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
This study aims to investigate relative age within primary school grades as a potential influential factor of perceived ADHD symptoms. It examines whether relatively younger pupils show more ADHD...Show moreThis study aims to investigate relative age within primary school grades as a potential influential factor of perceived ADHD symptoms. It examines whether relatively younger pupils show more ADHD symptoms than their classmates. The study is of cross-sectional design, using data of primary school children throughout the Netherlands. Participating children are in the age range of four to twelve years old, N = 168. To measure ADHD symptoms, the SNAP-IV (18) has been filled out by parents of the participating children. Relative age serves as the main predictor of this study. Simple linear regressions have been run on relative age (predictor) and ADHD symptoms (dependent). Analyses showed that relative age is no predictor of ADHD symptoms, implying that relative age is no influential factor in perceived ADHD symptoms. However, data screening pointed out that the sample of the current study might not be representative for the general population. Furthermore, the current research design worked with parental observations of ADHD symptoms, and not official ADHD diagnoses. Whether a child has had an ADHD diagnosis was unknown during this study. Incorporating this information in future research could potentially lead to a better understanding of the topic. All in all, the results of this study must be interpreted with care and future research is needed to (dis)prove the relation between relative age and ADHD symptoms.Show less
In this study, the influence of teachers’ attitudes, beliefs and opinions regarding the creative and intellectual abilities of primary school children on the achievement of these children is...Show moreIn this study, the influence of teachers’ attitudes, beliefs and opinions regarding the creative and intellectual abilities of primary school children on the achievement of these children is investigated. Intelligence and creativity are both crucial for problem solving, high achievement and reasoning on a daily basis. The first hypothesis states that intelligence and creativity have a positive relationship, where intelligence predicts creativity, according to the “necessary but not sufficient” hypothesis. The second hypothesis states that the influence of teachers operates as a moderator in this relationship, thus strengthening the connection between intelligence and creativity. According to the idea that the social context is important in the development of intelligence and creativity and that this development commences early in childhood, teachers are seen as influential in this development. Intelligence is measured through the Nederlandse Intelligentietest voor Onderwijsniveau (NIO). Creativity is measured through the Creative Problem Solving task (CPS) and the Test of Creative Thinking and Drawing Production (TCT-DP). Teachers’ opinions is measured through a questionnaire. Results show that intelligence does significantly predict creativity, but that teachers have little to no influence on this connection and therefore do not operate as a moderator. Further research is needed to investigate the influence of teachers more comprehensive, expand the use of intelligence tests, examine the effects of a longitudinal instead of a cross-sectional study design, and look into the possible influence of parents, age and gender on the development of intelligence and creativity.Show less
In this study, the influence of teachers’ attitudes, beliefs and opinions regarding the creative and intellectual abilities of primary school children on the achievement of these children is...Show moreIn this study, the influence of teachers’ attitudes, beliefs and opinions regarding the creative and intellectual abilities of primary school children on the achievement of these children is investigated. Intelligence and creativity are both crucial for problem solving, high achievement and reasoning on a daily basis. The first hypothesis states that intelligence and creativity have a positive relationship, where intelligence predicts creativity, according to the “necessary but not sufficient” hypothesis. The second hypothesis states that the influence of teachers operates as a moderator in this relationship, thus strengthening the connection between intelligence and creativity. According to the idea that the social context is important in the development of intelligence and creativity and that this development commences early in childhood, teachers are seen as influential in this development. Intelligence is measured through the Nederlandse Intelligentietest voor Onderwijsniveau (NIO). Creativity is measured through the Creative Problem Solving task (CPS) and the Test of Creative Thinking and Drawing Production (TCT-DP). Teachers’ opinions is measured through a questionnaire. Results show that intelligence does significantly predict creativity, but that teachers have little to no influence on this connection and therefore do not operate as a moderator. Further research is needed to investigate the influence of teachers more comprehensive, expand the use of intelligence tests, examine the effects of a longitudinal instead of a cross-sectional study design, and look into the possible influence of parents, age and gender on the development of intelligence and creativity.Show less
