Giftedness is often assessed by means of conventional (shortened) intelligence tests. These tests, however, are assumed to not always provide a picture of children’s potential for learning,... Show moreGiftedness is often assessed by means of conventional (shortened) intelligence tests. These tests, however, are assumed to not always provide a picture of children’s potential for learning, especially with regard to special populations. In the current dissertation, therefore, dynamic testing was utilized in order to investigate potential differences between gifted and average-ability children. Dynamic testing refers to a testing method in which training and feedback are integrated into the testing process. The main aims of this dissertation were to investigate potential differences between gifted and average-ability children with regard to their progression in analogy problem-solving, instructional needs during training, transfer of analogy problem-solving skills to analogy construction, as well as the roles that metacognition, cognitive flexibility and test anxiety potentially play in analogy problem-solving. The results showed that, in general, vis-à-vis their average-ability peers, gifted children showed higher initial scores on the tests, but showed similar progression after practice or training, equivalent instructional needs, and equivalent transfer success and effectiveness. Test anxiety and metacognition were, further, found to play a role in progression in analogy problem-solving, specifically with regard to training benefits. Lower scores of metacognition, and higher test anxiety scores were related to higher progression after training. Show less
Inductive reasoning and more specifically, analogical reasoning, is a basic process involved in a wide range of higher cognitive processes. Therefore, this type of reasoning is often regarded as... Show moreInductive reasoning and more specifically, analogical reasoning, is a basic process involved in a wide range of higher cognitive processes. Therefore, this type of reasoning is often regarded as representing a core component of intelligence. The first few years of primary school represent a particular time period for the rapid development of this ability. Unsurprisingly, children display much variable inter- and intra-individual strategic analogical behavior at this age. To date, conclusions regarding the nature of changes in the ability to reason by analogy have frequently been drawn on the basis of results obtained from cross-sectional training studies. In contrast, the studies presented in this dissertation were designed to microgenetically investigate young children__s inter- and intra-individual variable analogical learning trajectories over time. By providing children with repeated non-guided practice, dynamic-test-type training and transfer tasks, as well as applying specific methods and analyses, detailed accounts of changing strategic analogical performance were revealed. These accounts were interpreted along five dimensions of cognitive change: the source, rate, path, breadth and variability of change, in accordance with the overlapping waves theory of Siegler (1996) Show less
Assessment procedures are frequent in children's school careers; however, measuring potential for learning has remained a puzzle. Dynamic testing is a method to assess cognitive potential that... Show moreAssessment procedures are frequent in children's school careers; however, measuring potential for learning has remained a puzzle. Dynamic testing is a method to assess cognitive potential that includes training in the assessment process. The goal of this thesis project was to develop a new dynamic test of analogical reasoning for school children. The main aims were to (1) investigate factors that influence children’s differences in performance and change during dynamic testing and (2) examine the predictive value of dynamic measures on children’s school performance. Children showed great variation in cognitive potential. Higher ability children generally required less training and showed greater transfer to other problem sets. Yet, lower ability children tended to improve more during dynamic testing. Performance change during testing appears to be a unique predictor of math and reading achievement, but was unrelated to working memory or cultural background, providing evidence that this may be a separate construct important in the assessment of cognitive potential – especially in culturally diverse schools. This performance change measure, often criticized within classical test theory, has demonstrated its worth when estimated using item response theory models and will hopefully find its place again among the valuable measurement outcomes of children’s potential for learning. Show less
