Resing, Ms. prof. dr. W.C.M. (Wilma)
| Telephone number: | +31 (0)71 527 3680 |
|---|---|
| E-Mail: | resing@fsw.leidenuniv.nl |
| Faculty / Department: | Faculteit der Sociale Wetenschappen, Instituut Psychologie, Ontwikkelings- & Onderwijspsychologie |
| Office Address: |
Pieter de la Court gebouw Wassenaarseweg 52 2333 AK Leiden Room number 3B27A |
| Telephone number: | +31 (0)71 527 3680 |
| E-Mail: | resing@fsw.leidenuniv.nl |
| Faculty / Department: | Faculteit der Sociale Wetenschappen, Instituut Psychologie, Ontwikkelings- & Onderwijspsychologie |
| Office Address: |
Pieter de la Court gebouw Wassenaarseweg 52 2333 AK Leiden Room number 3B27A |
"Dynamic tests should not only measure the actual level of intellectual functioning but also detect the optimal instructional level for each child."
Wilma C. M. Resing holds the chair for "Research and implementation of the diagnostics of intelligence and learning potential of children in primary and special education" granted by the “Stichting OnderwijsAdvies” (a federation of Dutch educational advisory services).
She obtained her master’s degree in Psychology at the University of Amsterdam and she did research and obtained her PhD at the VU University Amsterdam before she came to Leiden University. The title of her dissertation is: Intelligentie en Leerpotentieel.Een onderzoek naar het leerpotentieel van jonge leerlingen uit het basis- en speciaal onderwijs.
Wilma’s current research interests include intelligence theories and testing, focusing on inductive reasoning, microgenetic and dynamic assessment of children’s cognitive development. She serves as Chair of the WAII (Werkgroep Advisering Instrumentarium Indicatiestelling) and is member of the COTAN. She teaches cognitive development, psychodiagnostics, and dynamic assessment.
For a full description of her research programme, see Intellectual Development and Dynamic Testing.
Curriculum Vitae
Read the Curriculum Vitae for more information
Recent Publications
Verhaegh, J., Resing, W.C.M. Fontijn, W., & Jacobs, A. (accepted; 2009). Playing with blocks or the computer? Solving complex visual-spatial reasoning tasks: comparing children’s performances on tangible and virtual puzzles. Educational and Child Psychology.
Stevenson, C. E., Resing, W. C. M., & Froma, N. (accepted, 2009). Analogical reasoning skill acquisition with self-explanation in 7-8 year olds: Does feedback help? Educational and Child Psychology, Special Issue, 2009.
Resing, W. C. M., Tunteler, E., De Jong, F. J., & Bosma, T. (2009; in press). Dynamic testing: Individual differences and learning patterns in indigenous and ethnic minority children. Learning and Individual Difference, 19.
Elliott, J.G., Grigorenko, E.G., & Resing, W.C.M. (2009, in press). Dynamic Assessment: The need for a dynamic approach. Dynamic Assessment, in B. McGaw, P. Peterson & E. Baker The International Encyclopedia of Education, 3rd Edition. Amsterdam: Elsevier.
Resing, W.C.M., De Jong, F.J., Bosma, T., & Tunteler, E. (2009). Learning during dynamic testing: Variability in strategy use by indigenous and ethnic minority children. Journal of Cognitive Education and Psychology, 8, 22-37.
Resing, W.C.M., Evers, A., Koomen, H.M.Y., Pameijer, N.K., & Bleichrodt, N. (2008). Indicatiestelling Speciaal Onderwijs en Leerlinggebonden Financiering: Instrumentarium. Amsterdam: Boom Testuitgevers (pp. 1-260).
Ebersbach, M., Lehner, M., Resing, W. C. M., & Wilkening, F. (2008). Forecasting exponential growth and exponential decline: Similarities and differences. Acta Psychologica, 127, 247-257.
Resing, W.C.M., Evers, A., Koomen, H.M.Y., & Bleichrodt, N. (2008). Indicatiestelling Speciaal Onderwijs en Leerlinggebonden Financiering: MBO. Amsterdam: Boom Testuitgevers (pp. 1-215).
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.
Ebersbach, M., Van Dooren, W., Van den Noortgate, W., & Resing, W.C.M. (2008). Understanding linear and exponential growth: Searching for the roots in 6-9-year-olds. Cognitive Development, 23, 237-257.
Bosma, T., & Resing, W.C.M. (2008). Bridging the gap between diagnostic assessment and classroom practice. Journal of Cognitive Education and Psychology, 7, 174-196.
Ebersbach, M., & Resing, W.C.M. (2008). Implicit and explicit knowledge of linear and exponential growth in 5- and 9-year-olds. Journal of Cognition and Development, 286-309.
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. British Journal of Educational Psychology, 77, 43-68.
Ebersbach, M., & Resing, W. C. M. (2007). Shedding new light on an old problem: The estimation of shadow sizes in children and adults. Journal of Experimental Child Psychology, 97, 265-285.
