Training of Seriation in Young Kindergarteners

Abstract

The present study investigated the effects of seriation training based on the principle of ovcrleaming. The subjects, 36 kindergarten children who showed no pretest knowledge of seriation, were divided into two groups. Children from the training condition (n = 18) received 3 1/2 weeks of training, after which a strong near-far transfer was observed (i.e., the children were able to solve different seriation tasks in untrained concept areas). The range of the near-far transfer effect decreased four months after the training. Two years after the training, trained and untrained children performed equivalently.