Abstract
The Children’s Associative Responding Test (CART), a multiple-choice analogy test designed to identify children who rely excessively on associations to obvious cues rather than using their reasoning abilities, was administered to 204 fifth graders and 315 seventh graders. 10 fifth graders identified as associative responders were then tutored by an adult, 10 were tutored by seventh grade associative responders, 10 were tutored by seventh grade nonassociative responders, 10 served as proximal controls, and 10 served as distal controls. Associative seventh graders were similarly chosen for tutoring by adults, tutoring of fifth graders, proximal controls, and distal controls. After 10 weeks of 2 half-hour tutoring sessions per week in which instructional materials unlike the CART were employed, children participating in tutoring showed significantly greater decreases in associative responding and in error scores on the CART than did children in the control conditions. Differences among tutoring conditions were insignificant. CART error score correlated significantly higher than did IQ with school performance measures among fifth graders and as high as did IQ among seventh graders.
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