Resing, W. C. M., & Tunteler, E. (2007). Children becoming more intelligent: Can the Flynn effect be generalized to other child intelligence tests? International Journal of Testing, 7, 191-208.
Botting, N., & Resing, W. C. M. (2007). Editorial: Language impairments: their impact on educational progress. Educational and Child Psychology, 24, 6-8.
Botting, N., & Resing, W. C. M. (2007; Guest-Editors). ). Language impairments: their impact on educational progress. Volume 24 (4) of Educational and Child Psychology.
Evers, A., & Resing, W. C. M. (2007). Het drijfzand van didactische leeftijdsequivalenten. De Psycholoog, 42, 466-472.
Resing, W. C. M. (2007). Intelligentie en leervermogen: statisch en dynamisch testen. In K. Verschueren en H.M. Koomen (Eds). Handboek Diagnostiek in de Leerlingbegeleiding (p. 105-124). Antwerpen/ Apeldoorn: Garant.
Resing, W. C. M., & Drenth, P. J. D. (2007). Intelligentie: weten en meten: 2e, herziene druk (pp. 1- 189). Amsterdam: Uitgeverij Nieuwezijds.
Resing, W.C.M. (2006). Intelligentieonderzoek en dynamisch testen in de klas: zicht op het niveau van cognitieve ontwikkeling van kinderen. In M. Taal en A. Dudink (Eds.). Schoolpsychologie. De school als context voor ontwikkeling (pp. 36 - 70). Amsterdam: Boom.
Resing, W.C.M., & Figg, J. (2006; Guest-Editors). Intervention-based psychological assessment: New approaches and perspective. Volume 23 (3) of Educational and Child Psychology.
Resing, W.C.M. (2006). Using children’s “ability to learn” in diagnosis and assessment. Educational and Child Psychology, 23, 6-11.
Bosma, T., & Resing, W. C. M. (2006). Dynamic assessment and a reversal task: A contribution to needs-based assessment. Educational and Child Psychology, 23, 81-98.
Resing, W.C.M., & Figg, J. (2006). Editorial. Educational and Child Psychology, 23, 4-5.
Resing, W.C.M. (2006). Zicht op potentieel. Over dynamisch testen, variabiliteit in oplossingsgedrag en leerpotentieel van kinderen. Oratie. Universiteit Leiden: Maart 2006.
Resing, W.C.M., Evers, A., Koomen, H.M.Y., Pameijer, N.K., & Bleichrodt, N. (2005). Indicatiestelling Speciaal Onderwijs en Leerlinggebonden Financiering: Condities en Instrumentarium. Amsterdam: Boom Testuitgevers (pp. 1-327).
Nijenhuis, J. te, Tolboom, E., Resing, W.C.M., & Bleichrodt, N. (2004). Does cultural background influence the intellectual performance of children from immigrant groups? Validity of the RAKIT intelligence test for immigrant children. European Journal of Psychological Assessment, 20, 10-26.
Zeeuw, J. de, Dekker, R., & Resing, W.C.M. (2004). Algemene Psychodiagnostiek 1: Testmethoden (8e, geheel herziene druk). Leiden: Pits (pp. 1-611).
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.
Nijenhuis, J. te, Resing, W.C.M., Tolboom,E., & Bleichrodt, N. (2004). Short-Term Memory as an Additional Predictor of School Achievement for Immigrant Children? Intelligence, 32 , 203-213.
Resing, W.C.M., & Tunteler, E. (2004). Zicht op het leerpotentieel van jonge kinderen: de rol van dynamische assessment procedures en variabel oplossingsgedrag. In Aalsvoort, G.M. (Ed.), Een kind, een plan. (pp. 79-90). Leuven: Acco.
Resing, W.C.M. (2004,). Intelligence Testing. In J. Scott Bentley (Executive Editor) Encyclopedia of Social Measurement (pp. 307-315). San Diego: Academic Press.
Resing, W.C.M., & Roth-Van der Werf, G.J.M. (2003). Teaching children to think inductively: Looking through the theoretical mirror. Educational and Child Psychology, 20, 52-63.
Schittekatte, M., Kort, W., Resing, W. C.M., Vermeir, G. & Verhaeghe P. (2003). The Netherlands and Flemish speaking Belgium. In J. Georgas L. Weiss, F.J.R. Van de Vijver & D. H. Saklofske (Eds), Cultures and Children’s intelligence: A cross-cultural analysis of the WISC-III (pp. 109-119). New York: Academic Press.
Resing, W.C.M., & Wubbe, F.M.D. (2003). Dynamic testing: Preliminary results of a meta-analysis on test effects. In L. Mason, S. Andreuzza, B. Arfe & L. Del Favero (Eds.), Improving learning: fostering the will to learn, Abstracts of the 10th European Conference on Learning and Instruction, p.708. Padua: Cooperativa Libraria Editrice Universita di Padova, 2003.
Resing, W.C.M., & Nijland, M.I. (2002). Een kwart eeuw onderzoek met de Leidse Diagnostische Test. Kind en Adolescent, 23, 42-59.
