title: Dynamic testing with tangible electronics: measuring children's change in strategy use with a series completion task.
abstract: OBJECTIVE
  This study sought to explore the use of a novel approach that incorporates dynamic testing and tangible electronics in the assessment of children's learning potential and strategy use.
  
  
  METHODS
  A total of 77 children with a mean age 8.9 years participated in the study; half of them were dynamically tested using graduate prompt techniques; the others served as a control group.
  
  
  METHODS
  Children in the experimental group received a series of inputs consisting of a pre-test, two training sessions, and a post-test all involving a number of series completion tasks; the controls received only pre- and post-tests. All test sessions were undertaken individually using a specially designed programme incorporating an electronic console and tangible materials equipped internally with sensors.
  
  
  RESULTS
  As a consequence of training, children significantly outperformed controls on a number of series completion tasks. Significant individual differences were noted in terms of the children's response to assistance. The study's hypothesis that dynamic testing would increase analytical, and reduce trial-and-error, behaviour was supported. While a significant proportion of the children employed strategies that had earlier been identified as optimal, a sizeable minority demonstrated rather more idiosyncratic approaches.
  
  
  CONCLUSIONS
  Findings from the study demonstrate the potential value of electronic dynamic testing using graduated prompts. However, a number of further refinements to improve the procedure are suggested.
authors.affiliation: Leiden University, Developmental and Educational Psychology, The Netherlands. resing@fsw.leidenuniv.nl
authors.forename: Wilma C M
authors.initials: WC
authors.lastname: Resing
authors.forename: Julian G
authors.initials: JG
authors.lastname: Elliott
mesh_terms: D000124:Achievement; D002648:Child; D003194:Computer-Assisted Instruction; D003463:Cues; D005260:Female; D006801:Humans; D007206:Individuality; D007721:Knowledge of Results, Psychological; D008297:Male; D011340:Problem Solving; D012691:Serial Learning; D012984:Software; D014584:User-Computer Interface