The main objective of this dissertation was to provide insight into the dynamic testing principles. Our studies focused on the additional effects of dynamic testing beyond those of (repeated)... Show moreThe main objective of this dissertation was to provide insight into the dynamic testing principles. Our studies focused on the additional effects of dynamic testing beyond those of (repeated) static testing on an inductive reasoning task assessed on a tablet, for both normally developing children and children with a developmental language disorder. The focus of this dissertation includes the possible factors involved in the progression of the children’s series completion abilities, the relationship between dynamic test results and school achievement, children’s need for instruction and the practical value of the dynamic test results for teachers. Show less
The aim of the current study was to investigate to what extent children’s potential for learning is related to their level of cognitive flexibility. Potential for learning was measured through a... Show moreThe aim of the current study was to investigate to what extent children’s potential for learning is related to their level of cognitive flexibility. Potential for learning was measured through a dynamic testing procedure that aimed to measure how much a child can profit from a training procedure integrated into the testing process, including the amount and type of feedback the children required during this training procedure. The study followed a pre-test–training–post-test control group design. Participants were 153 6–7-year-old children. Half of this group of children were provided with a standardised graduated prompts procedure. The other half of the participants performed a non-inductive cognitive task. Children’s cognitive flexibility was measured through a card sorting test and a test of verbal fluency. Results show that cognitive flexibility was positively related to children’s performance, but only for children in the practice-only condition who received no training. These outcomes suggest that dynamic testing, and more in particular, the graduated prompting procedure, supports children’s cognitive flexibility, thereby giving children with weaker flexibility the opportunity to show more of their cognitive potential as measured through inductive reasoning. Show less
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,... Show moreIn 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. Show less