Working memory as a moderator of training and transfer of analogical reasoning in children

Stevenson, Claire E.; Heiser, Willem J.; Resing, Wilma C. M.

doi:10.1016/j.cedpsych.2013.02.001

Cited by 43 publications

(43 citation statements)

References 68 publications

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“…Transfer was measured through two performance measures: the accuracy and level of difficulty of the selfconstruction items. The reversal task was assumed to be very challenging for the children as self-construction requires a deep understanding of the reasoning processes behind successful series completion [23,38]. Our findings revealed that the mere fact of having received training predicted transfer accuracy, as well as, and more importantly, the extent to which children were able to profit from training, as reflected by their learner status.…”

Section: Discussionmentioning

confidence: 53%

“…In line with the theory of successful intelligence in the classroom [54], supporting children's flexibility is likely to increase children's performance in different settings of assessment or instruction. Previous studies on the effects of dynamic testing procedures have shown that the graduated prompts training can attenuate differences in executive functioning by supporting weaknesses in, for example, working memory, through the prompts provided during training [23,37]. We therefore strongly recommend that future research focuses on investigating which prompts in the training procedure might be effective in supporting young children's flexibility, providing teachers and other education professionals with concrete instructions on how to be able to support children in showing more of their flexibility and potential for learning.…”

Section: Discussionmentioning

confidence: 99%

“…The potential involvement of the executive functions in children's transfer of abilities has received only little attention in the more recent dynamic testing literature. Although some studies investigated the role of particular aspects of executive functioning in children's dynamic test performance, such as working memory [19,23,37], the role of cognitive flexibility remains explored less intensively.…”

Section: Cognitive Flexibility and Transfermentioning

confidence: 99%

“…This procedure involves the administration of a series of adaptive and standardized, hierarchically ordered prompts that has been further developed and adapted in studies on dynamic testing [16,21,22]. Previous studies revealed that this procedure is beneficial for the acquisition of, for example, inductive reasoning skills under dynamic testing conditions [23,24], and, less obviously, in generalizing these skills to new but related problems [25,26]. …”

Section: Dynamic Testingmentioning

confidence: 99%

See 3 more Smart Citations

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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Section: Discussionmentioning

confidence: 53%

Section: Discussionmentioning

confidence: 99%

Section: Cognitive Flexibility and Transfermentioning

confidence: 99%

Section: Dynamic Testingmentioning

confidence: 99%

See 2 more Smart Citations

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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show abstract

“…This was a consequence of earlier research in dynamic testing which has reported that both visual-spatial and verbal reasoning components play a role in solving visual-spatial analogies. This is particularly apparent when, as part of the assessment, children are asked to explain their problem solving procedures (Stevenson, Heiser, & Resing, 2013;Tunteler et al, 2008). In the present study we explicitly focused on the differential involvement of verbal and visual-spatial working-memory components, to examine their possible role in respect of changes in analogical reasoning over time.…”

mentioning

confidence: 99%

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory

Resing

Bakker

Pronk

et al. 2017

Journal of Experimental Child Psychology

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Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. Progression paths in children's problem solving:The influence of dynamic testing, initial variability and working-memory AbstractThe current study investigated developmental trajectories of analogical reasoning performance of 104 7-to-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 strategyuse on analogical reasoning development. Results indicated that children in both treatment groups improved but 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.

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Educational Psychology: Measuring Change over Time

Kulikowich

2015

Wiley StatsRef: Statistics Reference Online

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Educational psychologists study changes over time that reflect academic, cognitive, emotional, and social development of students. The purpose of this article is to review the basic principles and procedures of the statistical applications used by educational psychologists to study change. While repeated measures ANOVA is widely used in empirical studies published recently in refereed journals, researchers are as likely to use growth‐curve modeling or structural equation modeling to test their hypotheses. Both growth‐curve modeling and structural equation modeling afford educational psychologists advantages in the analysis of change that overcome limitations of repeated measures ANOVA . A brief description of each statistical technique is provided with a summary of how the procedure has been applied by educational psychologists. Testing of assumptions, estimating effect sizes and power, and current statistical advances in the study of how individuals' affect, behavior, and cognition change are discussed.

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Working memory as a moderator of training and transfer of analogical reasoning in children

Cited by 43 publications

References 68 publications

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

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

Progression paths in children’s problem solving: The influence of dynamic testing, initial variability, and working memory

Educational Psychology: Measuring Change over Time

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