Abstract Aim. The aim of this study was to investigate the role of dynamic testing, using a graduated prompts method, to analyse the learning potential in gifted children. This paper outlines the...Show moreAbstract Aim. The aim of this study was to investigate the role of dynamic testing, using a graduated prompts method, to analyse the learning potential in gifted children. This paper outlines the effect of the dynamic testing of analogic reasoning and the role of test anxiety and planning skills in relation to analogical reasoning and provided instructions. Sample. In this study participated 80 children (48 boys, 32 girls) from the western part of the Netherlands, their average age was 8.1 years (SD = 0.6). Method. An experimental group (41 children) which received the graduated prompts training, was compared in results of completing of analogic reasoning task with a control group (39 children). A pre-test-post-test-design with randomized blocking procedure was used to distinguish both groups. The computer program computerized dynamic testing of analogic reasoning was used to investigate analogic reasoning skills. The Children’s Test Anxiety Scale (CTAS), a self report, was used to measure test anxiety. The digital task named Tower of Hanoi was used to investigate the planning skills of the participants. Results. Dynamic testing of analogic reasoning proved to be successful in improving skills by offering a standardized training using the graduated prompts method. An influence of planning skills on provided hints was also found. Test anxiety did not seem related to dynamic testing of analogic reasoning. Conclusions. Dynamic testing is an effective method to analyse learning potential in analogical reasoning skills. Further research is necessary to investigate the role of planning skills and other metacognitive components. Although this study did not find any influence of test anxiety, further research may focus on more objective measurements of stress during test situations. The results of this study could be implemented in education and clinical assessments.Show less
Dynamic testing seems to provide insight into children’s potential for learning. The current study aimed to gain more insight into the effectiveness of group-administered computerized dynamic...Show moreDynamic testing seems to provide insight into children’s potential for learning. The current study aimed to gain more insight into the effectiveness of group-administered computerized dynamic testing in potentially gifted children (N = 48), to further investigate the relationship with test anxiety, and to gain more insight into the instructional needs of the children. All groups of children showed a significant increase in correctly solving the analogies from pretest to post-test. A difference in progression between the dynamic testing condition and the control condition was found. However, this difference appeared not to be significant. In addition, although visual differences were found in the progression lines of children with different levels of test anxiety and their instructional needs, no statistically significant differences were found. Implications of the findings were described in the discussion. In conclusion, the computerized group-administered dynamic test might have practical advantages for educational or clinical practice but first requires more research.Show less
