Dynamic Testing: Looking for Strategies & Strategy Change
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Stevenson, C. E., Touw, K. W. J., & Resing, W.C.M. (2011). Computer or Paper Analogy Puzzles: Does Assessment Mode Influence Young Children’s Strategy Progression? Educational and Child Psychology, 28, 2, 67-84.
Tunteler, E., & Resing, W. C. M. (2010). The effects of self- and other-scaffolding on progression and variation in children’s geometric analogy performance: A microgenetic research. Journal of Cognitive Education and Psychology, 9, 251-272.
Stevenson, C. E., Resing, W. C. M., & Froma, N. (2009). Analogical reasoning skill acquisition with self-explanation in 7-8 year olds: Does feedback help? Educational and ChildPsychology, 26, 6-17.
Tunteler, E., Pronk, C., & Resing, W.C.M. (2008). Inter- and intra-individual variability in the process of change in the use of analogical strategies to solve geometric tasks in children: A microgenetic analysis. Learning and Individual Differences, 18, 44-60.
Tunteler, E., & Resing, W. C. M. (2007). Change in spontaneous analogical transfer over time in young children: a microgenetic study. Infant and Child Development, 16, 71-94.
Tunteler, E., & Resing, W. C. M. (2007). Effects of prior assistance in using analogies on young children’s unprompted analogical problem solving over time: A microgenetic study. BritishJournal of Educational Psychology, 77, 43-68.
Tunteler, E., & Resing, W.C.M. (2004). Age differences in patterns of spontaneous production of strategies for analogy problems among five- to eight-year-old children. Educational and Child Psychology, 21, 74-88.
Tunteler, E., & Resing, W.C.M. (2002). Spontaneous Analogical transfer in 4-year olds: a microgenetic study. Journal of Experimental Child Psychology, 27, 296-325.
Blöte, A.W., Resing, W.C.M., Mazer, P., & Noort, D.A. van (1999). Young children’s organizational strategies on a same-different task: A microgenetic study and a training study. Journal of Experimental Child Psychology, 74, 21-43.