Dynamic Testing of Children’s Series Completion Ability: Cognitive Flexibility as a Predictor of Performance

Femke E. Stad, Karl H. Wiedl and Wilma C. M. Resing

Journal of Educational and Developmental Psychology, 2016, vol. 6, issue 2, 143

Abstract: Dynamic testing aims to explore a child’s potential to learn by assessing improvement after training. In this study we investigated the relationship between performance on a dynamic test of series completion and children’s cognitive flexibility. This was done using a pre-test-trainingpost-test control-group design with 95 children, aged 6-8 years (M = 7;1, SD = 12.5 months). All children were tested with a measurement of cognitive flexibility. Half of the children were trained in series completion according to a graduated prompting model, while the other half only practiced. Based on initial ability and performance change after training, children were classified as non-learner, learner or high performer. The results showed that training improved series completion performance more than practice-only. Cognitive flexibility predicted static pre-test performance and instructional needs during training and might therefore be of importance in the assessment of learning potential.

Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:ibn:jedpjl:v:6:y:2016:i:2:p:143

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