Bart Vogelaar

Bart Vogelaar
Leiden University | LEI · Institute of Psychology

PhD

About

32
Publications
4,980
Reads
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140
Citations
Introduction
Bart Vogelaar currently works as an assistant professor at the Developmental and Educational Psychology unit of the Institute of Psychology, Leiden University. Bart investigates cognitive and intellectual development of children, and has a specific interest in the cognitive potential of gifted children, and the factors facilitating or hampering unfolding potential.
Additional affiliations
January 2017 - present
Leiden University
Position
  • Professor (Assistant)
September 2014 - December 2016
Leiden University
Position
  • Lecturer
January 2014 - December 2016
Leiden University
Position
  • PhD Student

Publications

Publications (32)
Article
Full-text available
This study examined auditive and visual working memory and metacognitive knowledge in 92 gifted children (aged between eight and twelve), utilising a pre-test-training-post-test design, known as the cognitive training design. This approach was used to examine the working memory and metacognitive knowledge of gifted children concerning the progressi...
Article
Full-text available
The current study investigated whether a domain-specific intervention of ExeFun-Mat targeting math and executive functions in primary school children with a Roma background would be effective in improving their scholastic performance and executive functioning. ExeFun-Mat is based on the principles of the reciprocal teaching approach, scaffolding an...
Article
Full-text available
Lay Description What is already known about this topic Analogical reasoning is of great importance to scholastic performance and everyday learning. Computerized dynamic tests are promising for measuring children's potential for analogical reasoning. Executive functions have been found to influence analogical reasoning performance. Dynamic testing...
Article
Volgens de laatste definities is hoogbegaafdheid een multidimensioneel concept dat zich in interactie met de omgeving kan ontwikkelen. Hoogbegaafde leerlingen worden echter momenteel vaak geïdentificeerd door hun IQ te bepalen. Dit sluit niet aan bij de wetenschappelijke kennis die beschikbaar is over hoogbegaafdheid, en biedt bovendien vaak geen h...
Article
This study investigated potential differences in the processes of solving analogies between gifted and average-ability children (aged 9–10 years old) in a dynamic testing setting. Utilizing a pre-test-training-post-test control group design, participants were split in four subgroups: gifted dynamic testing ( n = 24), gifted control ( n = 26), avera...
Article
This study analysed a newly developed digital dynamic test of analogical reasoning. It investigated whether the new test could be used to measure the potential for learning of a group of gifted (n = 40) and average-ability (n = 63) children aged 7–8 years old. A pre-test-training-post-test design was utilized, with half of the children receiving gr...
Article
Full-text available
The present study investigated the usefulness of a pre-programmed, teleoperated, socially assistive peer robot in dynamic testing of complex problem solving utilising the Tower of Hanoi. The robot, in a ‘Wizard of Oz’ setting, provided instructions and prompts during dynamic testing to children when they had to solve 3 D Tower of Hanoi puzzles. Par...
Article
Process-oriented dynamic testing aims to investigate the processes children use to solve cognitive tasks, and evaluate changes in these processes as a result of training. For the current study, a dynamic complex figure task was constructed, using the graduated prompts approach, to investigate the processes involved in solving a complex figure task...
Article
Full-text available
Analogical reasoning is assumed to play a large role in learning and problem solving in everyday and school settings. It was examined whether a newly developed dynamic test of analogical reasoning would be sufficiently difficult for identifying young gifted children’s potential for solving analogies. The study included 74 gifted (n = 31) and averag...
Article
Full-text available
This study examined whether computerized dynamic testing by utilizing a robot would lead to different patterns in children's (aged 6–9 years) potential for learning and strategy use when solving series‐completion tasks. The robot, in a “Wizard of Oz” setting, provided instructions and prompts during dynamic testing. It was found that a dynamic trai...
Article
The identification of emerging school attendance problems (SAPs) is highly important. Early identification permits early intervention, which reduces the likelihood of SAPs becoming established and contributing to additional problems. In the short term, SAPs can contribute to academic and social-emotional problems for the young person and stress for...
Article
This study investigated the potential of dynamic testing of geometric analogical reasoning in differentiating between the potential for learning of gifted and average-ability children (aged 9–10 years old). In doing so, it was analysed whether planning, a higher-order executive function, was related to outcomes of the dynamic test, and to instructi...
Article
Background: Outcomes of static tests provide an indication of what children have learned in the past, up to the moment of testing, and can therefore underestimate the cognitive abilities of atypically developing children, such as children with language difficulties. In contrast, dynamic tests aim to examine children's potential for learning. The in...
Article
Full-text available
Background The need to focus more on children's abilities to change requires new assessment technologies in education. Process‐oriented assessment can be useful in this regard. Dynamic testing has the potential to provide in‐depth information about children's learning processes and cognitive abilities. Aim This study implemented a process‐oriented...
Article
Full-text available
This study aimed to combine the use of electronic technology and dynamic testing to overcome the limitations of conventional static testing, and adapt more closely to children’s individual needs. We investigated the effects of a newly developed computerized series completion test using a dynamic testing approach and its relation to school achieveme...
Article
Full-text available
Task solving processes and changes in these processes have long been expected to provide valuable information about children's performance in school. This article used electronic tangibles (concrete materials that can be physically manipulated) and a dynamic testing format (pretest, training, and posttest) to investigate children's task solving pro...
Article
Full-text available
The aim of the current study was to investigate to what extent children’s potential for learning is related to their level of cognitive flexibility. Potential for learning was measured through a dynamic testing procedure that aimed to measure how much a child can profit from a training procedure integrated into the testing process, including the am...
Article
Full-text available
This study examined differences in transfer of analogical reasoning after analogy-problem solving between 40 gifted and 95 average-ability children (aged 9–10 years old), utilising dynamic testing principles. This approach was used in order to examine potential differences between gifted and average-ability children in relation to progression after...
Article
Dynamic testing aims to assess potential for learning by measuring how much a child can profit from a training procedure during the testing process. These procedures often include transfer tasks as a measure of the potential for learning, as the ability to transfer learned skills and knowledge is considered essential in successful learning. The aim...
Article
In this study, dynamic testing principles were applied to examine progression of analogy problem solving, the roles that cognitive flexibility and metacognition play in children's progression as well as training benefits, and instructional needs of 7- to 8-year-old gifted and average-ability children. Utilizing a pretest training posttest control g...
Article
Background: Static test results reflect what children have learned up to the moment of testing. Dynamic tests, on the other hand, aim to examine children's potential for learning. The information obtained during dynamic testing has the potential to be helpful for teachers. However, studies examining the opinion of teachers regarding the usefulness...
Article
Background: Dynamic testing has been proposed as a testing approach that is less disadvantageous for children who may be potentially subject to bias when undertaking conventional assessments. For example, those who encounter high levels of test anxiety, or who are unfamiliar with standardized test procedures, may fail to demonstrate their true pot...
Article
This study sought to provide more insight into potential differences in progression of analogical reasoning comparing gifted with average-ability children taking into account age, using a dynamic testing approach, using graduated prompting techniques, in combination with microgenetic methods. The participants were between the ages of 5 and 8 years...

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