Dynamic Testing of Children’s Series Completion Ability: Cognitive Flexibility as a Predictor of Performance

  •  Femke E. Stad    
  •  Karl H. Wiedl    
  •  Wilma C. M. Resing    


Dynamic testing aims to explore a child’s potential to learn by assessing improvement after training. In this study we investigated the relationship between performance on a dynamic test of series completion and children’s cognitive flexibility. This was done using a pre-test-trainingpost-test control-group design with 95 children, aged 6-8 years (M = 7;1, SD = 12.5 months). All children were tested with a measurement of cognitive flexibility. Half of the children were trained in series completion according to a graduated prompting model, while the other half only practiced. Based on initial ability and performance change after training, children were classified as non-learner, learner or high performer. The results showed that training improved series completion performance more than practice-only. Cognitive flexibility predicted static pre-test performance and instructional needs during training and might therefore be of importance in the assessment of learning potential.

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1927-0526
  • ISSN(Online): 1927-0534
  • Started: 2011
  • Frequency: semiannual

Journal Metrics

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1. Google-based Impact Factor (2021): 1.11
2. h-index (December 2021): 29
3. i10-index (December 2021): 87
4. h5-index (December 2021): N/A
5. h5-median (December 2021): N/A