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Inducing inductive reasoning: Does it transfer to fluid intelligence? Primary data.

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Researchers

Name
Klauer, Karl Josef
Willmes, Klaus
Phye, Gary D.

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Dataset Information

Title Inducing inductive reasoning: Does it transfer to fluid intelligence? Primary data.
Original Title Die Induzierung induktiven Denkens: Besteht ein Transfer zur fluiden Intelligenz? Primrdaten.
Citation Klauer, K.J., Willmes, K., & Phye, G.D. (2004). Inducing inductive reasoning: Does it transfer to fluid intelligence? Primary data. [Translated Title] (Version 1) [Files on CD-ROM]. Trier: Center for Research Data in Psychology: PsychData of the Leibniz Institute for Psychology Information ZPID. https://doi.org/10.5160/psychdata.krkl98in08
Language of variable documentation German/English
Responsible for Data Collection Klauer, Karl Josef
Data Collection Completion Date 1998
Dataset Publication 2004
Dataset ID krkl98in08
Study Description K. J. Klauer developed a theory of inductive reasoning, which specifies the processes by which inductive problems can be solved. This theory thus defines the tasks or problems that are of an inductive nature. It can be shown that many intelligence tests, particularly those that capture fluid intelligence, involve inductive tasks.
In the presented study the aim was to examine whether the training of inductive reasoning skills promotes the intellectual competence rather than just the performance. The issue of convergent and discriminant validity of the training were also considered, that is, determining whether the training not only affected fluid but also crystallized intelligence sensu Cattell.
The database should be sufficiently large and suitable enough to represent the expected differential causal influence using a structural equation model (LISREL). It was experimentally confirmed that changes are due to the training. However, with use of the LISREL, it should also be clarified whether the paths turn out as expected.
Hypotheses A specific training of inductive reasoning only improves inductive reasoning, but has no impact on the performance in tests that contain other cognitive processes. A specific training of inductive reasoning not only improves performance immediately after training, but also has positive longterm effects on inductive competence.
Keyphrase prescriptive theory of inductive reasoning, fluid intelligence & crystallized intelligence, training program, treatment group vs control group, 279 children, three measurement points, primary data
Funding Institute's financial resources
Rating Drawn from the test data, the reliabilities are taken from the data provided by the test authors. For the present sample, the retest reliabilities can easily be determined, either separately or together, for both the training group and the control group. The factorial validity of the tests is proven (see manuals). In addition, these have been confirmed for the present sample by the LISREL-analysis (Klauer, Willmes, and Phye; 2002).

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PSYNDEX Classification and Controlled Terms

Classification Tests & Testing
Cognitive Processes
Cognitive & Perceptual Development
Educational Psychology
Controlled Terms Inductive Deductive Reasoning
Intelligence
Intelligence Measures
Data Collection

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Research Method Description

Research Method Description Test Data
Classification of Data Collection Quasi-experimental design, mixed design, field experiment
Research Instrument The study involved 6 primary schools that had exactly 2 1st grade classes. Within these schools, one class each was chosen randomly to be the training class while the other class served as the control class. The pretests were conducted a week before the start of training. Measures included an intelligence test (Grundintelligenztest CFT 1 Skala 1, Weiss and Osterland; 1980), the Colored Progressive Matrices (CPM, Schmidtke, Schaller and Becker; 1980), and a vocabulary test for 1st graders (Kamratowski and Kamratowski; 1969).
The intervention phase lasted 5 weeks. While the control groups had normal class lesson, the experimental groups were trained twice a week for 1 hour. Conducted in a separate room, the training took place in small groups of 3-5 children. 2 experienced psychologists (institute staff) conducted the training.
The Posttest 1 was conducted within 2 weeks posttraining (basic intelligence test, CPM, vocabulary test for 1st-graders), the Posttest 2 was conducted 6 months later (basic intelligence test). All tests were conducted in class.
Classes were randomly assigned to either the experimental or the control group.
Data Collection Method Data collection in the presence of an experimenter
- Group Administration
- Paper and Pencil
Time Points repeated measurements
Survey Time Period Review of a longitudinal intervention:
Pretest: September 1997
Training: Semptember 1997-November 1997
Posttest 1: November 1997
Posttest 2: April 1998
Characteristics -
Population Elementary school children
Experimental Pool Individuals
Sample The study involved 6 primary schools that had exactly 2 1st grade classes and were willing to participate in the project. Within these schools, one class each was randomly chosen to be the training class while the other class served as the control class.
Subject Recruitment The study involved 6 primary schools that had exactly 2 1st grade classes and were willing to participate in the project. All students were included in the survey.
Sample Size 279 Individuals
Return/Drop Out The data involve 279 subjects who participated in the Pre- and Posttest 1. For Posttest 2, which was collected 6 months following graduation to the next grade level, only 219 children were retested.
Gender Distribution 49,0% female Probanden
51,0% male Probanden
Age Distribution 7 years, 1 month (median)
Special Groups Elementary school children
Country Germany
Region Nordrhein-Westfalen
City Greater Aachen
Variables Independent variable: experimental vs control group
Dependent variable: Colored Progressive Matrices of Schmidtke, Schaller and Becker (1980)
Dependent variable: intelligence test (Grundintelligenztest CFT 1 Scale 1; 1980) of Weiss and Osterland
Dependent variable: vocabulary test for 1st graders (Kamratowski and Kamratowski; 1969)

