Effekte eines induktiven Denktrainings auf die Denk‐und Sprachentwicklung bei Vorschulkindern und Erstklasslern in benachteiligten Stadtteilen

Based on a sample of 133 preschoolers and 153 first graders from socially deprived districts, the present experiments investigated the effects of a preschool inductive reasoning training program on the development of language competence and intelligence. Pretest scores were below average with respect to semantics, syntax, and morphology and average to above average for nonverbal intelligence. Both first graders and preschoolers clearly benefited from the training program. Three months after training, effect sizes for preschoolers were high to very high with regard to their language competence and nonverbal intelligence, whereas effect sizes for first-graders – with the exception of semantics – were at most half as large.