学校と認知心理学の国際ジャーナル
オープンアクセス

概要

動的テスト環境における幼児のシリーズ完了の転移：認知柔軟性が役割を果たすか？

Femke E Stad、Bart Vogelaar、Jochanan Veerbeek、Wilma CM Resing

Dynamic testing aims to assess potential for learning by measuring how much a child can profit from a training procedure during the testing process. These procedures often include transfer tasks as a measure of the potential for learning, as the ability to transfer learned skills and knowledge is considered essential in successful learning. The aim of the current study was to investigate whether including a specific type of transfer task in a dynamic testing context, a so-called reversal procedure, would provide extra information on 6-7-year-old children’s potential for learning. Moreover, it was investigated whether children’s ability to transfer newly learned skills was dependent on their level of cognitive flexibility, as this executive function has previously been argued to be of significant importance in the transfer of academic skills. The results revealed that children’s transfer abilities were indeed related to another measure of potential for learning, i.e. children’s learner status. In addition, children’s cognitive flexibility predicted greater transfer abilities and appeared to play a greater role for children who did not receive training or did not profit much from the training procedure. The results underline the importance of supporting children’s cognitive flexibility when teaching for transfer.