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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/20086

Title: A "picture" of children's potential for learning: looking into strategy changes and working memory by dynamic testing
Authors: Resing, Wilma C.M.
Xenidou-Dervou, Iro
Steijn, Wouter M.P.
Elliott, Julian G.
Keywords: Dynamic testing
Potential for learning
Electronic tangibles
Graduated prompts-techniques
Strategy use
Working memory
Issue Date: 2012
Publisher: © Elsevier Inc.
Citation: RESING, W.C.M. ... et al, 2012. A "picture" of children's potential for learning: looking into strategy changes and working memory by dynamic testing. Learning and Individual Differences, 22 (1), pp.144-150
Abstract: We examined whether children would show different change-patterns in their strategy use when administered a number of series completion tasks that were presented within a dynamic testing format utilizing a graduated prompts approach. The role of working memory was also examined. An electronic console using tangible objects with sensors enabled the detailed recording of children's responses and solution times. We hypothesized that children who received training (i.e. who were involved in dynamic testing) would progress to more advanced strategy use than non-trained children, and that this would be evident for both verbal and behavioral measures of strategy use. We also sought to examine whether more advanced strategies would be employed by children with higher levels of WM-capacity. It was found that dynamically tested children shifted their verbal strategic behavior to a more advanced level. When examining the behavioral measure, it was found that some children showed the same progression but others who had performed at an advanced level in the pre-test shifted their strategy, unexpectedly, to a heuristic form. Working memory capacity did not appear to play an important role in differentiating between trained groups. Dynamic testing, using electronic console and tangibles with sensors, enabled us to identify strengths and weaknesses in children's learning. © 2011 Elsevier Inc.
Description: This paper is closed access.
Version: Closed access
DOI: 10.1016/j.lindif.2011.11.002
URI: https://dspace.lboro.ac.uk/2134/20086
Publisher Link: http://dx.doi.org/10.1016/j.lindif.2011.11.002
ISSN: 1041-6080
Appears in Collections:Closed Access (Mathematics Education Centre)

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