Förderung des Induktiven Denkens im Klassenzimmer: Evaluation des Kognitiven Förderprogramms KOLIBRI

Research output: Contribution to journalArticleResearchpeer review

Authors

  • Elfriede Billmann-Mahecha
  • Joachim Tiedemann
  • Carlos Kölbl

Research Organisations

View graph of relations

Details

Translated title of the contributionAdvancing inductive reasoning in class: Evaluation of the advancement program KOLIBRI
Original languageGerman
Pages (from-to)279-283
Number of pages5
JournalZeitschrift fur Padagogische Psychologie
Volume23
Issue number3-4
Publication statusPublished - 15 Dec 2009

Abstract

On the basis of the prescriptive theory of inductive reasoning as elaborated by Klauer, a cognition advancement program for primary-schools was developed and evaluated in a sample including twelve primary-school classrooms. The training, which lasted several hours, was implemented on the basis of a pre/posttest-control group design. The results point toward significant increases in inductive reasoning skills in standardized tests. When monitoring the training period, the identified effect is as expected. Possible transfer effects are discussed. The results reinforce the objective of an advancement of inductive reasoning at school.

ASJC Scopus subject areas

Cite this

Förderung des Induktiven Denkens im Klassenzimmer: Evaluation des Kognitiven Förderprogramms KOLIBRI. / Billmann-Mahecha, Elfriede; Tiedemann, Joachim; Kölbl, Carlos.
In: Zeitschrift fur Padagogische Psychologie, Vol. 23, No. 3-4, 15.12.2009, p. 279-283.

Research output: Contribution to journalArticleResearchpeer review

Billmann-Mahecha E, Tiedemann J, Kölbl C. Förderung des Induktiven Denkens im Klassenzimmer: Evaluation des Kognitiven Förderprogramms KOLIBRI. Zeitschrift fur Padagogische Psychologie. 2009 Dec 15;23(3-4):279-283. doi: 10.1024/1010-0652.23.34.279
Billmann-Mahecha, Elfriede ; Tiedemann, Joachim ; Kölbl, Carlos. / Förderung des Induktiven Denkens im Klassenzimmer : Evaluation des Kognitiven Förderprogramms KOLIBRI. In: Zeitschrift fur Padagogische Psychologie. 2009 ; Vol. 23, No. 3-4. pp. 279-283.
Download
@article{fced3ddb03d146ffbd7c8c47b0204062,
title = "F{\"o}rderung des Induktiven Denkens im Klassenzimmer: Evaluation des Kognitiven F{\"o}rderprogramms KOLIBRI",
abstract = "On the basis of the prescriptive theory of inductive reasoning as elaborated by Klauer, a cognition advancement program for primary-schools was developed and evaluated in a sample including twelve primary-school classrooms. The training, which lasted several hours, was implemented on the basis of a pre/posttest-control group design. The results point toward significant increases in inductive reasoning skills in standardized tests. When monitoring the training period, the identified effect is as expected. Possible transfer effects are discussed. The results reinforce the objective of an advancement of inductive reasoning at school.",
keywords = "Cognitive training, Inductive reasoning, Intervention study",
author = "Elfriede Billmann-Mahecha and Joachim Tiedemann and Carlos K{\"o}lbl",
year = "2009",
month = dec,
day = "15",
doi = "10.1024/1010-0652.23.34.279",
language = "Deutsch",
volume = "23",
pages = "279--283",
journal = "Zeitschrift fur Padagogische Psychologie",
issn = "1010-0652",
publisher = "Verlag Hans Huber",
number = "3-4",

}

Download

TY - JOUR

T1 - Förderung des Induktiven Denkens im Klassenzimmer

T2 - Evaluation des Kognitiven Förderprogramms KOLIBRI

AU - Billmann-Mahecha, Elfriede

AU - Tiedemann, Joachim

AU - Kölbl, Carlos

PY - 2009/12/15

Y1 - 2009/12/15

N2 - On the basis of the prescriptive theory of inductive reasoning as elaborated by Klauer, a cognition advancement program for primary-schools was developed and evaluated in a sample including twelve primary-school classrooms. The training, which lasted several hours, was implemented on the basis of a pre/posttest-control group design. The results point toward significant increases in inductive reasoning skills in standardized tests. When monitoring the training period, the identified effect is as expected. Possible transfer effects are discussed. The results reinforce the objective of an advancement of inductive reasoning at school.

AB - On the basis of the prescriptive theory of inductive reasoning as elaborated by Klauer, a cognition advancement program for primary-schools was developed and evaluated in a sample including twelve primary-school classrooms. The training, which lasted several hours, was implemented on the basis of a pre/posttest-control group design. The results point toward significant increases in inductive reasoning skills in standardized tests. When monitoring the training period, the identified effect is as expected. Possible transfer effects are discussed. The results reinforce the objective of an advancement of inductive reasoning at school.

KW - Cognitive training

KW - Inductive reasoning

KW - Intervention study

UR - http://www.scopus.com/inward/record.url?scp=73849142736&partnerID=8YFLogxK

U2 - 10.1024/1010-0652.23.34.279

DO - 10.1024/1010-0652.23.34.279

M3 - Artikel

AN - SCOPUS:73849142736

VL - 23

SP - 279

EP - 283

JO - Zeitschrift fur Padagogische Psychologie

JF - Zeitschrift fur Padagogische Psychologie

SN - 1010-0652

IS - 3-4

ER -