Existing studies have demonstrated the usefulness of dynamic training in developing children’s various cognitive abilities, such as cognitive flexibility and reasoning. Additionally, research has...Show moreExisting studies have demonstrated the usefulness of dynamic training in developing children’s various cognitive abilities, such as cognitive flexibility and reasoning. Additionally, research has also shown dynamic measures, such as posttest performance and the amount of training prompts to be significant predictors for children’s academic performance in reading and mathematics. However, there is little information about the effectiveness of dynamic training on the working memory performance of typically developing and younger primary school children. The current study was performed using a dynamic task of working memory with a pretest-training-posttest design. The participants of this study were 103 typically developing Dutch children between the ages of 8 and 9 years old (mean age = 8.55 years, 50.50% girls). Children were allocated into a control and experimental group, where the experimental group received dynamic training following the pretest using a graduated prompts approach, while the control group did not receive training. Our study found a statistically significant difference between the children’s performance at the pretest and posttest measures of the dynamic working memory task in both experimental groups. Inconsistent with previous research, children’s working memory performance regressed from pretest to posttest in both groups. Furthermore, in-line with previous research, we found that higher performance at posttest predicted higher academic performance in reading and mathematics for the experimental group. However, the number of prompts children received during dynamic training was not a significant predictor for their academic performance. Our findings indicated that the dynamic task for working memory profited children in both experimental groups to a limited extent. Additionally, dynamic measures of working memory, such as posttest score, had a predictive effect on children’s reading and mathematical performance in school. Future research should evaluate the effectiveness of a shorter dynamic training procedure and the specific type of prompts that are most useful for children’s performance progression. Another implication for future research is to examine children’s concentration during dynamic testing. Practical implications include the application of dynamic testing along with static testing for a more comprehensive understanding about children’s learning needs and cognitive abilities.Show less
Research master thesis | Psychology (research) (MSc)
closed access
This study aimed to investigate the effectiveness of a newly developed dynamic screener to assess first year secondary school students’ potential for learning. Participants included 52 children ...Show moreThis study aimed to investigate the effectiveness of a newly developed dynamic screener to assess first year secondary school students’ potential for learning. Participants included 52 children (mean age = 13.14) from different Dutch educational tracks. The dynamic screener consists of the subtests reading, mathematics, working memory, planning, divergent thinking, and inductive reasoning. Each subtest employs a test-training-test design. Based on randomized blocking, half of the children received a graduated prompts training between pre-test and post-test, while the other half did not. On some, but not all, subtests training seems to lead to an increase in performance. Additionally, some constructs measured through the dynamic screener relate to current school performance. This pilot study provides preliminary support to the use of such an instrument to gain more insight into children’s learning potential and instructional needs. Directions for future research are discussed.Show less
Gender differences in academic performance have been debated for decades, mainly due to inconsistencies in research findings. It is prevalent that boys achieve higher grades in masculine subjects...Show moreGender differences in academic performance have been debated for decades, mainly due to inconsistencies in research findings. It is prevalent that boys achieve higher grades in masculine subjects and girls perform better in feminine subjects. This study aims to determine how these gender differences in school performance are related to self-perceived abilities. Moreover, it investigates whether the self-perceived abilities differ for boys and girls depending on the subject and whether it could explain the prevalent gender differences in school performance. In this context, self-perceived ability is defined as a judgment of personal capacity to execute given types of educational assignments. To test the hypothesis that gender is related to school performance and corresponding self-perceived ability mediates this relation, Dutch families with teenage children were home visited. In the home visits, among other things, questionnaires were conducted. About 95 families participated and provided information concerning recent school grades of their children and self-perceived abilities. The study chose three academic subjects: mathematics (typically coded masculine), language (typically coded feminine), and geography (neutral) to investigate. Three mediation analyses were performed to examine the relation between gender, self-perceived abilities, and school performance. Self-perceived abilities partly mediated the relation between gender and academic performance in language but not for mathematics and geography. Although not all hypotheses were confirmed, this study is an eye-opener for possibly creating more understanding of the emergence of gender differences in school performance. School performance has been considered a precondition for later academic success and, more generally, pursuing successful life paths. Therefore, the educational system should encourage opportunities in learning regardless of student gender. More future studies on the subject should be engaged.Show less
