Progression and individual differences in children's series completion after dynamic testing.

BACKGROUND: The need to focus more on children's abilities to change requires new assessment technologies in education. Process-oriented assessment can be useful in this regard. Dynamic testing has the potential to provide in-depth information about children's learning processes and cognitive abilities. AIM: This study implemented a process-oriented dynamic testing procedure to obtain information regarding children's changes in series-completion skills in a computerised test setting. We studied whether children who received a graduated prompts training would show more progression in series-completion than children who received no training, and whether trained children would use more advanced explanations of their solutions than their untrained peers. SAMPLE: Participants were 164 second-grade children with a mean age of 7;11 years. Children were split into an unguided practice or a dynamic testing condition. METHODS: The study employed a pre-test-training-post-test design. Half of the children were trained in series-completion, and the other half did not receive any feedback on their problem solving. Using item response theory analysis, we inspected the progression paths of the children in the two conditions. RESULTS AND CONCLUSIONS: Children who received training showed more progression in their series-completion skills than the children who received no training. In addition, the trained children explained their solutions in a more advanced manner, when compared with the non-trained control group. This information is valuable for educational practice as it provides a better understanding of how learning occurs and which factors contribute to cognitive changes.

Gifted and Average-Ability Children's Potential for Solving Analogy Items.

Analogical reasoning is assumed to play a large role in learning and problem solving in everyday and school settings. It was examined whether a newly developed dynamic test of analogical reasoning would be sufficiently difficult for identifying young gifted children's potential for solving analogies. The study included 74 gifted (n = 31) and average-ability (n = 43) children between 7 and 8 years old. Employing a pre-test-training-post-test format, in which half of the children received a graduated prompts training and the other half received a control task between pre-test and post-test, it was investigated (1) whether trained children would improve more in accuracy from pre-test to post-test than their untrained peers, and whether (2) gifted and average-ability children would demonstrate differences in their level of improvement from pre-test to post-test, and (3) their needs for instruction during training. The results indicated that dynamically tested children improved more than those in the control condition. In addition, the dynamic test seemed sufficiently difficult for the gifted children: regardless of whether they were trained, gifted children demonstrated superior accuracy scores than their average-ability agemates at pre-test and post-test, but similar levels of improvement. They were also found to need fewer instructions during training.

Is planning related to dynamic testing outcomes? Investigating the potential for learning of gifted and average-ability children.

This study investigated the potential of dynamic testing of geometric analogical reasoning in differentiating between the potential for learning of gifted and average-ability children (aged 9-10 years old). In doing so, it was analysed whether planning, a higher-order executive function, was related to outcomes of the dynamic test, and to instructional needs during training. Employing a pretest-training-post-test control group design, participants were split into four subgroups: gifted dynamic testing (n = 24), gifted control (n = 26), average-ability dynamic testing (n = 48) and average-ability control (n = 50). The results revealed that children who were dynamically tested progressed more in accuracy from pre-test to post-test than their peers who received practice opportunities only. Gifted children outperformed their average-ability peers in accuracy, but showed similar levels of improvement after training or practice only. Moreover, gifted children showed they needed fewer prompts during training than their average-ability peers. Planning was found to be related only to pre-test accuracy, and the number of prompts needed at the first training session, but not to post-test accuracy or the number of prompts needed at the second training session. In the discussion, educational implications of the findings were discussed.

Relation between Early Over- and Undertreatment and Behavioural Problems in Preadolescent Children with Congenital Hypothyroidism.

OBJECTIVE: Congenital hypothyroidism (CH) per se, when not treated or undertreated, may lead to severe behavioural problems (cretinism), whereas overtreatment of CH seems associated with attention problems. DESIGN AND METHODS: For 55 CH patients, prospectively followed from birth until 11 years, parents rated the Child Behaviour Checklist and teachers the Teacher's Report Form at children's ages 6 and 11 years. We related scores regarding Attention, Delinquency, and Aggression (ADA scores, indicative for attention deficit hyperactivity syndrome, ADHD), and scores regarding Withdrawn, Anxious, Social, and Thought problems (WAST scores, indicative for autism) to the occurrence of over- and undertreatment in five age periods. Over- and undertreatment were defined as free thyroxine (fT4) concentrations above/below the range of the patient's individual fT4 steady state concentration. RESULTS: ADA scores at 6 and 11 years for patients overtreated in the period 1-3 months postnatally were higher than those for patients who were not overtreated. Patients with severe CH undertreated in the period 3-6 months postnatally had higher WAST scores at 6 and 11 years than all other patients. CONCLUSIONS: This is the first study suggesting that permanent ADHD as well as autism in CH patients at ages 6 and 11 years are the result of early overtreatment and undertreatment, respectively.

Progression paths in children's problem solving: The influence of dynamic testing, initial variability, and working memory.

