A “picture” of children's potential for learning: Looking into strategy changes and working memory by dynamic testing

Resing, Wilma C. M.; Xenidou-Dervou, Iro; Steijn, W.; Elliott, Julian

doi:10.1016/j.lindif.2011.11.002

Cited by 35 publications

(61 citation statements)

References 23 publications

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“…Oral explanations of problem solving also reflect metacognitive skills (Efklides, 2006) and do not necessarily parallel children's problem-solving processes, particularly if they are young (Ericsson & Simon, 1984;Veenman, 2015). It seems, therefore, that children can (partially) construct an answer but (still) operate at different levels of verbal and behavioral strategy-use, being able to offer a verbal account only after training (Resing et al, 2012) [see also, Rittle-Johnson, Fyfe, Loehr, and Miller (2015) for related findings in the early numeracy domain].…”

Section: Discussionmentioning

confidence: 99%

“…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. We thought it important to examine these components separately with a working-memory assessment that made sufficient storage and processing demands (Alloway, 2007) and which would help us explore their influence on analogical reasoning (Resing, Xenidou-Dervou, Steijn & Elliott, 2012).…”

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confidence: 99%

“…However, we further hypothesized that b) trained children would make greater gains than those who received no such assistance (Resing et al, 2012;Siegler & Svetina, 2002).…”

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confidence: 99%

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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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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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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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“…For children aged five years and older, the literature has shown the benefit of combining observations of behavioural solution strategies with their immediate descriptions of how they sought to solve the problem. The value of this approach has been shown in studies in various domains, such as arithmetic (Siegler & Stern, 1998), reading (Farrington-Flint, Coyne, Stiller, & Heath, 2008, and inductive reasoning (Resing, Xenidou-Dervou, Steijn, & Elliott, 2012;Stevenson, Hickendorff, Resing, Heiser, & de Boeck, 2013).…”

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“…We expected that children would only show transfer once they had become good strategic problem solvers (Siegler, 2006). Optimal performance on inductive reasoning tasks is strongly influenced by strategy-use (Siegler & Svetina, 2002), and training has been shown to increase children's ability to explain the changes that occur within the tasks (Resing et al, 2012). Therefore, those children who were able to explain their problem-solving behaviour at the end of the study period were expected to construct the reversal transfer tasks in a particularly effective manner They are likely to have gained a good understanding of the underlying principles of the figural analogies (Harpaz-Itay, Kaniel, & Ben-Amram, 2006;Perkins, 1992), which should enable them to apply this knowledge to the transfer task.…”

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Dynamic testing and transfer: An examination of children's problem-solving strategies

Resing

Bakker

Pronk

et al. 2016

Learning and Individual Differences

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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. Abstract (150 words max)This study examined the problem-solving behaviour of 104 children (aged 7-8 years) when tackling construction-analogy tasks. Children were allocated to one of two conditions: either a form of unguided practice alone or this in combination with training based on graduated prompt techniques.Children's ability to solve figural open-ended analogy-problems was investigated as well as their ability to construct new analogy problems themselves. We examined children's progression in solving analogy problems and the variability in their strategy-use. Results showed that the group that received training made greater progress in solving analogy problems than children who only received unguided practice opportunities. However, the training appeared to give no additional improvement in performance on the transfer task over that of repeated unguided practice alone. Findings from this study demonstrate that an open construction task can provide additional information about children's cognitive learning potential.

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

et al. 2017

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In this study, dynamic testing principles were applied to examine progression of analogy problem solving, the roles that cognitive flexibility and metacognition play in children's progression as well as training benefits, and instructional needs of 7-to 8-year-old gifted and average-ability children. Utilizing a pretest training posttest control group design, participants were split in four subgroups: gifted dynamic testing (n = 22), gifted unguided practice (n = 23), averageability dynamic testing (n = 31), and average-ability unguided practice (n = 37). Results revealed that dynamic testing led to more advanced progression than unguided practice, and that gifted and average-ability children showed equivalent progression lines and instructional needs. For children in both ability categories, cognitive flexibility was not found to be related to progression in analogy problem solving or training benefits. In addition, metacognition was revealed to be associated with training benefits. Implications for educational practice were provided in the discussion.

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A “picture” of children's potential for learning: Looking into strategy changes and working memory by dynamic testing

Cited by 35 publications

References 23 publications

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

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

Dynamic testing and transfer: An examination of children's problem-solving strategies

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

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