Abstract
Two experiments involving a componential approach to analogy training were conducted. The analogy training was organized in two phases: a short-term intensive phase, and an extended period of intermittent instruction. In Experiment 1, direct effects of analogy training and the far transfer to inferential comprehension were assessed for fourth graders of average reading ability. Results demonstrated a significant, positive effect for training on students’ performance of verbal analogy problems of the form A:B::C:?, but no significant effect on students’ inferential comprehension. In Experiment 2, direct effects and near transfer of training were examined. Subjects in Experiment 2 were gifted eighth graders and average-ability tenth graders. Results demonstrated both significant direct effects on students’ performance of verbal analogies of the form A:B::C:? and near transfer to verbal analogies of the form A:B::?:?. Implications for in-class training and for reading/language arts instruction are discussed.
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