scholarly journals Dynamic testing of gifted and average-ability children's analogy problem solving: Does executive functioning play a role?

2017 ◽  
Vol 54 (8) ◽  
pp. 837-851 ◽  
Author(s):  
Bart Vogelaar ◽  
Merel Bakker ◽  
Lianne Hoogeveen ◽  
Wilma C. M. Resing
Keyword(s):  
Problem Solving ◽  
Executive Functioning ◽  
Dynamic Testing ◽  
Average Ability ◽  
Analogy Problem

scholarly journals PENGGUNAAN MODEL PEMECAHAN MASALAH UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR ANALISIS PESERTA DIDIK PADA MATERI GRAVITASI NEWTON

2019 ◽  
Vol 7 (1) ◽  
pp. 25
Author(s):  
Sabaruddin Sabaruddin
Keyword(s):  
Problem Solving ◽  
Homogeneity Test ◽  
Learning Models ◽  
Final Test ◽  
Average Ability ◽  
Average Value ◽  
Analytical Skills ◽  
A Value ◽  
Post Test ◽  
Parametric Statistics

Mathematical analytics Important, analytical skills When students are able to understand analysis in physics learning, students will be able to answer questions with questions that are different from the examples given by the teacher. The aim of studying the increased thinking of participants in cognitive taxonomy analysis in Newton's law materials was approved using problem solving learning models. Hypothesis testing is done by comparing the average value of the ability of the initial test (pre-test) and the average ability of the final test (post-test) of students. The process of testing the hypothesis will test the normality and homogeneity test as a requirement to use parametric statistics, namely by using the t-test. Based on the results of the study obtained a value of tcount (8.25) and ttable value at dk = 42 with a 95% confidence level obtained at 2.02. This shows that tcount> t table. So can it be concluded that the expansion of students' thinking analysis ideas on cognitive taxonomy in the legal material used uses problem solving learning models.

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

2019 ◽  
Vol 196 ◽  
pp. 87-95 ◽  
Author(s):  
Bart Vogelaar ◽  
Wilma C.M. Resing ◽  
Femke E. Stad ◽  
Sophie W. Sweijen
Keyword(s):  
Dynamic Testing ◽  
Average Ability

Executive dysfunction in bipolar disorder and borderline personality disorder

2015 ◽  
Vol 30 (8) ◽  
pp. 959-964 ◽  
Author(s):  
H.Z. Gvirts ◽  
Y. Braw ◽  
H. Harari ◽  
M. Lozin ◽  
Y. Bloch ◽  
...  
Keyword(s):  
Bipolar Disorder ◽  
Borderline Personality Disorder ◽  
Problem Solving ◽  
Personality Disorder ◽  
Executive Functioning ◽  
Neuropsychological Test ◽  
Executive Dysfunction ◽  
Borderline Personality ◽  
Healthy Controls ◽  
Strategy Formation

AbstractObjectiveThe boundary between bipolar disorder (BD) and borderline personality disorder is a controversial one. Despite the importance of the topic, few studies have directly compared these patient groups. The aim of the study was to compare the executive functioning profile of BD and BPD patients.MethodExecutive functioning (sustained attention, problem-solving, planning, strategy formation, cognitive flexibility and working memory) was assessed in BD (n= 30) and BPD outpatients (n= 32) using a computerized assessment battery (Cambridge Neuropsychological Test Automated Battery, CANTAB). The groups were compared to one another as well as to healthy controls.ResultsBD patients showed deficits in strategy formation and in planning (indicated by longer execution time in the ToL task) in comparison to BPD patients and healthy controls. BPD patients showed deficits in planning (short deliberation time in the ToL task) in comparison to BD patients and in comparison to healthy controls. In comparison to healthy controls, BPD patients displayed deficits in problem-solving.ConclusionsDifferences in executive dysfunction between BD and BPD patients suggest that this cognitive dimension may be relevant for the clarification of the boundary between the disorders.

A randomized trial of Teen Online Problem Solving to Improve Behavior and Executive Functioning following Adolescent Brain Injury

2010 ◽  
Vol 31 (Abstracts) ◽  
pp. E3
Author(s):  
Shari L. Wade ◽  
Nicolay C. Walz ◽  
Kendra M. Williams ◽  
Erin Mark ◽  
Keith O. Yeates
Keyword(s):  
Brain Injury ◽  
Problem Solving ◽  
Executive Functioning ◽  
Randomized Trial

scholarly journals A-168 Do Family Members’ Subjective Perceptions of Decline in Executive Functioning Skills Reflect Objective Cognitive Dysfunction?