The current study investigated developmental trajectories of analogical reasoning performance of 104 7- and 8-year-old children. We employed a microgenetic research method and multilevel analysis to examine the influence of several background variables and experimental treatment on the children's developmental trajectories. Our participants were divided into two treatment groups: repeated practice alone and repeated practice with training. Each child received an initial working memory assessment and was subsequently asked to solve figural analogies on each of several sessions. We examined children's analogical problem-solving behavior and their subsequent verbal accounts of their employed solving processes. We also investigated the influence of verbal and visual-spatial working memory capacity and initial variability in strategy use on analogical reasoning development. Results indicated that children in both treatment groups improved but that gains were greater for those who had received training. Training also reduced the influence of children's initial variability in the use of analogical strategies with the degree of improvement in reasoning largely unrelated to working memory capacity. Findings from this study demonstrate the value of a microgenetic research method and the use of multilevel analysis to examine inter- and intra-individual change in problem-solving processes.

Dynamic testing and test anxiety amongst gifted and average-ability children.

BACKGROUND: Dynamic testing has been proposed as a testing approach that is less disadvantageous for children who may be potentially subject to bias when undertaking conventional assessments. For example, those who encounter high levels of test anxiety, or who are unfamiliar with standardized test procedures, may fail to demonstrate their true potential or capabilities. While dynamic testing has proven particularly useful for special groups of children, it has rarely been used with gifted children. AIM: We investigated whether it would be useful to conduct a dynamic test to measure the cognitive abilities of intellectually gifted children. We also investigated whether test anxiety scores would be related to a progression in the children's test scores after dynamic training. SAMPLE: Participants were 113 children aged between 7 and 8 years from several schools in the western part of the Netherlands. The children were categorized as either gifted or average-ability and split into an unguided practice or a dynamic testing condition. METHODS: The study employed a pre-test-training-post-test design. Using linear mixed modelling analysis with a multilevel approach, we inspected the growth trajectories of children in the various conditions and examined the impact of ability and test anxiety on progression and training benefits. RESULTS AND CONCLUSIONS: Dynamic testing proved to be successful in improving the scores of the children, although no differences in training benefits were found between gifted and average-ability children. Test anxiety was shown to influence the children's rate of change across all test sessions and their improvement in performance accuracy after dynamic training.

Individualized treatment to optimize eventual cognitive outcome in congenital hypothyroidism.

BACKGROUND: In congenital hypothyroidism (CH), age-specific reference ranges (asRR) for fT4 and thyrotropine (TSH) are usually used to signal over/under-treatment. We compared the consequences of individual fT4 steady-state concentrations (SSC's) and asRR regarding over-treatment signaling and intelligence quotient at 11 y (IQ11) and the effect of early over-treatment with high L-T4 dosages on IQ11. METHODS: Sixty-one patients (27 severe, 34 mild CH) were psychologically tested at 1.8, 6, and 11 y. Development scores were related to over-treatment in the period 0-24 mo, relative to either individual fT4SSC's or asRR. Three groups were formed, based on severity of over/under-treatment 0-5 mo (severe, mild, and no over/under-treatment). RESULTS: FT4 and TSH asRR missed 41-50% of the over-treatment episodes and consequently 22% of the over-treated patients, classified as such by fT4SSC's. Severe over-treatment 0-5 mo led to lowered IQ11's and to a 5.5-fold higher risk of IQ11 < 85 than other treatment regimes. Under-treatment had no effect on development scores. Initial L-T4 dosages >10 µg/kg resulted in a 3.7-fold higher risk of over-treatment than lower dosages. CONCLUSIONS: Data suggest that asRR, compared to fT4SSC's, signal over-treatment insufficiently. Using fT4SSC's and avoiding over-treatment may optimize cognitive outcome. Lowered IQ11's are usually a late complication of severe early over-treatment.

Cognitive development in congenital hypothyroidism: is overtreatment a greater threat than undertreatment?

BACKGROUND: Optimal treatment of children with congenital hypothyroidism (CHT) is still debated. Our objective was to evaluate whether early undertreatment (UT) and overtreatment (OT) influence cognitive development at age 11 years. METHODS: Sixty-one patients (27 severe CHT, 34 mild CHT) were psychologically tested at ages 1.8 (Mental Development Index), 6 [intelligence quotient (IQ) 6], and 11 years (IQ11). Scores for cognitive development were related to initial levels of TSH normalization (fast, moderate, or slow) and to total durations of the UT and OT episodes within the first 2 years of life (no, short, or long UT/OT). UT and OT were defined as a free T4 (fT4) concentration below or above the individual fT4 steady-state concentration range (±2 SD). RESULTS: Patients with fast and moderate TSH normalization had higher Mental Development Index scores than patients with slow TSH normalization; 14.2 and 7.7 points higher, respectively (P = .001). TSH normalization had no significant effect on IQ11. Patients with long and short overtreatment had IQ11s that were -17.8 and -13.4 points lower, respectively, than the IQ11s of patients with no overtreatment (P = .014). UT without OT was associated with normal development scores, but UT with OT was associated with -14.7 points lower IQ11s than UT without OT (P = .005). CONCLUSIONS: Our study suggests that CHT overtreatment during the first 2 years leads to lowered cognitive outcomes at 11 years, whereas undertreatment, if not complicated by overtreatment, results in a normal cognitive development. Fast TSH normalization at initial treatment leads to above-normal development scores at a young age but does not affect IQ at age 11 years.

