Progress in the inductive strategy-use of children from different ethnic backgrounds: a study employing dynamic testing

Resing, Wilma C. M.; Touw, Kirsten W. J.; Veerbeek, Jochanan; Elliott, Julian

doi:10.1080/01443410.2016.1164300

Cited by 22 publications

(46 citation statements)

References 46 publications

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“…To assess children's task solving process, a dynamic test version of a pictorial (puppets) series completion task was used (Resing & Elliott, 2011;Resing, Touw, Veerbeek, & Elliott, 2017;Resing, Tunteler, & Elliott, 2015;Resing et al, 2012). The puppet task has been designed as a schematic picture series completion task with a constructed response answering format.…”

Section: Dynamic Test Of Schematic Picture Series Completionmentioning

confidence: 99%

“…These prompts (see Figure 2) were provided by the console, according to a structured, hierarchical procedure that started with general, metacognitive prompts (Resing & Elliott, 2011;Resing et al, 2017Resing et al, , 2012. During the two training sessions, the children were given structured and standardized prompts, if they were not able to solve an item independently.…”

Section: Trainingmentioning

confidence: 99%

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Process assessment in dynamic testing using electronic tangibles

Veerbeek

Vogelaar

Verhaegh³

et al. 2018

Computer Assisted Learning

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Task solving processes and changes in these processes have long been expected to provide valuable information about children's performance in school. This article used electronic tangibles (concrete materials that can be physically manipulated) and a dynamic testing format (pretest, training, and posttest) to investigate children's task solving processes and changes in these processes as a result of training. We also evaluated the value of process information for the prediction of school results. Participants were N = 253 children with a mean age of 7.8 years. Half of them received a graduated prompts training; the other half received repeated practice only. Three process measures were used: grouping behaviour, verbalized strategies, and completion time. Different measures showed different effects of training, with verbalized strategies showing the largest difference on the posttest between trained and untrained children. Although process measures were related to performance on our dynamic task and to math and reading performance in school, the amount of help provided during training provided the most predictive value to school results. We concluded that children's task solving processes provide valuable information, but the interpretation requires more research.

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Section: Dynamic Test Of Schematic Picture Series Completionmentioning

confidence: 99%

Section: Trainingmentioning

confidence: 99%

Process assessment in dynamic testing using electronic tangibles

Veerbeek

Vogelaar

Verhaegh³

et al. 2018

Computer Assisted Learning

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“…The ability to transfer was defined as children's accuracy in transfer item construction, and the level of difficulty of the items they were able to construct [40,41]. It was expected that transfer accuracy and level of difficulty in the self-constructed series completion items would be predicted by children's ability to profit from training, as measured by children's learner status.…”

Section: The Current Studymentioning

confidence: 99%

“…The procedural guidelines, prompting protocol and construction principles have previously been described in Resing and Elliott and Resing et al and Elliott [20,41]. The series completion items were provided as open-ended construction tasks (an example is presented in Figure 1).…”

Section: Series Completion Testmentioning

confidence: 99%

Young Children's Transfer of Series Completion in a Dynamic Test Setting: Does Cognitive Flexibility Play a Role?

Stad¹,

Vogelaar²,

Veerbeek³

et al. 2017

Int J Sch Cog Psychol

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Dynamic testing aims to assess potential for learning by measuring how much a child can profit from a training procedure during the testing process. These procedures often include transfer tasks as a measure of the potential for learning, as the ability to transfer learned skills and knowledge is considered essential in successful learning. The aim of the current study was to investigate whether including a specific type of transfer task in a dynamic testing context, a so-called reversal procedure, would provide extra information on 6-7-year-old children's potential for learning. Moreover, it was investigated whether children's ability to transfer newly learned skills was dependent on their level of cognitive flexibility, as this executive function has previously been argued to be of significant importance in the transfer of academic skills. The results revealed that children's transfer abilities were indeed related to another measure of potential for learning, i.e. children's learner status. In addition, children's cognitive flexibility predicted greater transfer abilities and appeared to play a greater role for children who did not receive training or did not profit much from the training procedure. The results underline the importance of supporting children's cognitive flexibility when teaching for transfer.

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“…This study used a schematic-picture inductive reasoning series completion task which was designed specifically for use with the TUI system, although initially designed as a dynamic test incorporating a graduated prompts form of training (e.g., Resing & Elliott, 2011;Resing, Touw, Veerbeek, & Elliott, 2016). The series completion task required the child to detect changes in objects and relationships in a series of puppet figures, and formulate a rule to complete the series.…”

Section: Series Completion Taskmentioning

confidence: 99%

Process-Oriented Measurement Using Electronic Tangibles

Veerbeek¹,

Verhaegh²,

Elliott³

et al. 2017

JEL

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This study evaluated a new measure for analyzing the process of children’s problem solving in a series completion task. This measure focused on a process that we entitled the Grouping of Answer Pieces (GAP) that was employed to provide information on problem representation and restructuring. The task was conducted using an electronic tangible interface, to allow for both natural manipulation of physical materials by the children, and computer monitoring of the process. The task was administered to 88 primary school children from grade 2 (M=8.2 years, SD=0.50). GAP was a moderate predictor of accuracy on the series completion task. Averaged over multiple items, GAP, verbalizations and time measures were related to accuracy. On an item level, however, GAP was the only process measure related to item solving success, and this relationship was mediated by item difficulty. Further research is needed to investigate the precise relationship between problem solving and GAP.

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Progress in the inductive strategy-use of children from different ethnic backgrounds: a study employing dynamic testing

Cited by 22 publications

References 46 publications

Process assessment in dynamic testing using electronic tangibles

Process assessment in dynamic testing using electronic tangibles

Young Children's Transfer of Series Completion in a Dynamic Test Setting: Does Cognitive Flexibility Play a Role?

Process-Oriented Measurement Using Electronic Tangibles

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