Categories of illustrated problems for training children in inductive reasoning

Journal article


Reyes, Melissa Lopez and Amarnani, Rajiv K.. (2016). Categories of illustrated problems for training children in inductive reasoning. Asia-Pacific Education Researcher. 25(2), pp. 239 - 250. https://doi.org/10.1007/s40299-015-0257-y
AuthorsReyes, Melissa Lopez and Amarnani, Rajiv K.
Abstract

Klauer and Phye’s Cognitive Training for Children (Cognitive training for children: a developmental program of inductive reasoning and problem solving. Hogrefe & Hogrefe Publisher, Kirkland, 1994) provides instruction in inductive reasoning through a sequence of 120 illustrations following a prescribed two-way categorization (a) attributes of objects versus relations between objects, and (b) similarities or differences versus both similarities and differences in attributes or relations. While the program’s effectivity has been established, its prescribed categorization of problems has yet to be validated. If training performance is in accordance with the prescribed categorization, then performance patterns should be more similar for problems in the same than in different categories. In the current research, correlations of performance between problem categories were used as similarity measures in multidimensional scaling. The resulting solution yielded the attribute–relation and similarity–difference dimensions thus showing that performance reflects problem complexity. Visual salience, however, may override problem complexity, as suggested by the finding that the matrix arrangement of objects facilitated training in the algorithmically complex similarity-and-difference problems. The use of everyday-life objects as opposed to abstract objects also was shown to facilitate inductive reasoning.

Keywordscognitive training for children; inductive reasoning; visual–perceptual processing
Year2016
JournalAsia-Pacific Education Researcher
Journal citation25 (2), pp. 239 - 250
PublisherSpringer Singapore
ISSN0119-5646
Digital Object Identifier (DOI)https://doi.org/10.1007/s40299-015-0257-y
Scopus EID2-s2.0-84961774466
Page range239 - 250
Research GroupPeter Faber Business School
Publisher's version
File Access Level
Controlled
Place of publicationPhilippines
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