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Data Status

Data Status Complete Data Set
Original Records Questionnaire filled out by either the subject or the experimenter containing closed and/or open answers
Transformation Complex encoding rules for the respective test manuals: Based on the information provided by the study participants, the relevant scales of a vocabulary test, the CFT 1 Scale 1 (a basic intelligence test), and the Raven's Progressive Matrices were used as pretest and posttest. Additionally, values were determined by applying a random distribution of the tests. This matrix is provided. In addition to the overall test scores, the values of the noninductive and inductive subtests of the CFT 1 Scale were determined separately. This matrix is also provided. No data were recorded at the item level.

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Description of the Provided Data

Description Values of the vocabulary test, the basic intelligence test CFT 1 Scale 1, and Raven's Progressive Matrices test (each as a total value and a randomly distributed test) for the pre- and posttest 1 of both the experimental and the control group
File Name krkl98in08_pd1.txt
Data Content 279 subjects, 19 variables
Data Points 279*19=5301 data points
Variables Coding of the experimental vs control group (1), results of the Raven's Matrices when divided randomly into 2 parts at pretest (2), overall results of Raven's matrices tests at pretest (1), results of the basic intelligence test CFT 1 Scale 1 when divided randomly into 2 parts at pretest (2), overall results of the intelligence test CFT 1 Scale 1 at pretest (1), results of the vocabulary tests for 1st-graders when randomly divided into 2 parts at pretest (2), overall results of the vocabulary tests for 1st-graders at pretest (1), results of the Raven's Matrices tests when divided randomly into 2 parts at posttest 1 (2), overall results of Raven's Matrices tests at posttest 1 (1), results of the basic intelligence tests CFT 1 Scale 1 when divided randomly into 2 parts at posttest 1 (2), overall results of the intelligence test CFT 1 Scale 1 at posttest 1 (1), results of the vocabulary tests for 1st-graders when divided randomly into 2 parts at posttest 1 (2), overall results of the vocabulary tests for 1st-graders at posttest 1 (1)
MD5 Hash 41da91047a69967722141d8788166146
  
Description Results of the basic intelligence test CFT 1 Scale 1 (overall results and results when divided into inductive and noninductive subtests) for both the experimental and control groups at pretest, posttest 1, and posttest 2
File Name krkl98in08_pd2.txt
Data Content 219 subjects, 10 variables
Data Points 219*10=2190 data points
Variables Coding of the experimental vs control group (1), results of the basic intelligence tests CFT 1 Scale 1 in the noninductive subtests at pretest, posttest 1, and posttest 2 (3), results of the basic intelligence tests CFT 1 Scale 1 in the inductive subtests at pretest, posttest 1, and posttest 2 (3), overall results of the basic intelligence tests CFT 1 scale 1 at pretest, posttest 1, and posttest 2 (3)
MD5 Hash 650715df59a353a2ff8f684348d0f45e
  

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Description of Additional Materials

Description File Name
German codebook of primary data set krkl98in08_pd1.txt krkl98in08_kb1.txt
German codebook of primary data set krkl98in08_pd2.txt krkl98im08_kb2.txt

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Publications Directly Related to the Dataset

Publications Directly Related to the Dataset
Klauer, K. J., Willmes, K. & Phye, G. D. (2002). Inducing inductive reasoning: Does it transfer to fluid intelligence? Contemporary Educational Psychology, 27, 1-25.Datensatz 0156732

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Utilized Test Methods

Utilized Test Methods
Kamratowski, J. & Kamratowski, J. (1969). Wortschatztest fr Schulanfnger WSS 1. Weinheim: Beltz.Datensatz 9000567
Schmidtke, A., Schaller, S. & Becker, P. (1980). CPM Raven-Matrizen-Test. Weinheim: Beltz.
Weiss, R. & Osterland, J. (1980). Grundintelligenztest CFT 1 Skala 1. Braunschweig: Westermann.

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Further Reading

Further Reading
Klauer, K. J. (2001). Training des induktiven Denkens. In K. J. Klauer (Hrsg.), Handbuch Kognitives Training (S. 165-209). Gttingen: Hogrefe.Datensatz 0144283

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Leibniz Institute for Psychology Information
Universitätsring 15,
Center for Research Data in Psychology
54296 Trier, Germany
Phone: +49 (0)651 201-2062
Fax: +49 (0)651 201-2071


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