Zicht op potentieel. Over dynamisch testen, variabiliteit in oplossingsgedrag en leerpotentieel van kinderen

Developmental pathways of social-emotional and cognitive functioning - ou

Measuring personality traits in the classroom.

In this article, a personality model for the description of children’s classroom behaviour is the main focus of interest. It is questioned whether the Five-Factor Personality Model can be used as an organizational structure for the description of personality characteristics in the field of educational practice. Two groups of Dutch school children (N 1296 and N 367), 4–12 years old, were rated by their teachers on scales of the School Behaviour Checklist–Revised (SCHOBL-R1). Analysis of the scales produced four meaningful and identical components in both samples: Extraversion, Attitude towards School Work, Agreeableness, and Emotional Stability. The factorial structure of the scales remained stable over age as well as sex. Boys and girls were rated by their teachers as having dierent attitudes towards school work, and as diering on emotional stability and agreeableness. The items of the school behaviour checklist were then analysed in the context of other personality scales, leading to the conclusion that the four scales of the SCHOBL-R can be interpreted in terms of four of the five personality dimensions of the Five-Factor Model. The strong relationship between the contents o

Dynamic testing of gifted and average-ability children's analogy problem solving: Does executive functioning play a role?

Article / Letter to editorInstituut Psychologie;Instituut Psychologie;Instituut Psychologie;Instituut Psychologi

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

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 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

Dynamic testing of gifted and average-ability children's analogy problem solving: Does executive functioning play a role?

Article / Letter to editorInstituut Psychologie;Instituut Psychologie;Instituut Psychologie;Instituut Psychologi

Dynamic testing of gifted and average-ability children's analogy problem solving: Does executive functioning play a role?

Article / Letter to editorInstituut Psychologie;Instituut Psychologie;Instituut Psychologie;Instituut Psychologi

Dynamic testing of gifted and average-ability children's analogy problem solving: Does executive functioning play a role?

status: publishe

Dynamic testing of children’s series completion ability: Cognitive flexibility as a predictor of performance

Pathways through Adolescenc

Dynamic assessment : a case of unfulfilled potential?

This paper updates a review of dynamic assessment in education by the first author, published in this journal in 2003. It notes that the original review failed to examine the important conceptual distinction between dynamic testing (DT) and dynamic assessment (DA). While both approaches seek to link assessment and intervention, the former is of particular interest for academic researchers in psychology, whose focus is upon the study of reasoning and problem-solving. In contrast, those working in the area of dynamic assessment, often having a practitioner orientation, tend to be particularly concerned to explore the ways by which assessment data can inform educational practice. It is argued that while some authors have considered the potential value of DA in assisting classification, or in predicting future performance, the primary contribution of this approach would seem to be in guiding intervention. Underpinning this is the view that DA can shed light on the operation of underlying cognitive processes that are impairing learning. However, recent research has demonstrated that the belief that deficient cognitive/executive functions could be identified and ameliorated, and subsequently result in academic progress, has not been supported. Where gains in such processes/functions have sometimes been found in laboratory training studies, these have tended not to transfer meaningfully to classroom contexts. The review concludes by pointing out that DA continues to be supported primarily on the basis of case studies and notes that the 2003 call for research that systematically examines the relationship between assessment and intervention has yet to be realised