Resing, W.C.M., & Roth-Van der Werf, G.J.M. (2002). Learning potential assessment and cognitive training in inductive reasoning: emergent relationship? In: G.M. Van der Aalsvoort, W.C.M. Resing & A.J.J.M. Ruijssenaars (Eds.), Advances in Cognition and Educational Practice Volume 7. Learning Potential Assessment and Cognitive Training (p.175-208). New York: Elsevier Science Ltd.
Resing, W.C.M., Ruijssenaars, A.J.J.M., & Bosma, T. (2002). Dynamic assessment: using measures for learning potential in the diagnostic process. In: G.M. Van der Aalsvoort, W.C.M. Resing & A.J.J.M. Ruijssenaars (Eds.), Advances in Cognition and Educational Practice Volume 7. Learning Potential Assessment and Cognitive Training (p.29-64. New York: Elsevier Science Ltd.
Aalsvoort, G.M. Van der, Resing, W.C.M., & Ruijssenaars (2002). New developments in learning potential and cognitive training. In: G.M. Van der Aalsvoort, W.C.M. Resing & A.J.J.M. Ruijssenaars (Eds.), Advances in Cognition and Educational Practice Volume 7. Learning Potential Assessment and Cognitive Training (p.1-8). New York: Elsevier Science Ltd.
Aalsvoort, G.M. Van der, Resing, W.C.M., & Ruijssenaars (Eds.) (2002). Advances in Cognition and Educational Practice Volume 7. Learning Potential Assessment and Cognitive Training (p.1-395). New York: Elsevier Science Ltd.
Roth-van der Werf, G.J.M., Resing, W.C.M., & Slenders, A.P.A.C. (2002). Task similarity and transfer of an inductive reasoning training. Contemporary Educational Psychology, 27, 296-325.
Resing, W.C.M., Evers, A., Koomen, H.M.Y., Pameijer, N.K., Bleichrodt, N., & Boxtel, H. van (2002). Indicatiestelling: condities en instrumentarium. Amsterdam/Meppel: NDC/Boom (p. 1-256).
Resing, W.C.M., & Blok, J.B. (2 002). De classificatie van intelligentiescores. Voorstel voor een eenduidig systeem. De Psycholoog, 37, 244-249.
Resing, W.C.M., & Blok, J.B. (2002). De classificatie van intelligentiescores. Een eerste stap. De Psycholoog, 37, 525-527.
Tunteler, E., & Resing, W.C.M. (in press, 2002). Spontaneous Analogical transfer in 4-year olds: a microgenetic study. Journal of Experimental Child Psychology, 27, 296-325.
Wechsler, D. (2002). Wechsler Intelligence Scale for Children, derde editie NL. Handleiding. (W. Kort, M. Schittekatte, E.L. Compaan, M. Bosmans, N. Bleichrodt, G. Vermeir, W.C.M. Resing & P. Verhaeghe, Vertaling en bewerking). London: The Psychological Corporation (p. 1-275)..
Evers, A., Vliet, Mulder, J.C. van, Resing, W.C.M., Starren, J.C.M.G., Alphen de Veer, R.J. van, & Boxtel, H. van (2002). COTAN testboek voor het onderwijs. Amsterdam; NDC/Boom.pag.
Wubbe, F., Resing, W.C.M., Putten, C. van (2002). Compatibility of the BLIK and SCHOBL-R with each other and with the Big Five in six year old children. In N. Garnefski (Ed.), Coping with psychology. Vol III (p. 141-156). University of Leiden, Department of Psychology.
Resing, W.C.M., & Drenth, P.J.D. (2001). Intelligentie: weten en meten (p. 1-192). Amsterdam: Uitgeverij Nieuwezijds.
Resing, W.C.M. (2001). BEYOND BINET: All testing should be dynamic testing. Issues in Education, 7, 221-231.
Resing, W.C.M., & Roth-Van der Werf, G.J.M. (2001). Inductive reasoning: The relationship between learning potential assessment and cognitive training. In F. Oser & U. Baetz (Eds.), Bridging the gap between learning and instruction, Abstracts of the 9th European Conference on Learning and Instruction, p. 259-260. Aachen, Mainz, 2001.
Resing, W.C.M., & Hessels, M.G.P. (2001). Het meten van de cognitieve mogelijkheden en het schoolgedrag van allochtone leerlingen. In N. Bleichrodt & F. Van de Vijver (Eds.), Diagnostiek voor allochtonen. Mogelijkheden en beperkingen van psychologische tests. Lisse: Swets & Zeitlinger (pp. 89-118).
Resing, W.C.M. (2000). Assessing the learning potential for inductive reasoning in young children. In C.S. Lidz & J. Elliott (Eds.), Dynamic assessment: Prevailing models and applications, Vol. 6 (pp. 229-262). Advances in cognition and educational practice (series editor: J.S. Carlson). Oxford: Elsevier Inc.
