This study investigated two effects of using guided programming instruction to train analogical reasoning within a classroom setting. The first effect investigated the far transfer of such instruction on general analogical reasoning development, as measured by a test associated with general analogical reasoning. The second effect investigated the near transfer of such instruction on a related computer programming skill—the reuse of subprocedures between programming problems. To provide general analogical reasoning training within a guided programming environment, the study incorporated Swan and Black's suggested pedagogical components for the effective transfer of cognitive skills from programming, and Sternberg's component processes of analogical reasoning. Far transfer results indicated significant interaction between a student's college year and the experimental treatment, with guided programming instruction facilitating the performance of college freshman, and hindering the performance of college juniors. Near transfer results indicated that the guided instruction did not significantly increase student reuse of subprocedures between programming problems.
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