Publicaties

Selecting a large and diverse sample of 5–6-year-old preschool children (179 boys and 174 girls; Mage = 70.03 months, SDage = 3.43), we aimed to extend previous findings on variability in children’s home math environment (i.e., home math activities, parental expectations, and attitudes) and its association with children’s mathematical skills. We operationalized mathematics in a broader way than in previous studies, by considering not only ...

© 2019 The Authors. Journal of Computer Assisted Learning Published by John Wiley & Sons Ltd This study examined whether computerized dynamic testing by utilizing a robot would lead to different patterns in children's (aged 6–9 years) potential for learning and strategy use when solving series-completion tasks. The robot, in a “Wizard of Oz” setting, provided instructions and prompts during dynamic testing. It was found that a dynamic ...

© 2019, The Author(s). This study aimed to combine the use of electronic technology and dynamic testing to overcome the limitations of conventional static testing, and adapt more closely to children’s individual needs. We investigated the effects of a newly developed computerized series completion test using a dynamic testing approach and its relation to school achievement. The study utilized a pre-test-training post-test control-group design in ...

Numerical competencies acquired in preschool are foundational and predictive for children’s later mathematical development. It remains to be determined whether there are gender differences in these early numerical competencies, which could explain the often-reported gender differences in later mathematics and STEM-related abilities. Using a Bayesian approach, we quantified the evidence in favor of the alternative hypothesis of gender differences ...

© 2018, The Author(s). The aim of the current study was to investigate to what extent children’s potential for learning is related to their level of cognitive flexibility. Potential for learning was measured through a dynamic testing procedure that aimed to measure how much a child can profit from a training procedure integrated into the testing process, including the amount and type of feedback the children required during this training ...

© 2017 The Authors Psychology in the Schools Published by Wiley Periodicals, Inc. In this study, dynamic testing principles were applied to examine progression of analogy problem solving, the roles that cognitive flexibility and metacognition play in children's progression as well as training benefits, and instructional needs of 7- to 8-year-old gifted and average-ability children. Utilizing a pretest training posttest control group design, ...