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Related Concept Videos

Comparison Tests01:28

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An infinite series composed of positive terms may either approach a finite value or increase without bound. Determining which outcome occurs is a central task in calculus, and comparison tests provide structured methods for making this determination. Rather than evaluating a series directly, these tests relate it to another series whose behavior is already known, allowing conclusions to be drawn through logical comparison.The direct comparison test applies to series with positive terms. If each...
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Updated: Jun 16, 2026

Measuring Statistical Learning Across Modalities and Domains in School-Aged Children Via an Online Platform and Neuroimaging Techniques
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Progression and individual differences in children's series completion after dynamic testing.

Kirsten W J Touw1, Bart Vogelaar1, Floor Thissen1

  • 1Developmental and Educational Psychology, Leiden University, The Netherlands.

The British Journal of Educational Psychology
|March 15, 2019
PubMed
Summary
This summary is machine-generated.

Dynamic testing and graduated prompts training significantly improved children's series-completion skills and explanation abilities. This highlights the value of process-oriented assessment in understanding cognitive development and learning in education.

Keywords:
computerised dynamic testinggraduated promptsinductive reasoninginterindividual differencesseries-completionverbal explanation

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Assessment Technology

Background:

  • Traditional assessments often overlook children's capacity for change.
  • Process-oriented assessment and dynamic testing offer deeper insights into learning processes.
  • New assessment technologies are needed to evaluate dynamic cognitive abilities.

Purpose of the Study:

  • To implement a process-oriented dynamic testing procedure for series-completion skills.
  • To investigate the impact of graduated prompts training on children's learning progression.
  • To compare the explanatory sophistication of trained versus untrained children.

Main Methods:

  • A pre-test-training-post-test design was used with 164 second-grade children.
  • Participants were assigned to either a training group or a control group (unguided practice).
  • Item response theory analysis examined progression paths in a computerized dynamic testing setting.

Main Results:

  • Children receiving graduated prompts training demonstrated greater progression in series-completion skills.
  • Trained children provided more advanced explanations for their solutions compared to the control group.
  • Dynamic testing effectively captured learning gains and differences between groups.

Conclusions:

  • Graduated prompts training enhances children's learning and problem-solving skills.
  • Process-oriented dynamic testing provides valuable data for educational interventions.
  • Understanding factors contributing to cognitive change is crucial for educational practice.