Inductive Reasoning: A Training Approach

Klauer, Karl Josef; Phye, Gary D.

doi:10.3102/0034654307313402

Cited by 256 publications

(223 citation statements)

References 65 publications

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“…In our study, there was not much similarity between training games and criterial tests, so we conclude that our participants improved their narrow cognitive abilities rather than just specific testing skills. However, the problem of task specificity in cognitive training must be taken seriously (see : Klauer & Phye, 2008;Stankov, 1986;Herrnstein, Nickerson, Desanchez, & Swets, 1986).…”

Section: Discussionmentioning

confidence: 99%

“…We also attempted to determine whether fluid intelligence could be improved through attention training with limited engagement of executive functions. Attention, executive control, and working memory are closely related concepts (Friedman et al, 2006;Klauer & Phye, 2008;Shimamura, 2000;Unsworth & Engle, 2006). Hence, training effects are likely to be contaminated and misinterpreted.…”

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confidence: 99%

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Attention Training in Schoolchildren Improves Attention but Fails to Enhance Fluid Intelligence

Sarzyńska

Żelechowska

Falkiewicz

et al. 2017

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Fluid intelligence is a critical factor in learning and instruction. It also influences performance at school and in the workplace. There have been many attempts to directly and indirectly improve general fluid intelligence by training its underlying cognitive functions, such as working memory, cognitive control, or attention. The aim of the present study was to determine the extent to which school-age children's scores on intelligence tests could be improved by attention training. After training sessions, which consisted of four computerized cognitive tasks that practiced various aspects of attention, the children's scores on an attention test improved, with fewer false alarms and increased performance speed. This improvement partially persisted over an extended period of time. However, this effect was not associated with higher intelligence test scores. These results suggest that attention is possible to develop through short-term interventions but general intelligence is not. We interpret our findings in terms of the three-stratum theory of human intelligence.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Attention Training in Schoolchildren Improves Attention but Fails to Enhance Fluid Intelligence

Sarzyńska

Żelechowska

Falkiewicz

et al. 2017

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“…The training presented is based on Klauer's theory of inductive reasoning and the German "Cognitive training for children" program (Klauer, 1989a;Klauer & Phye, 2008). Klauer defined inductive reasoning as the discovery of regularities through the detection of similarities, dissimilarities, or a combination of both, with respect to attributes or relations to or between objects (Klauer, 1993).…”

Section: Introductionmentioning

confidence: 99%

Playful fostering of 6- to 8-year-old students’ inductive reasoning

Molnár

2011

Thinking Skills and Creativity

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a b s t r a c tThis paper focuses on a training program in inductive reasoning for first-grade students and presents the direct results as well as the longitudinal effects of the evaluation study. The training is based on Klauer's theory of inductive reasoning and on his "Cognitive training for children" concept (Klauer, 1989a). The training program consists of 120 problems which can be solved through inductive reasoning. The tools for the training exercises were selected to correspond with the age of the targeted cohort. The experimental group in the study consisted of 90 students, whereas the control group was made up of 162. An inductive reasoning test was used in the pre-and posttest as well as in the follow-up study (one year later). The test comprised 33 figural, non-verbal items (Cronbach ˛ = .86). On the posttest, the experimental group significantly outperformed the control group by more than one standard deviation. The experimental group scored significantly higher in each skill area targeted by the training. The most noticeable development was found in system formation. No gender differences were detected on the pre-or the posttest. The effect size of the training program was d = 1.12. In the follow-up study, the experimental group still significantly outperformed the control group; however, their respective levels of development had not changed in this one-year period. Thus, the training effect proved to be stable over time independent of individual students' original level of inductive reasoning. This study provided evidence that inductive reasoning could be developed very effectively at this early age.

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“…The facilitative effect of cognitive training appears to impact the first two phases (problem identification and problem representation) of the problem solving process. A review of approximately 80 research studies (Klauer and Phye 2008) has demonstrated the effectiveness of teaching both discrimination and generalization processing when working with a large cross-section of students in varied settings.…”

Section: Rohrermentioning

confidence: 99%

“…In the studies reviewed by Klauer and Phye (2008), all followed a program format consisting of 12 training sessions over a 3-to 4-week period with a total of 120 problem solving episodes. Each training session consisted of 10 problems.…”

Section: Rohrermentioning

confidence: 99%

Commentary on the Special Issue

Phye

2012

Educ Psychol Rev

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At the outset, I must confess to being very enthusiastic about the line of research being presented. On a larger scale, I am very pleased to see experimental psychology as conducted by applied cognitive scientists focusing on principles of learning, memory, and cognition that have implications for classroom practice. At the same time, these principles, generally speaking, have been available to classroom teachers in one form or another for some time. The question that I keep asking myself is "what didn't work before, what went wrong?" Why has there been no wide spread adoption of these learning principles by educational professionals?Prior to specific comments about individual contributions, I am going to take the liberty of engaging in some philosophical thoughts. First, I will comment on a couple of metaphors frequently employed by educators when making meaning about educational progress and reform. Second, I will recommend the consideration of "the correspondence principle" as described by Gibson (1994) Metaphors and ModelsWhen educational psychologists discuss the history of implementing educational practices (innovations?) in the classroom, reference is frequently made to "pendulum swings". This metaphor provides discussants with a visual image meant to portray the changes from one theoretical extreme to another that occur in many curriculum content areas. Another way in which educational psychology has characterized change in educational settings is the use of the biological principle of epigenesis. This principle provides the discussants with an image

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Inductive Reasoning: A Training Approach

Cited by 256 publications

References 65 publications

Attention Training in Schoolchildren Improves Attention but Fails to Enhance Fluid Intelligence

Attention Training in Schoolchildren Improves Attention but Fails to Enhance Fluid Intelligence

Playful fostering of 6- to 8-year-old students’ inductive reasoning

Commentary on the Special Issue

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