Dynamic testing and cognitive flexibility

Abstract

In this thesis, we aimed to investigate the role of

cognitive flexibility in children’s potential

for learning, assessed under dynamic testing conditions. In early dynamic testing literature, a flexibile use of information is essential in children’s ability to learn from instruction, and in bridging the gap between taught skills and new, but related task demands. We hoped to increase our understanding of the cognitive processes involved in children’s potential for learning and in the ability to transfer that which has been learned to new tasks and situations in a flexible way. In doing so, we aimed to provide suggestions for creating a better match between children’s individual pattern of abilities and the way they are taught.