Cognitive training: Improving problem-solving transfer skills of learning disabled students

Abstract

AbstractThe effectiveness of cognitive training with the Cognitive Training for Children Programme (Klauer & Phye, 1994) and other forms of the Klauer training programmes has been recently reviewed (Klauer & Phye, 2008). Numerous meta-analyses confirm the wide spread effectiveness of training inductive reasoning skills with different ability groups at varying ages in various settings. The majority of these studies were conducted in Germany. The present study was designed to determine the effectiveness of the English form of the Cognitive Training for Children Programme (Klauer & Phye, 1994) in a clinical setting. Theoretically, focus was on the impact of meaningful practice with inductive reasoning strategies on the growth of problem-solving transfer ability of learning disabled children. Future research efforts involving an integration of dynamic assessment techniques, and the cognitive analysis of practice using the Cognitive Training for Children Programme is recommended.