Analogical reasoning is a pervasive cognitive process that seeks to compare familiar and unfamiliar information. While available research supports the facilitative effects of analogical reasoning, little work has been done in using instruction to improve children's ability to reason analogically. Two classes of fourth‐ and sixth‐grade average readers participated in a study to examine the effects of direct instruction in analogical reasoning. An instructional procedure based on Sternberg's component processes underlying analogical reasoning was used where children were taught specific steps in working through analogy problems. Instruction was provided in three sequential class sessions utilizing a direct instruction model. The results indicate that the students who participated in the procedure significantly improved in their ability to solve analogies.
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White et al. (1984) studied this question.
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