Dynamic Testing in a Clinical Sample: An Explorative study on the Relationships between Learning Potential and Traditional Measures of Memory
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2021-07-01
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en
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The current study aimed to investigate the applicability of a computerized dynamic testing
paradigm in a heterogenous clinical sample, consisting of 26 specialist mental healthcare
patients. An analogical reasoning task was used as dynamic test, and participants got either a
training, including feedback according to the graduated prompts technique, or completed an
unguided practice between the pre- and post-test. Furthermore, the study explored possible
relationships between traditional measures of memory that are part of neuropsychological
assessment, and outcome measures of dynamic testing. The results showed similar
improvement on the dynamic test for participants in the training and the unguided practice
condition, hence absence of a training effect. The traditional measures of memory were all
related to initial analogical reasoning ability. Participants with low visuospatial memory
performance, as measured with the Location Learning Task, improved more on the dynamic
test, compared to participants with high visuospatial memory performance. The current study
shows that a heterogenous clinical sample is able to learn on a task, and suggests that dynamic
testing could in particular be of added value for clients with poor visuospatial memory.
Further research can focus on possible adjustments that can be made to the dynamic test so
that learning potential of heterogenous, clinical population can be properly mapped. Besides,
the current research provides suggestions for the direction of additional research on the role of
cognitive factors in the ability to learn.
Keywords: dynamic testing, learning potential, working memory, memory
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Faculteit der Sociale Wetenschappen