Literaturnachweis - Detailanzeige
| Autor/inn/en | Vogelaar, Bart; Resing, Wilma C. M. |
|---|---|
| Titel | Changes over Time and Transfer of Analogy-Problem Solving of Gifted and Non-Gifted Children in a Dynamic Testing Setting |
| Quelle | In: Educational Psychology, 38 (2018) 7, S.898-914 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Resing, Wilma C. M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0144-3410 |
| DOI | 10.1080/01443410.2017.1409886 |
| Schlagwörter | Logical Thinking; Problem Solving; Gifted; Children; Transfer of Training; Prompting; Drills (Practice); Instructional Effectiveness; Alternative Assessment; Skill Development; Foreign Countries; Intelligence Tests; Pretests Posttests; Netherlands; Raven Progressive Matrices |
| Abstract | This study examined differences in transfer of analogical reasoning after analogy-problem solving between 40 gifted and 95 average-ability children (aged 9-10 years old), utilising dynamic testing principles. This approach was used in order to examine potential differences between gifted and average-ability children in relation to progression after training, and with regard to the question whether training children in analogy problem-solving elicits transfer of analogical reasoning skills to an analogy construction-task. Children were allocated to one of two experimental conditions: either children received unguided practice in analogy problem-solving, or they were provided with this in addition to training incorporating graduated prompting techniques. The results showed that gifted and average-ability children who were trained made more progress in analogy problem-solving than their peers who received unguided practice experiences only. Gifted and average-ability children were found to show similar progression in analogy problem-solving, and gifted children did not appear to have an advantage in the analogy-construction transfer task. The dynamic training seemed to bring about no additional improvement on the transfer task over that of unguided practice experiences only. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
