Full-text resources of CEJSH and other databases are now available in the new Library of Science.
Visit https://bibliotekanauki.pl

Results found: 3

first rewind previous Page / 1 next fast forward last

Search results

Search:
in the keywords:  learning potential
help Sort By:

help Limit search:
first rewind previous Page / 1 next fast forward last
1
Publication available in full text mode
Content available

Dynamic assessment of learning potential in standard and talented children

100%
FILICKOVA M., KOVALCIKOVA I., ROPOVIK I.
Civitas et Lex
|
2016
|
issue 1(9)
23-34
EN
The article deals with dynamic testing, understood as a means of learning potential assessment. In the paper, basic features of the dynamic test as well as theoretical background for dynamic testing are presented. The AnimaLogica dynamic test is being introduced and studies conducted in the recent past using this test are presented. The main aim of the article is to compare analogical reasoning in two populations: children from standard population and talented children. The focus in the present study was put on 1) the level of learning potential, understood as performance improvement following the training phase, 2) the nature of prompts in training phase, and 3) solving strategies. Data analysis revealed that there was no difference between standard and talented population in post-test.
2

The relationship between fluid intelligence and learning potential: Is there an interaction with attentional control?

100%
Filičková M., Ropovik I., Bobaková M., Kovalčíková I.
Journal of Pedagogy
|
2015
|
vol. 6
|
issue 1
25-41
EN
The main aim of the study was to explore the relationship between fluid intelligence (gf), attentional control (AC), and learning potential (LP), and to investigate the interaction effect between gf and AC on LP. The sample comprised 210 children attending the fourth grade of a standard elementary school. It was hypothesized that the extent of the association between gf and LP depends on the level of attentional control, so that a low level of AC would weaken or possibly break that link, while a high level of AC would facilitate the employment of fluid general ability in learning situations. The results show that there was a moderate relationship between the measures of gf and LP, while gf was not found to be related to AC. Regarding the hypothesized interaction effect, the data suggested that the relationship between learning potential and fluid intelligence is invariant regarding the level of attentional control in the sample. Possible reasons for the lack of a moderation effect are discussed.
3
Content available remote

Dynamické hodnocení a jeho využití u předškolních dětí

75%
Chuchutová K.
E-psychologie (E-psychology)
|
2008
|
vol. 2
|
issue 2
1-11
EN
Dynamic assessment constitutes an alternative diagnostic approach, focused on revelation of the tested person's real potential, which is reached and observed via the emphasis on the process of the achievement. It aims at meaningful connection with the intervention that immediately makes use of diagnostic findings to support the development of an individual. The article issues of the diploma thesis, whose goal was to create the basic, but representative and complex summary about this new diagnostic stream that remains not very developed area in the Czech Republic. The following text summarizes main characteristics of the dynamic approach and shows the possibilities of utilization of the dynamic approach, especially in the area of preschool diagnostic and education, namely through a qualitatively designed comparative research, aimed at the examination of the effect of the preschool adjustment, created on the basis of the dynamic approach. The method serves as an instrument of the prevention of educational and behavioural difficulties during the first years of the school attendance. Article is an informative summary about the research, contents the interpretation of the theoretic basis of the work.
CS
Dynamické hodnocení představuje alternativní diagnostický přístup zaměřený na odkrytí reálného potenciálu testované osoby, k němuž směřuje skrze orientaci na proces výkonu. Usiluje o smysluplné propojení s intervencí, které bezprostředně využívá diagnostická zjištění k podpoře rozvoje daného jedince. Článek vychází z diplomové práce, jejíž stěžejní cíl spočíval ve vytvoření základního, avšak reprezentativního a komplexně pojatého souhrnu informací o tomto novém diagnostickém proudu, který u nás zatím zůstává nepříliš rozpracovanou oblastí. Následující text shrnuje základní charakteristiky dynamického přístupu a poukazuje na možnosti využití dynamického přístupu, zejména v oblasti předškolní diagnostiky a vzdělávání, a to prostřednictvím kvalitativně pojatého komparativního výzkumného šetření, zacíleného na ověření účinnosti metodiky předškolní přípravy. Daná metodika byla vytvořena na bázi dynamického přístupu a slouží jako prostředek prevence výchovných a vzdělávacích obtíží v prvních letech školní docházky. Článek je informativním souhrnem průběhu výzkumného šetření, obsahuje rovněž výklad teoretického zázemí práce.
first rewind previous Page / 1 next fast forward last
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.