Dynamic Testing of Analogical Reasoning in 5- to 6-Year-Olds

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

doi:10.1177/0734282915622912

Cited by 13 publications

(14 citation statements)

References 41 publications

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“…The dynamic (trained posttest) performance showed a higher predictive relationship for mathematics than did the static (pretest) task performance, as it did in previous research (e.g., Stevenson, Bergwerff, Heiser, & Resing, 2014 Of course, this study had some limitations. We nevertheless would like to encourage future test makers to make use of constructed response answering formats, as it seems to provide useful information, that cannot be obtained from traditional multiple-choice tests (Kuo, Chen, Yang, & Mok, 2016;Stevenson et al, 2016;Yang et al, 2002). This poses a limitation to the applicability of the GAP measure and may prove to be an issue when applying this measure to a more diverse set of tests.…”

Section: Discussionmentioning

confidence: 99%

“…Letters and numbers have a fixed, often familiar relationship to each other. As opposed to multiplechoice items, constructed response items were found to be more difficult to solve and to elicit more advanced and overt task problem solving processes on a dynamic test of analogical reasoning in 5-and 6-year-old children (Stevenson, Heiser, & Resing, 2016). Schematic pictures, as used in the current study, can consist of several combined sets of transformations, which are not necessarily related (e.g., Sternberg & Gardner, 1983), and have a constructed response format.…”

Section: Inductive Reasoning and Series Completionmentioning

confidence: 96%

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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: Discussionmentioning

confidence: 99%

Section: Inductive Reasoning and Series Completionmentioning

confidence: 96%

Process assessment in dynamic testing using electronic tangibles

Veerbeek

Vogelaar

Verhaegh³

et al. 2018

Computer Assisted Learning

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show abstract

“…A related explanation for the limited benefits of unguided practice might be that children in our study had to construct their answers to open-ended tasks. Stevenson, Heiser, & Resing (2016) found that after training, children who had to construct their responses provided higher quality explanations than those who received a multiple-choice format. It seems likely that the combination of training and the construction of the answer helped to deepen the child's understanding.…”

Section: Discussionmentioning

confidence: 99%

“…The procedures involved are described in Appendix A. Stevenson et al (2016) reported internal consistencies for the pre-test and training procedure (α=.78, =.78) and post-tests 1 and 2 (α=.90 and .85, respectively).…”

Section: Figure Analogies Trainingmentioning

confidence: 99%

“…Furthermore, our analogy tasks were openended; children had to construct their answers so enabling us to undertake fine-grained analyses of children's solving processes (e.g., Harpaz-Itay, Kaniel, & Ben-Amram, 2006;Resing & Elliott, 2011;Tzuriel & Galinka, 2000). Although we know that such tasks are more difficult than multiple choice tasks (e.g., Behuniak, Rogers, & Dirir, 1996;In'nami & Kozumi, 2009;Martinez, 1999), and individuals require more help during training to solve these tasks (Stevenson et al, 2016), these type of tasks may improve learning after extensive instruction.…”

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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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Role of Working Memory and Strategy-Use in Feedback Effects on children’s Progression in Analogy Solving:an Explanatory Item Response Theory Account

Stevenson

2016

Int J Artif Intell Educ

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This study contrasted the effects of tutoring, multiple try and no feedback on children's progression in analogy solving and examined individual differences herein. Feedback that includes additional hints or explanations leads to the greatest learning gains in adults. However, children process feedback differently from adults and effective feedback likely differs between learners with different characteristics or at different stages in the learning process. In this paper multilevel explanatory item response theory models were used to examine individual differences in feedback effects in children's performance on a computerized pretest-training-posttest assessment of analogical reasoning. The role of working memory and ability level, based on initial strategy-use, were examined in a sample of 999 5-10 year-old children who received either tutoring feedback, multiple tries or no feedback during the training sessions. The results indicate that tutoring feedback leads to the greatest performance gains; however, this was moderated by working memory and ability level. Children who initially used less advanced strategies benefited more from each type of feedback than children who used advanced strategies at pretest. Higher working memory scores were linked to greater benefit from tutoring feedback or no feedback, whereas learning gains in the multiple try condition were not related to working memory. The findings of this study contribute to the growing literature on how to personalize feedback to the learner's instructional-needs.

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Dynamic Testing of Analogical Reasoning in 5- to 6-Year-Olds

Cited by 13 publications

References 41 publications

Process assessment in dynamic testing using electronic tangibles

Process assessment in dynamic testing using electronic tangibles

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

Role of Working Memory and Strategy-Use in Feedback Effects on children’s Progression in Analogy Solving:an Explanatory Item Response Theory Account

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