Teaching inductive reasoning: some theory and three experimental studies

Based upon a prescriptive theory of inductive reasoning it is hypothesized that a training of an inductive strategy should (a) enhance performance with tests measuring fluid intelligence, (b) support learning of school-relevant declarative knowledge, and (c) improve solving of complex and dynamic problems. Three experiments are reported yielding the predicted results concerning intelligence test performance, learning and problem solving. Some implications and consequences are discussed.