Dynamic Testing in a Clinical Sample: The Relationship between Educational Level, Learning Potential and Instructional Need
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2022-02-04
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en
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Investigating dynamic testing in a clinical sample could have possible implications for the way interventions in psychotherapy and rehabilitation are shaped. The goal of the current study was to investigate the relation between educational level and learning potential in an adult heterogeneous clinical sample by means of a computerised dynamic testing paradigm based on analogical reasoning. A second goal was to investigate the relationship between educational level and instructional need. The dynamic test used in the current study operationalised a pre-test – training – post-test paradigm, with given instructions during the training phase in accordance with the graduated prompts principles. The sample consisted of 16 specialist mental healthcare in- and outpatients. Results showed there was no significant relationship between educational level and learning potential (F(2, 15) = 2.930, p = .089). Educational level did not predict the amount of improvement between pre- and post-test. A positive, significant relationship was found between educational level and instructional need (F(2,15) = 17.019, p = .000, eta2 = .724). The higher the educational level, the less hints the participant needed to answer the test item correctly. This finding could have possible implications for the amount and type of instructions that are given to certain patient groups in therapy or rehabilitation. Future research should focus on attaining a larger sample size to ensure the findings reflect a true effect.
Keywords: Educational level, learning potential, instructional need, dynamic testing
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Faculteit der Sociale Wetenschappen