scholarly journals Gifted and Average-Ability Children’s Potential for Solving Analogy Items

2019 ◽  
Vol 7 (3) ◽  
pp. 19 ◽  
Author(s):  
Vogelaar ◽  
Sweijen ◽  
Resing
Keyword(s):  
Analogical Reasoning ◽  
Dynamic Test ◽  
Gifted Children ◽  
Test Format ◽  
Large Role ◽  
Control Task ◽  
Average Ability ◽  
School Settings ◽  
Post Test ◽  
Training Post

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.

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.

scholarly journals Dynamic Testing of Children's Solving of Analogies: Differences in Potential for Learning of Gifted and Average-Ability Children

2020 ◽  
Vol 19 (1) ◽  
pp. 43-64 ◽  
Author(s):  
Bart Vogelaar ◽  
Wilma C. M. Resing ◽  
Femke E. Stad
Keyword(s):  
Dynamic Testing ◽  
Control Group ◽  
Preparation Time ◽  
Control Group Design ◽  
Ability Group ◽  
Average Ability ◽  
Group Design ◽  
Post Test ◽  
Training Post ◽  
Test Control

This study investigated potential differences in the processes of solving analogies between gifted and average-ability children (aged 9–10 years old) in a dynamic testing setting. Utilizing a pre-test-training-post-test control group design, participants were split in four subgroups: gifted dynamic testing (n = 24), gifted control (n = 26), average-ability dynamic testing (n = 48), and average-ability control (n = 52). Irrespective of ability group, dynamic testing resulted in a larger number of accurately applied transformations, changes in the proportion of preparation time utilized, and more advanced usage of solution categories. Differences were found between and within the groups of gifted and average-ability children in relation to the different process variables examined.

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.

Estimation of the Predictive Validity of the HART by Means of a Dynamic Test of Geography

2009 ◽  
Vol 8 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Marco G. P. Hessels
Keyword(s):  
Predictive Validity ◽  
Analogical Reasoning ◽  
School Success ◽  
Standardized Test ◽  
Age Groups ◽  
Dynamic Test ◽  
Mental Deficiency ◽  
Learning Potential ◽  
Learning Test ◽  
And Mathematics

In this study, a dynamic measure of school success was used to validate the Hessels Analogical Reasoning Test (HART), a standardized test of children’s learning potential. It is argued that dynamic tests are superior to standard intelligence tests with regard to ecological, construct, and predictive validity. In this context, it is argued that the usual measures of school success, such as tests for reading and mathematics, are not suited for the estimation of the predictive validity of a dynamic measure of general learning capacity (intelligence), especially for children with learning difficulties or mental deficiency. Therefore, the HART was validated with a dynamic measure of school learning. Three versions of a Geography Learning Test were developed for three different age groups. All versions consist of training followed by a test. The results show that: (a) young children need to be familiarized with a test to be able to respond to the items in the way that is expected; (b) the HART posttest measure is a better predictor of learning than the static pretest; and (c) dynamic measures of learning are preferred to static measures.

A Comparison of Learning and Study Strategies of Gifted and Average-Ability Junior High Students

1994 ◽  
Vol 17 (2) ◽  
pp. 143-160 ◽  
Author(s):  
Mary K. Tallent-Runnels ◽  
Arturo Olivárez ◽  
Ann C. Candler Lotven ◽  
Sharon K. Walsh ◽  
Anna Gray ◽  
...  
Keyword(s):  
Junior High ◽  
Gifted Students ◽  
Study Strategies ◽  
Ninth Graders ◽  
Average Ability ◽  
School Settings ◽  
Junior High Students ◽  
Self Testing ◽  
Ability Groups ◽  
Learning And Study Strategies

Not enough is known about whether the learning and study strategies of gifted students are adequate or how they compare to average-ability learners. Therefore, two studies were conducted to determine if gifted and average-ability junior high students differed in learning and study strategies. Results of Study One revealed several differences between gifted (n = 80) and average-ability (n = 61) seventh, eighth, and ninth graders on the Learning and Study Strategies Inventory. Anxiety emerged as the variable that discriminated most between the groups with the average-ability students having more anxiety. Study Two replicated study one with ninth graders (99 gifted, 98 average-ability) taking the newer Learning and Study Strategies Inventory-High School Version and all students drawn from school settings. There were fewer differences between the two groups but significant differences did result on some of the same subtests as in Study One with anxiety again emerging as the most powerful discriminator. There were also gender differences in the second study with girls scoring higher than boys in motivation, study aids, and self-testing. Even with the differences between the ability groups, gifted students did not score above the mean on many subtests and it is recommended that both groups need explicit instruction in learning and study strategies.

scholarly journals Investigating Modality, Redundancy and Signaling Principles with Abstract and Concrete Representation

