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- Title
The Role of Asymmetrical Interaction in the Assessment of Nonverbal Abilities of Children from the Drop-in Center.
- Authors
Nedić, Jelena; Jošić, Smiljana; Baucal, Aleksandar
- Abstract
The aim of this article is to show how a differently organized testing procedure can lead to a better understanding of intellectual capacity in children who live or work in the streets. The study presented in it tried to answer the following questions: 1) Does the achievement of children from the Drop-in center improve significantly on a nonverbal intelligence test when solved together with the experimenter? 2) Which type of scaffolding is most effective for children's task solving - affective-motivational, visual cognitive or verbal cognitive? 3) Which features of the asymmetric interactions enable children to find a solution to the tasks that they previously failed to solve? The sample consisted of 30 children from the Belgrade Drop-in center. Initially, the Kohs block design test was administered independently to children, and if they failed to solve it, the experimenter would provide scaffolding gradually, as listed above. The results showed that the children's achievement was very low when doing the test independently, but improved significantly when solving the tasks in interaction. According to cluster analysis four groups of children were identified which served as basis for the qualitative analysis. The conversational analysis between the children and the experimenter showed what proved to be the most significant difference between the groups, which is the function of affective-motivational help with task solving. It also demonstrated that the affective-motivational aid was a part of every successful interaction, but usually needed to be combined with its cognitive variants. As these results suggest, the standardized testing procedures need to be adapted so as to make sure that the children understand the demands of the tasks and that they are motivated and supported to reach the goal of the interaction. Only then can we obtain more valid information about the cognitive capacities of the children from the Drop-in center.
- Subjects
NON-Verbal Ability Tests; COGNITIVE testing; ACADEMIC achievement; EDUCATION of gifted children; DYNAMIC assessment (Education)
- Publication
Teaching Innovations / Inovacije u Nastavi, 2015, Vol 28, Issue 3, p189
- ISSN
0352-2334
- Publication type
Article
- DOI
10.5937/inovacije1503189N