Dynamic testing with tangible electronics: measuring children's change in strategy use with a series completion task.

AIMS: This study sought to explore the use of a novel approach that incorporates dynamic testing and tangible electronics in the assessment of children's learning potential and strategy use. SAMPLE: A total of 77 children with a mean age 8.9 years participated in the study; half of them were dynamically tested using graduate prompt techniques; the others served as a control group. METHOD: Children in the experimental group received a series of inputs consisting of a pre-test, two training sessions, and a post-test all involving a number of series completion tasks; the controls received only pre- and post-tests. All test sessions were undertaken individually using a specially designed programme incorporating an electronic console and tangible materials equipped internally with sensors. RESULTS: As a consequence of training, children significantly outperformed controls on a number of series completion tasks. Significant individual differences were noted in terms of the children's response to assistance. The study's hypothesis that dynamic testing would increase analytical, and reduce trial-and-error, behaviour was supported. While a significant proportion of the children employed strategies that had earlier been identified as optimal, a sizeable minority demonstrated rather more idiosyncratic approaches. CONCLUSIONS: Findings from the study demonstrate the potential value of electronic dynamic testing using graduated prompts. However, a number of further refinements to improve the procedure are suggested.

Forecasting exponential growth and exponential decline: similarities and differences.

Previous research has demonstrated adults' difficulties with explicitly forecasting exponential processes. Exponential growth is usually grossly underestimated, whereas exponential decline is forecast more accurately. By contrast, the present study examined implicit knowledge about exponential processes and how it is affected by function type (growth versus decline) in samples of 7-, 10-, 14-year-olds, and adults (N=80). Different indicators of the quality of forecasts were investigated. As opposed to previous findings, participants of all age groups estimated exponential decline less adequately than exponential growth. This effect could be attributed mainly to the fact that, in relation to fitted exponential functions, the starting value, or intercept, of the function was approximated well for exponential growth but badly with regard to exponential decline. The accuracy of the non-linear component in forecast functions barely differed between function types within the same age group. Furthermore, even 7-year-olds appeared to have a preliminary understanding of exponential processes, while both intercepts and exponents of forecasts became more accurate with age. Theoretical and practical implications are discussed.

Shedding new light on an old problem: The estimation of shadow sizes in children and adults.

Two experiments using the 'projection of shadows' paradigm investigated multidimensional reasoning, implicit and explicit knowledge, and the nonlinearity concept in 5-, 9-, and 13-year-olds and adults. Participants estimated the resulting shadow lengths of differently sized objects, placed at varying distances from a light source. Experiment 1 (N=80) revealed that, on the group level, 5-year-olds took both object size and light-object distance into account when estimating shadow size. Moreover, half of the children in this age group even considered the subordinate distance dimension. In addition, we found a large discrepancy between implicit and explicit knowledge about shadows in 5-year-olds that decreased with age. Finally, only a minority of older participants and very few younger children recognized the nonlinear relationship between light-object distance and shadow size, suggesting domain dependence of the nonlinearity concept. Experiment 2 (N=20) predominately replicated the findings for 5-year-olds using slightly different stimuli.

Effects of prior assistance in using analogies on young children's unprompted analogical problem solving over time: a microgenetic study.

BACKGROUND: Various studies on analogical problem solving have shown that children can be taught to use analogies within a single session, but it is not known whether they can be taught a strategy for using analogical problem solving that persists over a period of time. AIM: Our study focused on the effects of prior assistance in analogy use on children's unprompted analogical problem solving over time. SAMPLE: Participants were 144, 5- to 7-year-old children from kindergarten and grade 1. METHODS: A four-session microgenetic procedure was used. A number of children were given assistance in using analogies 1 week before the experiment started. Their analogy use over time was examined and compared with peers without such experiences. RESULTS AND CONCLUSIONS: The results indicate that prior assistance in using analogies has a beneficial effect, which may last for several weeks, on analogical problem solving in children aged 6-7 years or even younger. The study also showed the use of analogies in the absence of instructions, and variability in task behaviour in all groups. Since these findings may have implications for instructional practice, the authors recommend a novel study in an educational environment and with tasks from a more educational domain.

Spontaneous analogical transfer in 4-year-olds: a microgenetic study.

The purpose of the current microgenetic study was to examine children's spontaneous application of analogical problem solving from story problems to physical tasks. Thirty-six 4-year-olds (M=54.7 months), randomly assigned to an experimental or a control condition, participated. The results indicate that 4-year-old children did, with varying success, spontaneously apply analogical solutions to physical problems across sessions. A positive effect over time on children's spontaneous analogical problem solving was found. Additionally, a few children even gave an analogical strategy-related explanation for their own physical behavior. There was much inter- and intra-individual variability, which may indicate that 4 years of age is a period of change in the development of analogical reasoning.