Dynamic Testing of Gifted and Average-Ability Children's Analogy Problem Solving: Does Executive Functioning Play a Role?

Autor/inn/en	Vogelaar, Bart; Bakker, Merel; Hoogeveen, Lianne; Resing, Wilma C. M.
Titel	Dynamic Testing of Gifted and Average-Ability Children's Analogy Problem Solving: Does Executive Functioning Play a Role?
Quelle	In: Psychology in the Schools, 54 (2017) 8, S.837-851 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Resing, Wilma C. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22032
Schlagwörter	Gifted; Problem Solving; Figurative Language; Educational Practices; Cognitive Ability; Metacognition; Elementary School Students; Pretests Posttests; Student Needs; Teaching Methods; Control Groups; Experimental Groups; Comparative Analysis; Testing; Correlation; Role; Executive Function; Foreign Countries; Intelligence Tests; Statistical Analysis; Netherlands; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Problemlösen; Bildungspraxis; Denkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Testdurchführung; Testen; Korrelation; Rollen; Ausland; Intelligence test; Intelligenztest; Statistische Analyse; Niederlande
Abstract	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), average-ability 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01