REEVALUATING SOME EVALUATIONS OF A TRAINI NG OF INDUCTIVE REASONING

The ''Denktraining fur Kinder I'' (training of inductive reasoning) by Klauer (1989; 1991) has experienced a great deal of attention by prac tioners as well as by scientists. The evaluation of the efficacy of th e training, however, is not unambiguous. To identify possible reasons for this ambiguity, the eight studies Klauer cites as demonstrating th e efficacy of his training are reanalyzed on methodical and methodolog ical grounds. As a criterion for this secondary analysis and re-evalua tion we take some steps from a scheme which has been developed by Klau er later to evaluate trainings of the type of his ''Denktraining''. Th e steps chosen are those that have counterparts in earlier publication s by Klauer (1989; 1991). The results of this secondary analysis are u nambiguous with respect to the efficacy of the training, although the adequacy of the control groups can be questioned for each investigatio n. But the studies do not match another aim concerning transfer which Klauer has formulated for his ''Denktraining'', and they are inconclus ive concerning a third aim.