本研究目的係探討認知轉換階段兒童在學習潛能評估中類比推理能力之改變歷程。以60 位六歲和七歲兒童為研究對象，採三因子混合實驗設計，實驗組接受類比推理模組教學，控制組未接受教學，兩組的前後測都實施「歸納推理能力測驗」的類比推理分測驗和臨床晤談，前後測之得分以三因子混合設計變異數分析驗證效果，並將晤談資料依解題類型分析，以探討認知功能的改變。此外，以實驗組六歲和七歲受試各一位為案例，透過原案分析，闡釋類比推理的轉變歷程。

研究發現：1.學習潛能評估均能促進六歲和七歲兒童的類比推理能力。此外，學習潛能評估能改變兒童的解題類型，激發其認知功能，其中以七歲兒童的映射 (mapping) 能力進步甚多。2.在學習潛能評估的歷程中，兩位案例漸能正確推論與映射，不受反證影響，且能說明原因，但六歲案例的認知功能較七歲案例不穩定，易受任務的型式和難度之影響，需較多的引導才能正確答題。

This study explored the process of change in analogy reasoning ability of transitional stage children based on learning potential assessment. The subjects were sixty children with the age of six or seven. Three-way mixed design was used. The experimental group received analogy reasoning module instruction. The control group received no instruction. The subtest of Inductive Reasoning Ability Test and clinical interview were conducted as pretest and posttest. Three-way mixed design analysis of Variance was used to verify the effects of promotion. Interview data were analyzed by types of analogical solutions explored changes of cognitive function. Furthermore the protocol analysis of two cases from the experimental group was used to explicate the process of transition in analogy reasoning. The results of this study indicated (1) Learning potential assessment effectively promoted analogy reasoning ability in transitional stage children. Learning potential assessment also generally changed types of analogical solutions and activated cognitive function. For instance, mapping ability was enhanced in seven years old children. And (2) Six- or seven- year- old children could gradually infer and map relations correctly; resist counter suggestions; and explain the reason for the answer during the process of learning potential assessment. Compared to the seven years old children, the six years old children’s cognitive functions were more easily affected by the mode and difficulty of tasks. Six years old children needed more guidance to achieve correct solutions.