Numerous studies have been directed to the interaction between intelligence and (mathematical) creativity. However, there is no consistency in the results of these studies they are mostly based on...Show moreNumerous studies have been directed to the interaction between intelligence and (mathematical) creativity. However, there is no consistency in the results of these studies they are mostly based on adolescents and/or adults. This study aims to understand the relationship between intelligence and mathematical creativity by examining these constructs among primary school children in the age of 8 to 12. The sample was collected in The Netherlands among nine primary schools and consists of 334 students. A verbal intelligence subtask was conducted to determine the verbal intelligence level of students in either low, average or high. A mathematical divergent thinking task was conducted to determine the mathematical creativity score of students, the score is based on the creativity components fluency, flexibility and originality. The results indicate a positive relationship between intelligence and mathematical creativity. Students with the highest intelligence scores also have the highest mathematical creativity scores. Accordingly, students with average or low intelligence scores have a significantly lower level of mathematical creativity than students with high intelligence scores. No support was obtained for the hypothesis that the relationship between originality and intelligence would be stronger than the relationship between intelligence and fluency and flexibility. These results are discussed in light of domain-specificity, executive functions, uncontrolled variables and reliability.Numerous studies have been directed to the interaction between intelligence and (mathematical) creativity. However, there is no consistency in the results of these studies they are mostly based on adolescents and/or adults. This study aims to understand the relationship between intelligence and mathematical creativity by examining these constructs among primary school children in the age of 8 to 12. The sample was collected in The Netherlands among nine primary schools and consists of 334 students. A verbal intelligence subtask was conducted to determine the verbal intelligence level of students in either low, average or high. A mathematical divergent thinking task was conducted to determine the mathematical creativity score of students, the score is based on the creativity components fluency, flexibility and originality. The results indicate a positive relationship between intelligence and mathematical creativity. Students with the highest intelligence scores also have the highest mathematical creativity scores. Accordingly, students with average or low intelligence scores have a significantly lower level of mathematical creativity than students with high intelligence scores. No support was obtained for the hypothesis that the relationship between originality and intelligence would be stronger than the relationship between intelligence and fluency and flexibility. These results are discussed in light of domain-specificity, executive functions, uncontrolled variables and reliability.Show less
In 1960 Eugene Wigner wrote the famous article: “The Unreasonable Effectiveness of Mathematics in The Natural Sciences”. Here Wigner claims mathematics is the star of the show in natural science,...Show moreIn 1960 Eugene Wigner wrote the famous article: “The Unreasonable Effectiveness of Mathematics in The Natural Sciences”. Here Wigner claims mathematics is the star of the show in natural science, as mathematical formulations lead to amazing and accurate descriptions of a large class of phenomena. Mathematical concepts, although invented in isolation from the natural sciences, are effective ‘beyond all reasonable explanation’. This effectiveness has puzzled commentators ever since. But Wigner seems to presuppose a fairly simplistic relation between mathematics and the natural world: the effectiveness of the application of mathematics to the world can be immediately interpreted as effectiveness of mathematics itself. But is it indeed that simple? Should we not pay more attention to the process of application itself?Show less
Master thesis | Classics and Ancient Civilizations (MA)
closed access
Both δέδεικται and ἐδείχθη are used by Greek mathematical authors in their proofs to refer to something that has already been proved. In this master’s thesis, the use of the passive aorist and the...Show moreBoth δέδεικται and ἐδείχθη are used by Greek mathematical authors in their proofs to refer to something that has already been proved. In this master’s thesis, the use of the passive aorist and the middle perfect in ancient Greek mathematical texts is discussed. The modern interpretations of the verbal aspects in (literary) Greek by Rijksbaron, Sicking and Stork serve as a theoretical framework. I intend to demonstrate that mathematical Greek, despite its dense, formulaic language, does follow the rules of Greek grammar that hold for conventional language use. This research focusses on metacommunicative verbs, that refer to the procedure of a proof, as opposed to verbs that are used in the construction of a diagram. The indicative forms and participles of a selection of verbs (δείκνυμι, ἐπιτάσσω, προτίθημι, εὑρίσκω, λέγω and δίδωμι) were analyzed in a confined corpus including works of Euclid, Archimedes, and Apollonius. The aim was to explain the distribution of the aorist and perfect forms. This analysis led to the conclusion that the aorist emphasizes the performed action and marks a new step in a proof. The perfect, on the other hand, stresses the attained result of an action and is therefore used to refer to a finished proof or a completed construction of figures. In the conclusion, a hypothesis will be offered on the interpretation of the perfect imperative, a heavily debated phenomenon that is frequently encountered in Greek mathematics.Show less
