[School-related attitudes of children from educationally disadvantaged backgrounds in the corona pandemic]

There is widespread consensus that distance learning in lockdown discriminates children and young people from educationally disadvantaged backgrounds in particular. The gap between the privileged and the left-behind, which is already wide open in Germany, is widening more and more as a result of the COVID 19 pandemic. Empirical evidence for this pandemic-related effect is, however, still scarce, and the corresponding studies rarely include students themselves, and even less so those who are taught at schools in challenging situations. This paper reports on a quantitative study of elementary schools in particularly disadvantaged settings during the lockdown in spring 2021. It asks about individual attitudes and learning experiences of students during homeschooling. The goal was not to define a group of adolescents as disadvantaged and thus as disconnected, but to empirically investigate which individual factors, framework conditions, and mechanisms of action lead to some of these students being more successful in learning during the lockdown than others with initially equal starting conditions. The data analyses revealed four stable clusters, which are based on different forms of student agency and show potentials and opportunities to support students from educationally disadvantaged backgrounds individually-in homeschooling and in face-to-face teaching.

Toward a sociocultural approach to computerized dynamic assessment of the TOEFL iBT listening comprehension test

The current study addressed the impact of computerized dynamic assessment (C-DA) on the TOEFL iBT listening comprehension test administered to Iranian EFL learners (n = 185) who took part in preparation courses on the TOEFL exam in some language centres in Iran. To mediate the test-takers with hints to process the listening questions, a computer software program was developed, and it was meant to produce the following: Actual, mediated, and learning potential scores. Findings of the study indicated that the actual and mediated scores led to significant different mean scores in various listening ability levels in almost all question types. Generally, results highlighted the significant positive impact of C-DA on improving EFL test-takers' performances in the monologue and dialogue tasks. Teachers were recommended to implement C-DA since the information gained from this sociocultural assessment mode empowers them to provide learners with more individualized and accordingly more effective teaching and assessment strategies.

Wisconsin Card Sorting Test-Learning Potential: Usefulness for Assessing Children with Autism Spectrum Disorder

This study analyzes the Wisconsin Card Sorting Test-Learning Potential (WCST-LP) in children with Autism Spectrum Disorder (ASD) versus children with typical development (TD). Its main aim was to assess: the test's construct validity; the effect of IQ on its pretest and LP scores; and whether the WCST-LP held any relationship to cognitive/EF and social abilities. Participants were 105 children (43 with ASD/62 with TD). Results showed evidence of construct validity in an ASD population (improvements from pretest to posttest), that full IQ influenced pretest performance but did not affect LP, and that a relationship between LP and verbal and social abilities existed only in children with ASD. Conclusions indicate the appropriateness of the WCST-LP in ASD prognosis assessment.

Developing and using hints in computerized dynamic assessment of a TOEFL iBT reading exam

This study investigated the impacts of computerized dynamic assessment (C-DA) on a TOEFL iBT reading exam among 185 upper-intermediate EFL Iranian learners. The exam included five question types: Vocabulary, detail, negative fact, purpose, and inference items whose answers yielded three types of scores: Actual, mediated, and learning potential. Results indicated statistically significant differences between actual and mediated scores with various reading ability levels in using hints in the question types. Even though C-DA improved the scores in the mediated test items and resulted in significant correlations, there was no empirical evidence that C-DA was conducive to a comprehensive diagnosis of the ability in the Zone of Actual Development (ZAD). The study had direct pedagogical and methodological implications by suggesting more individualized and, accordingly, more effective mediation to learners, such as the interactionist approach.

Learning curves, potential and speed in training of laparoscopic skills: a randomised comparative study in a box trainer

Background

The effectiveness of practical surgical training is characterised by an inherent learning curve. Decisive are individual initial starting capabilities, learning speed, ideal learning plateaus, and resulting learning potentials. The quantification of learning curves requires reproducible tasks with varied levels of difficulty. The hypothesis of this study is that the use of three-dimensional (3D) vision is more advantageous than two-dimensional vision (2D) for the learning curve in laparoscopic training.

Methods

Forty laparoscopy novices were recruited and randomised to a 2D Group and a 3D Group. A laparoscopy box trainer with two standardised tasks was used for training of surgical tasks. Task 1 was a positioning task, while Task 2 called for laparoscopic knotting as a more complex process. Each task was repeated at least ten times. Performance time and the number of predefined errors were recorded. 2D performance after 3D training was assessed in an additional final 2D cycle undertaken by the 3D Group.

Results

The calculated learning plateaus of both performance times and errors were lower for 3D. Independent of the vision mode the learning curves were smoother (exponential decay) and efficiency was learned faster than precision. The learning potentials varied widely depending on the corresponding initial values and learning plateaus. The final 2D performance time of the 3D-trained group was not significantly better than that of the 2D Group. The final 2D error numbers were similar for all groups.

Conclusions

Stereoscopic vision can speed up laparoscopic training. The 3D learning curves resulted in better precision and efficiency. The 3D-trained group did not show inferior performance in the final 2D cycle. Consequently, we encourage the training of surgical competences like suturing and knotting under 3D vision, even if it is not available in clinical routine.

non-social measures of learning potential for predicting community functioning across phase of illness in schizophrenia

Studies demonstrate that dynamic assessment (i.e., learning potential) improves the prediction of response to rehabilitation over static measures in individuals with schizophrenia. Learning potential is most commonly assessed using neuropsychological tests under a test-train-test paradigm to examine change in performance. Novel learning potential approaches using social cognitive tasks may have added value, particularly for the prediction of social functioning, but this area is unexplored. The present study is the first to investigate whether patients with schizophrenia demonstrate social cognitive learning potential across phase of illness. This study included 43 participants at clinical high risk (CHR), 63 first-episode, and 36 chronic schizophrenia patients. Assessment of learning potential involved test-train-test versions of the Wisconsin Card Sorting Test (non-social cognitive learning potential) and the Facial Emotion Identification Test (social cognitive learning potential). Non-social and social cognition pre-training scores (static scores) uniquely predicted concurrent community functioning in patients with schizophrenia, but not in CHR participants. Learning potential showed no incremental explanation of variance beyond static scores. First-episode patients showed larger non-social cognitive learning potential than CHR participants and were similar to chronic patients; chronic patients and CHR participants were similar. Group differences across phase of illness were not observed for social cognitive learning potential. Subsequent research could explore whether non-social and social cognitive learning potential relate differentially to non-social versus social types of training and rehabilitation.

