Dynamisch testen bij hoogbegaafde kinderen en de relatie met faalangst en IQ-hoogte

Dynamic testing has the potential of unveiling information about instructional needs, learning processes and cognitive abilities. The aim of this study was to investigate the learning potential of gifted children on analogical reasoning tasks, using a computerized dynamic test. The participants were 80 children (mean age = 7.65), who were divided in an experimental condition (n = 41) and a control condition (n = 39), based on randomized blocking. The study consisted of a pre-test and a post-test. In between, the experimental group received two training sessions by following the graduated prompts method, while the control group received two practice moments. The results of this study showed a larger progress from pre- to post-test on analogical reasoning tasks for the experimental group compared to the control group. Therefore, computerised dynamic testing, when using the graduated prompts training, can be seen as a useful method to unveil the learning potential of young gifted...Show moreDynamic testing has the potential of unveiling information about instructional needs, learning processes and cognitive abilities. The aim of this study was to investigate the learning potential of gifted children on analogical reasoning tasks, using a computerized dynamic test. The participants were 80 children (mean age = 7.65), who were divided in an experimental condition (n = 41) and a control condition (n = 39), based on randomized blocking. The study consisted of a pre-test and a post-test. In between, the experimental group received two training sessions by following the graduated prompts method, while the control group received two practice moments. The results of this study showed a larger progress from pre- to post-test on analogical reasoning tasks for the experimental group compared to the control group. Therefore, computerised dynamic testing, when using the graduated prompts training, can be seen as a useful method to unveil the learning potential of young gifted children. Furthermore, the study focused on the relationship between dynamic testing and level of test anxiety (low, medium, high) and level of IQ (low, medium, high). As part of that, the instructional needs of these groups during training has been examined. Results did not show a relationship between dynamic testing and test anxiety at all. However, dynamic testing and level of IQ were related. Though the three groups of IQ made the same amount of progress from pre- to post-test, the group with lower IQ scored significant lower during both tests. No differences in instructional needs were found for either levels of test anxiety as well as levels of IQ.Show less

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Dynamisch testen bij hoogbegaafde kinderen en de relatie met faalangst en IQ-hoogte