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
When questions arise regarding a child’s cognitive functioning, often traditional, static tests are utilized to evaluate the child’s cognitive abilities. However, these static tests are said to... Show moreWhen questions arise regarding a child’s cognitive functioning, often traditional, static tests are utilized to evaluate the child’s cognitive abilities. However, these static tests are said to provide limited information about possible reasons for success or failure on the test. The primary goal of this dissertation was to investigate what information could be obtained through the use of process-oriented dynamic testing. This type of testing aims to make an estimate of a child’s learning potential, through the provision of training or feedback within the testing procedure, and evaluates the task solving processes a child uses. Additionally, this dissertation focused on the specific properties of a new computer automated method to obtain a picture of the task solving processes children employed, by analysing the grouping of answer pieces. The findings of this dissertation stated that process-oriented dynamic testing provides valuable information as an addition to the performance of a child and that it can provide information about the effects of training on the processes children employ during task solving. The different process measures that were utilized in this dissertation all seemed to measure different aspects of the task solving process. 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
This study examined differences in transfer of analogical reasoning after analogy-problem solving between 40 gifted and 95 average-ability children (aged 9–10 years old), utilising dynamic testing... Show moreThis study examined differences in transfer of analogical reasoning after analogy-problem solving between 40 gifted and 95 average-ability children (aged 9–10 years old), utilising dynamic testing principles. This approach was used in order to examine potential differences between gifted and average-ability children in relation to progression after training, and with regard to the question whether training children in analogy problem-solving elicits transfer of analogical reasoning skills to an analogy construction-task. Children were allocated to one of two experimental conditions: either children received unguided practice in analogy problem-solving, or they were provided with this in addition to training incorporating graduated prompting techniques. The results showed that gifted and average-ability children who were trained made more progress in analogy problem-solving than their peers who received unguided practice experiences only. Gifted and average-ability children were found to show similar progression in analogy problem-solving, and gifted children did not appear to have an advantage in the analogy-construction transfer task. The dynamic training seemed to bring about no additional improvement on the transfer task over that of unguided practice experiences only. 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
The current study investigated developmental trajectories of analogical reasoning performance of 104 7- and 8-year-old children. We employed a microgenetic research method and multilevel analysis... Show moreThe current study investigated developmental trajectories of analogical reasoning performance of 104 7- and 8-year-old children. We employed a microgenetic research method and multilevel analysis to examine the influence of several background variables and experimental treatment on the children’s developmental trajectories. Our participants were divided into two treatment groups: repeated practice alone and repeated practice with training. Each child received an initial working memory assessment and was subsequently asked to solve figural analogies on each of several sessions. We examined children’s analogical problem-solving behavior and their subsequent verbal accounts of their employed solving processes. We also investigated the influence of verbal and visual–spatial working memory capacity and initial variability in strategy use on analogical reasoning development. Results indicated that children in both treatment groups improved but that gains were greater for those who had received training. Training also reduced the influence of children’s initial variability in the use of analogical strategies with the degree of improvement in reasoning largely unrelated to working memory capacity. Findings from this study demonstrate the value of a microgenetic research method and the use of multilevel analysis to examine inter- and intra-individual change in problem-solving processes. Show less
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
Resing, W.C.M.; Bakker, M.; Pronk, C.M.E.; Elliott, J.G. 2016
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
This dissertation contains studies concerning dynamic testing and graduated prompt techniques of children in elementary (special) education. The focus of the studies concerned teacher' opinions and... Show moreThis dissertation contains studies concerning dynamic testing and graduated prompt techniques of children in elementary (special) education. The focus of the studies concerned teacher' opinions and teaching practice in particular from the perspective of needs based assessment Show less
