Fluid Reasoning

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What is fluid reasoning?

Fluid reasoning is about figuring out problems and making decisions without using words. It involves the the ability to think flexibly, see patterns, and solve new challenges by linking solutions to prior knowledge.

How can we help develop fluid reasoning or nonverbal problem solving skills?

Here are some research-backed ways for parents and educators to help children develop these skills:

Engage in hands-on learning:

Let kids explore and experiment with different materials.
Engage students in activities that require them to manipulate and visualize objects in space such as puzzles, building models, drawing.

an image of two people doing an experiment

Provide pattern recognition exercises:

Provide activities that include identifying and predicting patterns such as sequencing games, number patterns, or completing a visual series.

Use analogies and classification tasks:

Use tasks that require students to draw analogies or classify objects based on similarities and differences. For example, provide visual analogies or sorting tasks where students must group objects by attributes.

Model nonverbal problem solving:

Parents and educators can talk through steps as they solve problems (e.g., identifying patterns) so that children can learn the process of how to tackle them on their own.
Introduce problem-solving tasks that rely on interpreting nonverbal cues. This can include logic puzzles, visual riddles, or games like chess, which require understanding patterns and strategies without verbal instructions.

Use educational games and technology:

Incorporate educational games and apps that focus on developing fluid reasoning. Encourage use of games that challenge students to complete visual tasks, such as pattern blocks, tangrams, or interactive games/apps like Minecraft.

Play a musical instrument:

Learn and practice playing a musical instrument.
Research shows that this type of training can help develop fluid reasoning.

How can we tell when someone is struggling with nonverbal problem solving or fluid reasoning?

Some common signs to look out for are:

Struggling to solve problems without clear step-by-step instructions (e.g., how to build a model from a set of instructions or coming up with creative solutions to open-ended challenges).
Having difficulty recognizing patterns and making connections (e.g., not noticing a logical sequence of shapes or colours or having trouble figuring out how ideas might be similar).
Avoiding activities that involve abstract or complex thinking (e.g., disliking building with blocks or playing strategy games).

How can we support nonverbal problem solving or fluid reasoning difficulties?

Some kids have a hard time figuring out solutions to problems, especially when they aren't able to make connections to things they already know by "thinking outside the box." Here are some ways to help manage difficulties with nonverbal problem solving or fluid reasoning:

an image of a girl solving a hands on puzzle

Use hands-on, visual aids and materials:

Let students physically manipulate objects, draw diagrams, or create models to help them visualize and work through problems.

Encourage trial-and-error and flexible thinking:

Don't expect perfection right away.
Praise students for trying different approaches and being willing to adjust their plans.

a sign that says 'Real World' on it with a red line through it

Connect new skills to real-world examples:

Use relatable scenarios and experiences to demonstrate how nonverbal problem-solving applies in everyday life.

Teach strategies for visually organizing information:

Show children how to make lists, charts, or flow charts to keep track of different elements and see the relationships between them.

Break down problems:

Break problems down into smaller, more manageable steps.
For example, if a student is struggling to solve a complex math word problem, have them focus on understanding each part of the question one at a time.

Provide extra time and practice opportunities:

Give students ample time to work through challenges.
Repeat and practice with similar types of problems.

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Provide Scaffolding (structured support that gradually decreases as students develop independence):

Step 1 Guided Practice: Teacher demonstrates thinking process aloud while solving similar problems.
Step 2 Collaborative Practice: Students work together on problems with teacher guidance.
Step 3 Independent Practice: Students solve problems individually with support available.

Resources

Nonverbal Reasoning.pdf

Fluid & Nonverbal Reasoning Handout

For more information and resources, please see:

Classroom accommodations for nonverbal learning disabilities

How can we help kids with non verbal learning disorder?

Learning Disabilities Association of Ontario: Nonverbal LDs

YRDSB's Waterfall Chart

References:

Dix, A., Wartenburger, I. & van der Meer, E. (2016). The role of fluid intelligence and learning in analogical reasoning: how to become neurally efficient? Neurobiology of Learning and Memory, 134, 236–247.
Forgeard M, Winner E, Norton A, Schlaug G (2008) Practicing a Musical Instrument in Childhood is Associated with Enhanced Verbal Ability and Nonverbal Reasoning. PLoS ONE 3(10): e3566.
Fox, D. S., Elliott, L., Bachman, H. J., Votruba-Drzal, E., & Libertus, M. E. (2024). Diversity of spatial activities and parents' spatial talk complexity predict preschoolers' gains in spatial skills. Child Development, 95, 734–749.
Guerin, J. M., Sylvia, A. M., Yolton, K., and Mano, Q. R. (2020) The role of fluid reasoning in word recognition. Journal of Research in Reading, 43: 19–40.
How Can I Help My ADHD Teen With ‘Fluid Reasoning’ Skills? Thinking Through ADHD: https://thinkingthroughadhd.com/how-can-i-help-my-adhd-teen-with-fluid-reasoning-skills.
Kyllonen, P., Kell, H. (2017). What Is Fluid Intelligence? Can It Be Improved?. In: Rosén, M., Yang Hansen, K., Wolff, U. (eds) Cognitive Abilities and Educational Outcomes. Methodology of Educational Measurement and Assessment. Springer, Cham.
Latham, S.O., Stockman, I.J. Effect of Augmented Sensorimotor Input on Learning Verbal and Nonverbal Tasks Among Children with Autism Spectrum Disorders. J Autism Dev Disord 44, 1288–1302 (2014). https://doi.org/10.1007/s10803-013-1990-9.
Pirrone, C., Amata, C. G., Cerniglia, S., & Di Nuovo, S. (2015). Playing with Building Block: a Way to Improve Numerical Intelligence and Nonverbal Reasoning. Procedia-Social and Behavioral Sciences, 1-6.
Simoncini, K., Forndran, A., Manson, E., Sawi, J., Philip, M., & Kokinai, C. (2020). The impact of block play on children’s early mathematics skills in rural Papua New Guinea. International Journal of Early Childhood, 52(1), 77–93.
Spruijt, A. M., Ziermans, T. B., Dekker, M. C., & Swaab, H. (2020). Educating parents to enhance children’s reasoning abilities: A focus on questioning 1 style. Journal of Applied Developmental Psychology, 66, 101102.
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–student interaction: A decade of research. Educational Psychology Review, 22(3), 271-296.
Vander Heyden, K. M., Huizinga, M., & Jolles, J. (2017). Effects of a classroom intervention with spatial play materials on children’s object and viewer transformation abilities. Developmental Psychology, 53(2), 290–305.
Wang L, Sheng A, Chang L, Zhou R. Improving fluid intelligence of children through working memory training: The role of inhibition control. Front Psychol. 2022 Nov 25;13:1025036. doi: 10.3389/fpsyg.2022.1025036. PMID: 36507034; PMCID: PMC9732572.

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