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Related Experiment Video

Updated: Jul 18, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Enhancing academic performance by strengthening class-inclusion reasoning.

Robert Pasnak¹, Willa D Cooke, Charlene Hendricks

¹George Mason University, Fairfax, VA 22030, USA. rpasnak@gmu.edu

The Journal of Psychology

|December 6, 2006

Summary

Mastering class inclusion, an abstract reasoning skill, significantly improved academic performance in first graders. This cognitive skill enhancement correlated with better reasoning scores and report card marks.

Related Experiment Videos

Last Updated: Jul 18, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

Cognitive Development
Educational Psychology

Background:

Class inclusion is a foundational abstract thought skill involving part-whole relationships.
Early development of abstract reasoning is crucial for academic success.

Purpose of the Study:

To investigate the impact of class inclusion instruction on academic performance in first graders.
To determine the relationship between class inclusion mastery and cognitive abilities.

Main Methods:

Randomly assigned first graders with academic difficulties into two groups.
One group received class inclusion instruction; the other received phonics instruction.
Assessed cognitive abilities using the Cognitive Abilities Test Form 6.

Main Results:

A significant linear relationship was found between class inclusion mastery and cognitive test scores.
Mastery of class inclusion correlated with improved teacher-assigned report card marks.
Phonics instruction did not show the same correlation with cognitive reasoning improvements.

Conclusions:

Class inclusion instruction positively impacts abstract reasoning and academic achievement.
Developing part-whole reasoning skills is beneficial for students facing academic challenges.
Cognitive skills like class inclusion are key predictors of academic success.