Resing, W.C.M. (2000). Is intelligentie in het jaar 2000 nog steeds ‘dat wat de test meet’? In N. Bleichrodt, H. van der Flier & P. Koopman (Eds.), Werken en laten werken (pp.237-253). Houten: Bohn Stafleu Van Loghum
2012
-
Resing, W.C.M. & Bosma, T. (2012)
Need for Instruction: Dynamic Testing in Special Education. European Journal of Special Needs Education, 27 (1), pp. 1-19.
(Article)
2011
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Resing, W.C.M. & Xenidou-Dervou, L. & Steijn, W.M.P. & Elliott, J.G. (2011)
A “picture” of children’s potential for learning: Looking into strategy changes and working memory by dynamic testing. Learning and Individual Differences, 10, pp. 178-194.
(Article) -
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), pp. 67-84.
(Article) -
Henning, J.R. & Verhaegh, J. & Resing, W.C.M. (2011)
Creating an individualized learning situation using scaffolding in a tangible electronic series completion task. Educational and Child Psychology, 28 (2), pp. 85-100.
(Article) -
Resing, W.C.M. & Elliott, J.G. (2011)
Dynamic testing with tangible electronics: Measuring children’s change in strategy use with a series completion task. British Journal of Educational Psychology, 81, pp. 579-605.
(Article) -
Resing, W.C.M. & Lauchlan, F. & Elliott, J.G. (2011)
Guest Editorial. Educational and Child Psychology, 28 (2), pp. 6-7.
(Article) -
Resing, W.C.M. & Steijn, W.M.P. & Xenidou-Dervou, L. & Stevenson, C.E. & Elliott, J.G. (2011)
Testing with an electronic console: Do children listen to the computer? Journal of Cognitive Education and Psychology, 10 (2), pp. 178-194.
(Article)
2010
-
Resing, W.C.M. (2010)
Book review. [Bespreking van: Intelligent Testing: Integrating psychological theory and clinical practice]. In: Journal of Cognitive Education and Psychology, 9, pp. 298-300.
(Book review) -
Elliott, J.G. & Grigorenko, E.L. & Resing, W.C.M. (2010)
Dynamic Assessment: The need for a dynamic approach. In: Peterson, P., Baker, E., McGaw, B. (Eds.), International Encyclopedia of Education, Volume 3 (International Encyclopedia of Education), 3. , pp. 220-225. Oxford: Elsevier.
(Part of book or chapter of book) -
Bosma, T. & Resing, W.C.M. (2010)
Teacher’s appraisal of dynamic assessment outcomes: Recommendations for weak math-performers. Journal of Cognitive Education and Psychology, 9 (2), pp. 91-115.
(Article) -
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 (3), pp. 251-272.
(Article)
2009
-
Stevenson, C.E. & Resing, W.C.M. & Froma, M.N. (2009)
Analogical reasoning skill acquisition with self-explanation in 7-8 year olds: Does feedback help? Educational and Child Psychology, 26 (3), pp. 6-17.
(Article) -
Resing, W.C.M. & Tunteler, E. & Jong, F.M., de & Bosma, T. (2009)
Dynamic testing in indigenous and ethnic minority children. Learning and Individual Differences, 19 (4), pp. 445-450.
(Article) -
Bongers-Schokking, J.J. & Resing, W.C.M. & Muinck Keizer-Schrama, S.M.P.F., de (2009)
Is over-treatment a greater threat for cognitive development in congenital hypothyroidism than under-treatment? Hormone Research, 72 (Suppl. 3), p. 166.
(Article) -
Resing, W.C.M. & Jong, F.M., de & Bosma, T. & Tunteler, E. (2009)
Learning during dynamic testing: Variability in strategy use by indigenous and ethnic minority children. Journal of Cognitive Education and Psychology, 8 (1), pp. 22-37.
(Article) -
Verhaegh, J. & Resing, W.C.M. & Fontijn, W. & Jacobs, A. (2009)
Playing with blocks or the computer? Solving complex visual-spatial reasoning tasks: Comparing children’s performances on tangible and virtual puzzles. Educational and Child Psychology, 26 (3), pp. 18-39.
(Article)
2008
-
Bosma, T. & Resing, W.C.M. (2008)
Bridging the gap between diagnostic assessment and classroom practice. Journal of Cognitive Education and Psychology, 7, pp. 174-196.
(Article) -
Resing, W.C.M. & Tunteler, E. & Jong, F.M., de & Velt, A.E. (2008)
Dynamic testing in children: Individual differences and learning patterns in indigenious and ethnic minority children. International Journal of Psychology, 43 (3-4), p. 734.
(Article) -
Ebersbach, M. & Lehner, M. & Resing, W.C.M. & Wilkening, F. (2008)
Forecasting exponential growth and exponential decline: Similarities and differences. Acta Psychologica, 127 (2), pp. 247-257.
(Article) -
Ebersbach, M. & Resing, W.C.M. (2008)
Implicit and explicit knowledge of linear and exponential growth in 5-and 9-year-olds. Journal of Cognition and Development, 9 (3), pp. 286-309.
