Training and transfer of class inclusion in young children

Abstract

The main purposes of this study were: (1) to investigate the effectiveness of training methods and materials in the acquisition of the class inclusion concept, among five- and six-year old kindergarten and grade one children; (2) to examine the nature of young children's understanding, retention, and transfer of this logical ability; and (3) to examine the results in light of a cross-cultural framework which may have potential in interpreting responses from children in a different culture, socioeconomic level or simply a different setting.