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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 37, 2017 - Issue 2
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Articles

Progress in the inductive strategy-use of children from different ethnic backgrounds: a study employing dynamic testing

Wilma C. M. ResingFaculty of Social Sciences, Department of Psychology, Section Developmental and Educational Psychology, Leiden University, Leiden, The NetherlandsCorrespondence[email protected]
,
Kirsten W. J. TouwFaculty of Social Sciences, Department of Psychology, Section Developmental and Educational Psychology, Leiden University, Leiden, The Netherlands
,
Jochanan VeerbeekFaculty of Social Sciences, Department of Psychology, Section Developmental and Educational Psychology, Leiden University, Leiden, The Netherlands
&
Julian G. ElliottSchool of Education, Durham University, Durham, UK
Pages 173-191 | Received 13 Aug 2015, Accepted 07 Mar 2016, Published online: 06 Apr 2016

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Wilma C. M. Resing, Bart Vogelaar & Julian G. Elliott. (2020) Children’s solving of ‘Tower of Hanoi’ tasks: dynamic testing with the help of a robot. Educational Psychology 40:9, pages 1136-1163.
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Julian G. Elliott, Wilma C. M. Resing & Jens F. Beckmann. (2018) Dynamic assessment: a case of unfulfilled potential?. Educational Review 70:1, pages 7-17.
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Magdalena Mo Ching Mok. (2017) Editorial. Educational Psychology 37:2, pages 91-93.
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Articles from other publishers (15)

Bart Vogelaar, Jochanan Veerbeek, Suzanne E. Splinter & Wilma C. M. Resing. (2020) Computerized dynamic testing of children's potential for reasoning by analogy: The role of executive functioning. Journal of Computer Assisted Learning 37:3, pages 632-644.
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David TzurielDavid Tzuriel. 2021. Mediated Learning and Cognitive Modifiability. Mediated Learning and Cognitive Modifiability 207 226 .
David TzurielDavid Tzuriel. 2021. Mediated Learning and Cognitive Modifiability. Mediated Learning and Cognitive Modifiability 167 206 .
David TzurielDavid Tzuriel. 2021. Mediated Learning and Cognitive Modifiability. Mediated Learning and Cognitive Modifiability 53 66 .
Bart Vogelaar, Wilma C. M. Resing & Femke E. Stad. (2020) Dynamic Testing of Children's Solving of Analogies: Differences in Potential for Learning of Gifted and Average-Ability Children. Journal of Cognitive Education and Psychology 19:1, pages 43-64.
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Kirsten W. J. Touw, Bart Vogelaar, Floor Thissen, Sanne Rovers & Wilma C. M. Resing. (2019) Progression and individual differences in children's series completion after dynamic testing. British Journal of Educational Psychology 90:1, pages 184-205.
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Wilma C.M. Resing, Merel Bakker, Julian G. Elliott & Bart Vogelaar. (2019) Dynamic testing: Can a robot as tutor be of help in assessing children's potential for learning?. Journal of Computer Assisted Learning 35:4, pages 540-554.
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Dimitrios Zbainos & Athanasia Tziona. (2019) Investigating Primary School Children’s Creative Potential Through Dynamic Assessment. Frontiers in Psychology 10.
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Kirsten W. J. Touw, Bart Vogelaar, Merel Bakker & Wilma C. M. Resing. (2019) Using electronic technology in the dynamic testing of young primary school children: predicting school achievement. Educational Technology Research and Development 67:2, pages 443-465.
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Kirsten W.J. Touw, Bart Vogelaar, Floor Thissen & Wilma C.M. Resing. (2019) Dynamic testing of children with a developmental language disorder: Progression in series completion performance and need for instruction. Educational and Child Psychology 36:1, pages 27-39.
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Jochanan Veerbeek, Bart Vogelaar, Janneke Verhaegh & Wilma C.M. Resing. (2018) Process assessment in dynamic testing using electronic tangibles. Journal of Computer Assisted Learning 35:1, pages 127-142.
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Jochanan Veerbeek, Bart Vogelaar & Wilma C. M. Resing. (2019) Process-Oriented Dynamic Testing in a Complex Figure Task. Journal of Cognitive Education and Psychology 18:1, pages 67-80.
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Femke E. Stad, Karl H. Wiedl, Bart Vogelaar, Merel Bakker & Wilma C. M. Resing. (2018) The role of cognitive flexibility in young children’s potential for learning under dynamic testing conditions. European Journal of Psychology of Education 34:1, pages 123-146.
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Femke E. Stad, Carline J.M. Van Heijningen, Karl H. Wiedl & Wilma C.M. Resing. (2018) Predicting school achievement: Differential effects of dynamic testing measures and cognitive flexibility for math performance. Learning and Individual Differences 67, pages 117-125.
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Jochanan Veerbeek, Marco G. P. Hessels, Simone Vogelaar & Wilma C. M. Resing. (2017) Pretest Versus No Pretest: An Investigation Into the Problem-Solving Processes in a Dynamic Testing Context. Journal of Cognitive Education and Psychology 16:3, pages 260-280.
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