(Article) -
Resing, W.C.M. & Evers, A. & Koomen, H.M.Y. & Bleichrodt, N. (2008)
Indicatiestelling leerlinggebonden financiering MBO: Instrumentarium. Amsterdam: Boom Test Uitgevers.
(Book (monograph)) -
Resing, W.C.M. & Evers, A. & Koomen, H.M.Y. & Pameijer, N.K. & Bleichrodt, N. (2008)
Indicatiestelling speciaal onderwijs en leerlinggebonden financiering: Condities en instrumentarium. Amsterdam: Boom Test Uitgevers.
(Book (monograph)) -
Tunteler, E. & Pronk, C.M.E. & 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 (1), pp. 44-60.
(Article) -
Ebersbach, M. & Dooren, W. & Noortgate, W., van den & Resing, W.C.M. (2008)
Understanding linear and exponential growth: Searching for the roots in 6- to 9-year-olds. Cognitive Development, 23 (2), pp. 237-257.
(Article)
2007
-
Tunteler, E. & Resing, W.C.M. (2007)
Change in spontaneous analogical transfer in young children: A microgenetic study. Infant and Child Development, 16 (1), pp. 71-94.
(Article) -
Resing, W.C.M. & Tunteler, E. (2007)
Children becoming more intelligent: Can the Flynn effect be generalized to other child intelligence tests? International Journal of Testing, 7 (2), pp. 191-208.
(Article) -
Botting, N. & Resing, W.C.M. (2007)
Editorial: Language impairments: Their impact on educational progress. Educational and Child Psychology, 24, pp. 6-8.
(Article) -
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. British Journal of Educational Psychology, 77 (1), pp. 43-68.
(Article) -
Evers, A. & Resing, W.C.M. (2007)
Het drijfzand van didactische leeftijdsequivalenten. Psycholoog, 42 (9), pp. 466-472.
(Article) -
Resing, W.C.M. (2007)
Intelligentie en leervermogen: Statisch en dynamisch testen. In: K. Verschueren, H.M.Y. Koomen (Ed.), Handboek diagnostiek in de leerlingenbegeleiding, pp. 105-124. Antwerpen/Apeldoorn: Garant.
(Part of book or chapter of book) -
Resing, W.C.M. & Drenth, P.J.D. (2007)
Intelligentie: Weten en meten. Amsterdam: Nieuwezijds.
(Book (monograph)) -
Tunteler, E. & Pronk, C.M.E. & Resing, W.C.M. (2007)
Scaffolding and analogical reasoning in young children: A microgenetic study. In B. Csapó, C. Csíkos (Ed.) Developing potentials for learning. Abstracts 12th Biennal Conference for Research on Learning and Instruction (p. 197). Budapest: European Association for Research on Learning and Instruction.
(Article in monograph or in proceedings) -
Ebersbach, M. & Resing, W.C.M. (2007)
Shedding new light on an old problem: The estimation of shadow sizes in children and adults. Journal of Experimental Child Psychology, 97 (4), pp. 265-285.
(Article) -
Botting, N. & Resing, W.C.M. (2007)
T.R. - Educational and Child Psychology. Educational and Child Psychology, 24
(Contribution for newspaper or weekly magazine)
2006
-
Bosma, T. & Resing, W.C.M. (2006)
Dynamic assessment and a reversal task: A contribution to needs-based assessment. Educational and Child Psychology, 23 (3), pp. 81-98.
(Article) -
Resing, W.C.M. (2006)
Editorial. Educational and Child Psychology, 23 (3), pp. 4-5.
(Article) -
Resing, W.C.M. (2006)
Intelligentieonderzoek en dynamisch testen in de klas: Zicht op het niveau van cognitieve ontwikkeling van kinderen. In: Taal, M.H. & Dudink, A.C.M. (Eds.), Schoolpsychologie: De school als context voor ontwikkeling, pp. 36-70. Amsterdam: Boom.
(Part of book or chapter of book) -
Resing, W.C.M. & Figgs, J. (2006)
T.R. - Educational and Child Psychology. Educational and Child Psychology, 23
(Contribution for newspaper or weekly magazine) -
Resing, W.C.M. (2006)
Using children’s “ability to learn” in diagnosis and assessment. Educational and Child Psychology, 23 (3), pp. 6-11.
(Article) -
Resing, W.C.M. (2006)
Zicht op potentieel. Over dynamisch testen, variabiliteit in oplossingsgedrag en leerpotentieel van kinderen. (oratie). Leiden: Universiteit Leiden.p. 20.
(Inaugural lecture)
2005
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Resing, W.C.M. & Aalsvoort, G.M., van der (2005)
Symposium. Durham
(Other) -
Resing, W.C.M. & Evers, A. & Koomen, H.M.Y. & Pameijer, N.K. & Bleichrodt, N. (2005)
Indicatiestelling speciaal onderwijs en leerlinggebonden financiering: Condities en instrumentarium. Amsterdam: Boom Test uitgevers.
(Book (monograph)) -
Resing, W.C.M. (2005)
Intelligence testing. In: Kempf-Leonard, K. (Ed.), Encyclopedia of social measurement, Vol. 3, pp. 307-315. San Diego, CA: Academic press.
(Part of book or chapter of book)
2004
-
Tunteler, E. & Resing, W.C.M. (2004)
Age differences in patterns of strategy production for analogy problems among five- to eight-year-old children. Educational and Child Psychology, 21, pp. 74-88.
(Article) -
Nijenhuis, J., te & Resing, W.C.M. & Tolboom, E. & Bleichrodt, N. (2004)
Does cultural background influence the intellectual performance of children from immigrant groups? The RAKIT Intelligence Test for immigrant children. European Journal of Psychological Assessment, 20, pp. 10-26.
(Article) -
Nijenhuis, J., te & Resing, W.C.M. & Tolboom, E. & Bleichrodt, N. (2004)
Short-term memory as an additional predictor of school achievement for immigrant children? Intelligence, 32, pp. 203-213.
(Article) -
Resing, W.C.M. & Tunteler, E. (2004)
Zicht op het leerpotentieel van jonge kinderen: de rol van dynamische assessmentprocedures en variabel oplossingsgedrag. In: Aalsvoort, G.M., van der (Ed.), Eén kind, één plan, pp. 79-89. Leuven: Acco.
(Part of book or chapter of book)
2003
-
Resing, W.C.M. & Wubbe, F.M.D. (2003)
Dynamic testing: Preliminary results of a meta-analysis on test effects. In: Mason, L., Andreuzza, S., Arfe, B., Favero, L., Del (Eds.), Improving learning: Fostering the will to learn, p. 708. Padua: Cooperativa Libraria Editrice Universita di Padova.
(Part of book or chapter of book) -
Resing, W.C.M. & Roth-van der Werf, G.J.M. (2003)
Teaching children to think inductively: Looking through the theoretical mirror. Educational and Child Psychology, 20, pp. 52-63.
(Article) -
Schittekatte, M. & Kort, W. & Resing, W.C.M. & Vermeir, G. & Verhaeghe, P. (2003)
The Netherlands and Flemish speaking Belgium. In: Georgas, J., Weiss, L., Vijver, F.J.R., van de, Saklofske, D.H. (Eds.), Cultures and Children's intelligence: A cross-cultural analysis of the WISC-III, pp. 109-119. New York: Academic Press.
(Part of book or chapter of book)
2002
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Resing, W.C.M. & Roth-van der Werf, G.J.M. (2002)
Measuring the concept validity of a learning potential test for inductive reasoning. Harrogate/UK
(Other) -
Aalsvoort, G.M., van der & Resing, W.C.M. & Ruijssenaars, A.J.J.M. (Eds.) (2002)
Advances in Cognition and Educational Practice. Volume 7. Learning Potential Assessment and Cognitive Training. New York: Elsevier Science Ltd..
(Book editorial) -
Evers, A. & Vliet-Mulder, J.C., van & Resing, W.C.M. & Starren, J.C.M.G. & Alphen de Veer, R.J. & Boxtel, H., van (2002)
COTAN Testboek voor het Onderwijs. Amsterdam: NDC/Boom.
(Book (monograph)) -
Wubbe, F.B.J. & Resing, W.C.M. & Putten, C.M., van (2002)
Compatibility of the BLIK and SCHOBL-R with each other and with the Big Five in six year-old children. In: Garnefski, N. (Ed.), Coping with psychology (Vol. III), pp. 141-156. Leiden: Department of Psychology, University of Leiden.
(Part of book or chapter of book) -
Resing, W.C.M. & Blok, J.B. (2002)
De classificatie van intelligentiescores. Een eerste stap. Psycholoog, 37 (10), pp. 525-527.
(Article) -
Resing, W.C.M. & Blok, J.B. (2002)
De classificatie van intelligentiescores. Voorstel voor een eenduidig systeem. Psycholoog, 37, pp. 244-249.
(Article) -
Resing, W.C.M. & Ruijssenaars, A.J.J.M. & Bosma, T. (2002)
Dynamic assessment: Using measures for learning potential in the diagnostic process. In: Aalsvoort, G.M., van der, Resing, W.C.M., Ruijssenaars, A.J.J.M. (Eds.), Learning potential assessment and cognitive training: Actual research and perspectives in theory building and methodology (Advances in Cognition and Educational Practice), 7. , pp. 29-64. Oxford: Elsevier Science.
(Part of book or chapter of book) -
Resing, W.C.M. & Nijland, M.I. (2002)
Een kwart eeuw onderzoek met de Leidse Diagnostische Test. Kind en Adolescent, 23, pp. 42-59.
(Article) -
Resing, W.C.M. & Evers, A. & Koomen, H.M.Y. & Pameijer, N.K. & Bleichroth, N. & Boxtel, H., van (2002)
Indicatiestelling: Condities en instrumentarium. Amsterdam/Meppel: NDC/Boom.