2020 ◽  
Vol 8 (2) ◽  
pp. 131
Author(s):  
Ekrem Kutbay ◽  
Yavuz Akpınar
Keyword(s):  
Middle School ◽  
Cognitive Theory ◽  
Multimedia Learning ◽  
Modality Effect ◽  
School Students ◽  
Design Data ◽  
School Settings ◽  
Science Scores ◽  
Post Test ◽  
Quasi Experimental

This study explored the effects of modality, redundancy, and signaling principles in multimedia learning with abstract and concrete representations of an animation on learning in real middle school settings. Based on these principles of the cognitive theory of multimedia learning, ten types of treatment conditions were tested with a pre-test and post-test quasi-experimental design. Data were collected from a large sample (n=826) sample of children with low prior electricity knowledge. Analyses showed that all treatments helped students to develop knowledge of the topic to some extent. However, while the modality effect holds true for middle school students’ studying electricity units with a multimedia instruction in real school settings, the signaling and redundancy principles do not hold true. The study also investigated interactions among prior science scores, prior knowledge about the topic, and multimedia treatments. Findings were discussed in relation to similar studies reported in the literature. Finally, the study raised a set of further research questions in the last section.

scholarly journals Gaining Entrepreneurial Insight through Mind Maps for Innovation: Applications in the Brewing Curriculum and Craft Beer Industry

2019 ◽  
Vol 7 (7) ◽  
pp. 104-111
Author(s):  
Chip Baumgardner
Keyword(s):  
Statistical Study ◽  
Test Format ◽  
Soft Skill ◽  
Craft Beer ◽  
Beer Industry ◽  
Simple Tool ◽  
Post Test ◽  
New Ideas ◽  
Mind Maps ◽  
The Mind

A critical component of the entrepreneurial mindset is the ability to be innovative and creative. Often seen as the top soft skill for entrepreneurs, innovation entails far more than brain storming. One of the most useful tools of innovation is the mind map, a simple tool that blends related and unrelated stimuli into generating new ideas. Given the increased emphasis on craft brewing as a major component of the beer industry, many facets of brewing have become quite popular in higher education. Within brewing education, one must consider the process by how students learn how to engage in multiple activities, including innovation. To address innovation in new flavors, a study of students’ abilities to create new beer flavors by brainstorming was compared with the same students who used mind maps in a pre- and post-test format. The result of the statistical study is to look at the concept of mapping innovation and the truncated findings with an emphasis on generating new ideas on beer flavors for a market with an expanding number of taste connoisseurs.

Children's Thoughts about the Future: A Comparison of Gifted and Non-Gifted Students

1978 ◽  
Vol 2 (1) ◽  
pp. 33-42 ◽  
Author(s):  
Pamela G. George ◽  
James J. Gallagher
Keyword(s):  
Gifted Students ◽  
Gifted Children ◽  
Negative Outcomes ◽  
Negative Attitudes ◽  
Average Ability ◽  
Ability Levels ◽  
The Future ◽  
Average Students

In this study, children of both gifted and average ability levels confirmed that they are capable of reflecting on future occurrences, of assessing the probability of positive or negative outcomes, and of identifying implications of those future occurrences. This study compared positive versus negative attitudes of gifted and average children toward the future and found that gifted children identified themselves to be more pessimistic toward the future and were shown to respond more negatively to future issues of pollution, schools, and crime. Additionally, in analyzing responses to a call for implications of hypothetical future happenings, gifted children produced significantly more solution-oriented responses. No differences were seen between gifted and average students in the number of problem-oriented responses. Implications of these findings are discussed with regard to the developing of curricula and the teaching of gifted children in the schools.

Evaluating the Effects of a Video Prompt in a System of Least Prompts Procedure

2013 ◽  
Vol 38 (1) ◽  
pp. 39-49 ◽  
Author(s):  
Katie A. Smith ◽  
Kevin M. Ayres ◽  
Linda C. Mechling ◽  
Jennifer L. Alexander ◽  
Theologia K. Mataras ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Disability ◽  
Test Format ◽  
School Students ◽  
Moderate Intellectual Disability ◽  
Novel Materials ◽  
System Of Least Prompts ◽  
Post Test ◽  
Multiple Probe

The purpose of this study was to evaluate the effects of a system of least prompts procedure with a video prompt serving as the model in teaching office tasks to three high school students with moderate intellectual disability. A multiple probe across behaviors design replicated across participants was used to evaluate the intervention. The dependent variable was percentage of steps completed independently on collating and stapling papers, organizing a binder, and preparing a letter. Generalization was assessed across materials for each participant in a pre-/post-test format. Results indicated the three participants learned all three skills after the introduction of intervention and generalized the majority of steps to novel materials.

Same Age, Different Page: Overcoming the Barriers to Catering for Young Gifted Children in Prior-to-School Settings

2010 ◽  
Vol 42 (1) ◽  
pp. 43-58 ◽  
Author(s):  
Rosalind L. Walsh ◽  
Kerry A. Hodge ◽  
Jennifer M. Bowes ◽  
Coral R. Kemp
Keyword(s):  
Gifted Children ◽  
School Settings
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