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Changes over time and transfer of analogy-problem solving of gifted and non-gifted children in a dynamic testing setting
This study examined differences in transfer of analogical reasoning after analogy-problem solving between 40 gifted and 95 averageability children (aged 9-10 years old), utilising dynamic testing principles. This approach was used in order to examine potential differences between gifted and average-ability children in relation to progression after training, and with regard to the question whether training children in analogy problem-solving elicits transfer of analogical reasoning skills to andoi:10.1080/01443410.2017.1409886 fatcat:b6f6aohif5cxxcruuiofslp7pe