(Book (monograph)) -
Resing, W.C.M. & Roth-van der Werf, G.J.M. (2002)
Learning potential assessment and cognitive training in inductive reasoning: Emergent relationship? In: Aalsvoort, G.M., van der, Resing, W.C.M., Ruijssenaars, A.J.J.M. (Eds.), Advances in Cognition and Educational Practice Volume 7. Learning Potential Assessment and Cognitive Training (Volume 7), pp. 175-208. New York: Elsevier Science Ltd..
(Part of book or chapter of book) -
Aalsvoort, G.M., van der & Resing, W.C.M. & Ruijssenaars, A.J.J.M. (Eds.) (2002)
Learning potential assessment and cognitive training: Actual research and perspectives in theory building and methodology. Oxford: Elsevier Science.
(Book editorial) -
Aalsvoort, G.M., van der & Resing, W.C.M. & Ruijssenaars, A.J.J.M. (2002)
New developments in learning potential and cognitive training. In: Aalsvoort, G.M., van der, Resing, W.C.M., Ruijssenaars, A.J.J.M. (Eds.), Advances in Cognition and Educational Practice. Volume 7. Learning Potential Assessment and Cognitive Training, pp. 1-8. New York: Elsevier Science Ltd..
(Part of book or chapter of book) -
Aalsvoort, G.M., van der & Resing, W.C.M. & Ruijssenaars, A.J.J.M. (2002)
New developments in learning potential assessment and cognitive training. In: Aalsvoort, G.M., van der, Resing, W.C.M., Ruijssenaars, A.J.J.M. (Eds.), Learning potential assessment and cognitive training: Actual research and perspectives in theory building and methodology. (Advances in Cognition and Educational Practice), 7. , pp. 1-8. Oxford: Elsevier Science.
(Part of book or chapter of book) -
Tunteler, E. & Resing, W.C.M. (2002)
Spontaneous analogical transfer in 4-year olds: A microgenetic study. Journal of Experimental Child Psychology, 83, pp. 149-166.
(Article) -
Roth-van der Werf, G.J.M. & Resing, W.C.M. & Slenders, A.P.A.C. (2002)
Task similarity and transfer of an inductive reasoning training. Contemporary Educational Psychology, 27, pp. 296-325.
(Article) -
Kort, W. & Schittekatte, E.L. & Compaan, M. & Bosmans, N. & Bleichrodt, N. & Vermeir, G. & Resing, W.C.M. & Verhaeghe, P. (2002)
Wechsler Intelligence Scale for Children. Handleiding. Vertaling en Bewerking. (Derde editie). London: The Psychological Corporation.
(Book (monograph))
2001
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Nijenhuis, J., te & Tolboom, E. & Resing, W.C.M. & Bleichrodt, N. (2001)
Testing of first- and second-generation immigrant children in The Netherlands: Score gaps in g, but little bias. Sydney, Australia, Paper presented at the 3rd International Spearman Seminar, September 15-20, 2001
(Conference lecture) -
Resing, W.C.M. (2001)
All testing should be dynamic testing. Issues in Education, 7, pp. 221-231.
(Article) -
Resing, W.C.M. & Hessels, M.G.P. (2001)
Het meten van de cognitieve mogelijkheden en het schoolgedrag van allochtone leerlingen. In: Bleichrodt, N. & Vijver, F., van den (Eds.), Diagnostiek voor allochtonen, pp. 89-118. Lisse: Swets & Zeitlinger.
(Part of book or chapter of book) -
Resing, W.C.M. & Roth-van der Werf, G.J.M. (2001)
Inductive reasoning: The relationship between learning potential assessment and cognitive training. In Oser, F. & Baets, U. (Eds.) Bridging the gap between learning and instruction (pp. 259-260). Aachen, Germany: Mainz.
(Article in monograph or in proceedings) -
Resing, W.C.M. & Drenth, P.J.D. (2001)
Intelligentie: Weten en meten. Amsterdam: Nieuwezijds.
(Book (monograph))
2000
-
Resing, W.C.M. (2000)
Assessing the learning potential for inductive reasoning in young children. In: Lidz, C.S. & Elliot, J. (Eds.), Dynamic assessment: Prevailing models and applications. Advances in cognition and educational practice (series editor: J.S. Carlson) (Vol. 6), pp. 229-262. Oxford: Elsevier Inc.
(Part of book or chapter of book) -
Resing, W.C.M. & Hessels, M.G.P. (2000)
Het meten van de cognitieve mogelijkheden en het schoolgedrag van allochtone leerlingen. In: Bleichrodt, N. & Vijver, F., Van de (Eds.), Diagnostiek bij allochtonen. Mogelijkheden en beperkingen van psychologische tests, pp. 89-118. Lisse: Swets & Zeitlinger.
(Part of book or chapter of book) -
Resing, W.C.M. (2000)
Is intelligentie in het jaar 2000 nog steeds 'dat wat de test meet'? In: Bleichrodt, N., Flier, H., van der, Koopman, P. (Eds.), Werken en laten werken, pp. 237-253. Houten: Bohn Stafleu Van Loghum.
