Dataset Information

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

ABSTRACT: 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.

SUBMITTER: Touw KWJ

PROVIDER: S-EPMC7065092 | biostudies-literature | 2020 Mar

REPOSITORIES: biostudies-literature

ACCESS DATA

Publications

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

Touw Kirsten W J KWJ Vogelaar Bart B Thissen Floor F Rovers Sanne S Resing Wilma C M WCM

The British journal of educational psychology 20190313 1

<h4>Background</h4>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.<h4>Aim</h4>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 ...[more]

PMID: 30868575

Similar Datasets

Project description:BackgroundGermline genetic testing is a vital component of guideline-recommended cancer care for males with pancreatic, breast, or metastatic prostate cancers. We sought to determine whether there were racial disparities in germline genetic testing completion in this population.Patients and methodsThis retrospective cohort study included non-Hispanic White and Black males with incident pancreatic, breast, or metastatic prostate cancers between January 1, 2019, and September 30, 2021. Two nationwide cohorts were examined: (1) commercially insured individuals in an administrative claims database, and (2) Veterans receiving care in the Veterans Health Administration. One-year germline genetic testing rates were estimated by using Kaplan-Meier methods. Cox proportional hazards regression was used to test the association between race and genetic testing completion. Causal mediation analyses were performed to investigate whether socioeconomic variables contributed to associations between race and germline testing.ResultsOur cohort consisted of 7,894 males (5,142 commercially insured; 2,752 Veterans). One-year testing rates were 18.0% (95% CI, 16.8%-19.2%) in commercially insured individuals and 14.2% (95% CI, 11.5%-15.0%) in Veterans. Black race was associated with a lower hazard of testing among commercially insured individuals (adjusted hazard ratio [aHR], 0.73; 95% CI, 0.58-0.91; P=.005) but not among Veterans (aHR, 0.99; 95% CI, 0.75-1.32; P=.960). In commercially insured individuals, income (aHR, 0.90; 95% CI, 0.86-0.96) and net worth (aHR, 0.92; 95% CI, 0.86-0.98) mediated racial disparities, whereas education (aHR, 0.98; 95% CI, 0.94-1.01) did not.ConclusionsOverall rates of guideline-recommended genetic testing are low in males with pancreatic, breast, or metastatic prostate cancers. Racial disparities in genetic testing among males exist in a commercially insured population, mediated by net worth and household income; these disparities are not seen in the equal-access Veterans Health Administration. Alleviating financial and access barriers may mitigate racial disparities in genetic testing.

Project description:The current study investigated how individual differences among children affect the added value of social robots for teaching second language (L2) vocabulary to young children. Specifically, we investigated the moderating role of three individual child characteristics deemed relevant for language learning: first language (L1) vocabulary knowledge, phonological memory, and selective attention. We expected children low in these abilities to particularly benefit from being assisted by a robot in a vocabulary training. An L2 English vocabulary training intervention consisting of seven sessions was administered to 193 monolingual Dutch five-year-old children over a three- to four-week period. Children were randomly assigned to one of three experimental conditions: 1) a tablet only, 2) a tablet and a robot that used deictic (pointing) gestures (the no-iconic-gestures condition), or 3) a tablet and a robot that used both deictic and iconic gestures (i.e., gestures depicting the target word; the iconic-gestures condition). There also was a control condition in which children did not receive a vocabulary training, but played dancing games with the robot. L2 word knowledge was measured directly after the training and two to four weeks later. In these post-tests, children in the experimental conditions outperformed children in the control condition on word knowledge, but there were no differences between the three experimental conditions. Several moderation effects were found. The robot's presence particularly benefited children with larger L1 vocabularies or poorer phonological memory, while children with smaller L1 vocabularies or better phonological memory performed better in the tablet-only condition. Children with larger L1 vocabularies and better phonological memory performed better in the no-iconic-gestures condition than in the iconic-gestures condition, while children with better selective attention performed better in the iconic-gestures condition than the no-iconic-gestures condition. Together, the results showed that the effects of the robot and its gestures differ across children, which should be taken into account when designing and evaluating robot-assisted L2 teaching interventions.

Dataset Information

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

Publications

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

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets