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Effects of Training on Four-Year-Olds' Ability to Solve Geometric Analogy Problems

C. Stephen White and Patricia A. Alexander
Cognition and Instruction
Vol. 3, No. 3 (1986), pp. 261-268
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/3233482
Page Count: 8
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Effects of Training on Four-Year-Olds' Ability to Solve Geometric Analogy Problems
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Abstract

This investigation examined the effects of training on four-year-olds' ability to solve geometric analogy problems. Twenty children participated in three consecutive training sessions that were based on component processes underlying analogical reasoning. Trained participants consistently outperformed nontrained participants on the geometric analogy task, and the effects of that training were found to maintain for a 1-month period. It was also found that the verbal responses of the trained group reflected greater attention to the higher-order relations within and between pairs of terms in the analogy problems following training.

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