2002;Hamers et al, 1998;Klauer, 1996;Klauer & Phye, 2008;Klauer, Willmes, & Phye 2002;Tomic, 1995;Tomic & Kingma, 1998;Tomic & Klauer, 1996). A programok hatását a transzfertávolság függvényében általában két szinten is vizsgálták: az első szinten leggyakrabban valamilyen fluidintelligencia-teszttel végeztek elő-és utóméréseket (pl.…”

Inducing Inductive Reasoning: Does It Transfer to Fluid Intelligence?

Cited by 76 publications

References 19 publications

Process-Oriented Measurement Using Electronic Tangibles

Process-Oriented Measurement Using Electronic Tangibles

Validity and reliability of the Inductive Reasoning Test for Children - IRTC

Az induktív gondolkodás technológia alapú mérése és fejlesztése

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