2020 ◽  
Vol 35 (6) ◽  
pp. 962-962
Author(s):  
Clark H ◽  
Schroeder R ◽  
Martin P
Keyword(s):  
Problem Solving ◽  
Executive Functioning ◽  
Cognitive Dysfunction ◽  
Rating Scales ◽  
Neuropsychological Test ◽  
Family Members ◽  
Executive Dysfunction ◽  
Future Research ◽  
Behavior Rating ◽  
Behavior Rating Scales

Abstract Objective On behavior rating scales completed by family members, executive functioning is often operationalized in terms of subdomain abilities (e.g., problem-solving, multitasking, and organizing). It is unclear, however, how well collateral assessments of these abilities reflect patients’ actual executive functioning. The current study investigated the relationship between family members’ reported perceptions of change in patients’ problem-solving, multitasking, and organizing abilities and objective neuropsychological test findings. Method Patients undergoing dementia evaluations (n = 56, mean age = 71.4, mean education = 13.0 years) minimally completed subtests from the Delis-Kaplan Executive Function System (D-KEFS; Trail Making, Verbal Fluency, Color-Word, Tower) and the Repeatable Battery for the Assessment of Neuropsychological Status (RBANS). Information from family members was obtained via a questionnaire asking about degrees of change (no change, mild change, moderate change, or severe change) in problem-solving, multitasking, and organizing. Spearman correlations were calculated between family members’ perceptions of change and cognitive dysfunction, as measured by D-KEFS (subtests and combined averaged scaled score) and RBANS index scores. Results Perceived changes in problem-solving, multitasking, and organizing did not significantly correlate at p < .05 with either D-KEFS subtest scores or the combined scaled score. Perceived changes significantly correlated with RBANS Immediate Memory (problem-solving: rs = −.338, p = .014; multitasking: rs = −.323, p = .017; organizing: rs = −.293, p = .028) and Language (problem-solving: rs = −.306, p = .027) indices. Conclusions Family members’ perceptions of change in problem-solving, multitasking, and organizing did not correspond with objective executive dysfunction observed on neuropsychological testing. Future research should attempt to cross-validate these findings. If cross-validated, results would suggest limited utility in using these terms to operationalize executive functioning on behavior rating scales.

scholarly journals Differences in Need for Instruction: Dynamic Testing in Children with Arithmetic Difficulties

2017 ◽  
Vol 5 (6) ◽  
pp. 132 ◽  
Author(s):  
Tirza Bosma ◽  
Claire E. Stevenson ◽  
Wilma C. M. Resing
Keyword(s):  
Problem Solving ◽  
Dynamic Testing ◽  
Testing Procedure ◽  
Individualized Instruction ◽  
Second Grade ◽  
Educational Settings ◽  
Testing Procedures ◽  
Instructional Needs ◽  
Graduated Prompts

In this paper we investigated the contribution of a dynamic testing procedure, including multiple graduated prompts protocols, in identifying differences in need for instruction of second grade children (N = 120) with arithmetic difficulties. The training was adaptive and prompts were provided according to one of six protocols, each focusing on a different problem solving step. Results showed that based on the number of prompts required from each protocol different patterns of problem solving could be identified, and further four profiles of instructional needs could be distinguished. The results provide starting points for individualized instruction and support the use of dynamic testing procedures in educational settings.

Preschool children’s private speech content and performance on executive functioning and problem-solving tasks

2021 ◽  
Vol 60 ◽  
pp. 101116
Author(s):  
Aisling Mulvihill ◽  
Natasha Matthews ◽  
Paul E. Dux ◽  
Annemaree Carroll
Keyword(s):  
Problem Solving ◽  
Executive Functioning ◽  
Private Speech ◽  
And Performance ◽  
Speech Content

Gifted and Average-Ability Children’s Progression in Analogical Reasoning in a Dynamic Testing Setting

2016 ◽  
Vol 15 (3) ◽  
pp. 349-367 ◽  
Author(s):  
Bart Vogelaar ◽  
Wilma C. M. Resing
Keyword(s):  
Gifted And Talented ◽  
Analogical Reasoning ◽  
Dynamic Testing ◽  
Research Field ◽  
Gifted Children ◽  
Training Procedure ◽  
Older Children ◽  
Average Ability ◽  
Lower Accuracy ◽  
Instructional Needs

This study sought to provide more insight into potential differences in progression of analogical reasoning comparing gifted with average-ability children taking into account age, using a dynamic testing approach, using graduated prompting techniques, in combination with microgenetic methods. The participants were between the ages of 5 and 8 years old and were divided into 4 subgroups: gifted unguided control (n = 37), gifted dynamic training (n = 41), average-ability unguided control (n = 95), and average-ability dynamic training (n = 93). We predicted that gifted and average-ability children would show differential progression in analogical reasoning, benefit differentially from a dynamic training procedure, and would show differential instructional needs. The two “ability categories” (i.e., gifted vs. average-ability) were found to show similar, rather than differential, progression paths, and to benefit from a training procedure, whereas gifted children outperform their average-ability peers in accuracy at each session. Likewise, no differences in need for instruction were found among these two groups. In general, moreover, younger children seemed to have lower accuracy scores, progress less, and need more help than older children. Implications of these findings for the research field of giftedness as well as for education of the gifted and talented are considered in the discussion.

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