| Abstract: | Advice and feedback pertaining to analogical reasoning were manipulated to produce varying practice conditions for college-age Ss. Following training, Ss were administered a transfer task that was used to identify the transfer of a general or a specific procedural strategy for solving verbal analogies. Both a general transfer effect for verbal analogy solution and a procedural transfer effect for cause–effect relationships were obtained. These transfer effects were observed for both immediate and delayed transfer. Results are discussed within the theoretical context of schema theory (Royer, 1979, 1986) and Sternberg's (1985a) componential subtheory of intelligence. Data provide support for a schema-based interpretation of training and transfer within a subset and class of intellectual skills identified as inductive reasoning. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