Measuring learning potential in people with schizophrenia: A comparison of two tasks

Learning potential measures utilize dynamic assessment methods to capture performance changes following training on a cognitive task. Learning potential has been explored in schizophrenia research as a predictor of functional outcome and there have been calls for psychometric development in this area. Because the majority of learning potential studies have utilized the Wisconsin Card Sorting Test (WCST), we extended this work using a novel measure, the Rey Osterrieth Complex Figure Test (ROCFT). This study had the following aims: 1) to examine relationships among different learning potential indices for two dynamic assessment tasks, 2) to examine the association between WCST and ROCFT learning potential measures, and 3) to address concurrent validity with a performance-based measure of functioning (Test of Grocery Shopping Skills; TOGSS). Eighty-one adults with schizophrenia or schizoaffective disorder completed WCST and ROCFT learning measures and the TOGSS. Results indicated the various learning potential computational indices are intercorrelated and, similar to other studies, we found support for regression residuals and post-test scores as optimal indices. Further, we found modest relationships between the two learning potential measures and the TOGSS. These findings suggest learning potential includes both general and task-specific constructs but future research is needed to further explore this question.

Learning potential and cognitive abilities in preschool boys with fragile X and Down syndrome

BACKGROUND

Enhancing cognitive abilities is relevant when devising treatment plans.

AIMS

This study examined the performance of preschool boys with Down syndrome and fragile X syndrome in cognitive tasks (e.g., nonverbal reasoning and short-term memory), as well as in improving cognitive functions by means of a learning potential methodology.

METHODS AND PROCEDURES

The basic scales corresponding to the Skills and Learning Potential Preschool Scale were administered to children with Down syndrome and others with fragile X syndrome, matched for chronological age and nonverbal cognitive development level.

RESULTS

The fragile X syndrome group showed stronger performance on short-term memory tasks than the Down syndrome group prior to intervention, with no differences recorded in nonverbal reasoning tasks. In addition, both groups' cognitive performance improved significantly between pre- and post-intervention. However, learning potential relative to auditory memory was limited in both groups, and for rule-based categorization in Down syndrome children.

CONCLUSION

The scale offered the opportunity to assess young children's abilities and identify the degree of cognitive modifiability. Furthermore, factors that may potentially affect the children's performance before and during learning potential assessment are discussed.

Role of learning potential in cognitive remediation: Construct and predictive validity

BACKGROUND

The construct, convergent, discriminant, and predictive validity of Learning Potential (LP) was evaluated in a trial of cognitive remediation for adults with schizophrenia-spectrum disorders. LP utilizes a dynamic assessment approach to prospectively estimate an individual's learning capacity if provided the opportunity for specific related learning.

METHODS

LP was assessed in 75 participants at study entry, of whom 41 completed an eight-week cognitive remediation (CR) intervention, and 22 received treatment-as-usual (TAU). LP was assessed in a "test-train-test" verbal learning paradigm. Incremental predictive validity was assessed as the degree to which LP predicted memory skill acquisition above and beyond prediction by static verbal learning ability.

RESULTS

Examination of construct validity confirmed that LP scores reflected use of trained semantic clustering strategy. LP scores correlated with executive functioning and education history, but not other demographics or symptom severity. Following the eight-week active phase, TAU evidenced little substantial change in skill acquisition outcomes, which related to static baseline verbal learning ability but not LP. For the CR group, LP significantly predicted skill acquisition in domains of verbal and visuospatial memory, but not auditory working memory. Furthermore, LP predicted skill acquisition incrementally beyond relevant background characteristics, symptoms, and neurocognitive abilities.

CONCLUSIONS

Results suggest that LP assessment can significantly improve prediction of specific skill acquisition with cognitive training, particularly for the domain assessed, and thereby may prove useful in individualization of treatment.

Assessing learning potential in patients with brain injury: dynamic assessment

Currently, no clearly defined or accepted definition or model of dynamic assessment exists. Consequently, the present research provides a definitional model that can be used with adults. All participants included males and females between the ages of 18 and 55 with mild to moderate cognitive impairments due to head injury. Experiment 1 was conducted to illustrate the difference between static (N = 20), and dynamic (N = 20), assessment groups. Immediate and delayed recall performance, on the Wechsler Memory Scale - Revised Logical Memory and Visual Reproduction subtests, was compared. Experiment 2 investigated whether participants who demonstrate learning over trials and demonstrate the use of organizational strategies, without the benefit of instruction, illustrate improved delayed recall relative to those who do not. Sixty-four participants' learning potential and instruction potential were assessed using the Buschke Selective Reminding Test. Experiment 3 assessed the ecological validity of the three tenets of dynamic assessment, including measurement of learning potential, intervention potential, and transfer potential. The experiment assessed neuropsychological functioning differences in 26 participants, based on whether they exhibited learning potential, learning and instruction potential, or learning, instruction, and transfer potential.