(Part of book or chapter of book)
1999
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Roth-van der Werf, G.J.M. & Resing, W.C.M. (1999)
Transfer of training in inductive reasoning on reading comprehension. Gotenborg/Sweden, Presentation 8th Conference for Research on Learning and Instruction 24-28th August
(Conference lecture) -
Tunteler, E. & Resing, W.C.M. (1999)
A microgenetic study of spontaneous analogical reasoning in 4-year old children. In: Besevegis, E., Georgouleas, G., Pavlopoulos, V., Giavrimis, P. (Eds.), Human Development at the Turn of the Century, pp. 338-339. Athens/Greece: European Society for Developmental Psychology.
(Part of book or chapter of book) -
Resing, W.C.M. & Bleichroth, N. & Dekker, P.H. (1999)
Measuring personality traits in the classroom. European Journal of Personality, 13 (-), pp. 493-509.
(Article) -
Blöte-Aanhane, 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 (-), pp. 21-43.
(Article)
1998
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Resing, W.C.M. (1998)
Intelligence and learning potential: Theoretical and research issues. In: Tomic, W., dr & Kingma, J., dr (Eds.), Advances in cognition and educational practice (Volume 5), pp. 227-259. Greenwich, Connecticut: JAI Press.
(Part of book or chapter of book)
1997
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Resing, W.C.M. & Bosma, T. & Iedema, R. (1997)
Assessing inductive thinking skills in ethnic minority groups. In: Vosniadou, S., Matsagouras, E., Maridaki-Kassotaki, K., Kotsanis, S. (Eds.), Abstracts: 7th European Conference for Research on Learning and Instruction (Abstracts), p. 179. Athens: Gutenberg University Publications.
(Part of book or chapter of book) -
Hosenfeld, B. & Boom, D.C., van den & Resing, W.C.M. (1997)
Constructing geometric analogies for the longitudinal testing of elementary school-children. Journal of Educational Measurement, Winter
(Article) -
Resing, W.C.M. & Verbraeken, J.C. & Slenders, A.P.A.C. (1997)
Denktraining: Kinderen leren hoe te redeneren. Nederlands Tijdschrift voor de Psychologie en haar Grensgebieden, 52 (5), pp. 207-219.
(Article) -
Resing, W.C.M. (1997)
Intelligentie, leren en leerpotentieel. Meer van hetzelfde. In: Tomic, W. & Molen, H., van der (Eds.), Intelligentie en sociale competentie, pp. 301-323. Lisse: Swets & Zeitlinger.
(Part of book or chapter of book) -
Resing, W.C.M. (1997)
Learning potential assessment: The alternative for measuring intelligence? Educational and Child Psychology, 14 (4), pp. 68-82.
(Article) -
Resing, W.C.M. & Slenders, A.P.A.C. (1997)
Learning-how-to-learn-and-transfer: Training inductive reasoning in learning disabled children. European Society for Developmental Psychology/. In: Europ. Society for Dev. Psych., -, - (Ed.), New trends in developmental psychology: Resume. Proceedings of the 8th European Conference on Developmental Psychology. Rennes: European Society for Developmental Psychology and Presses Universitaires Rennes 2., pp. 1-221. Rennes: European Society for Dev. Psychology.
(Part of book or chapter of book) -
Resing, W.C.M. (1997)
Leerpotentieel onderzoek: Wat is de meerwaarde? In: Engelen-Snaterse, T. & Kohnstamm, R. (Eds.), Kinder- en jeugdpsychologie. Trends. (nugi 725), pp. 283-303. Lisse: Swets & Zeitlinger.
(Part of book or chapter of book) -
Slenders, A.P.A.C. & Resing, W.C.M. (1997)
Leerpotentieel-onderzoek bij allochtone leerlingen: Een eerste verkenning met de Leerpotentieeltest voor Inductief Redeneren. Pedagogische Studiën, 74, pp. 183-195.
(Article) -
Hosenfeld, B. & Boom, D.C., van den & Resing, W.C.M. (1997)
New instrument. Constructing geometric analogies for the longitudinal testing of elementary school children. Journal of Educational Measurement, 34 (4), pp. 367-372.
(Article) -
Resing, W.C.M. & Bleichrodt, N. (1997)
Schoolgedrag opnieuw gemeten. Pedagogische Studiën, 74 (5), pp. 313-327.
(Article) -
Resing, W.C.M. & Slenders, A.P.A.C. (1997)
Training inductive reasoning skills: Development of a structured training procedure. In: Hamers, J.H.M. & Overtoom, M. (Eds.), Teaching thinking in Europe. Inventory of European programmes., pp. 143-147. Utrecht: Sardes.
(Part of book or chapter of book) -
Resing, W.C.M. & Slenders, A.P.A.C. (1997)
Training inductive thinking skills in learning disabled children. In: Vosniadou, S., Matsagouras, E., Maridaki-Kassotaki, K., Kotsanis, S. (Eds.), Abstracts: 7th European Conference for Research on Learning and Instruction, pp. 200-201. Athens: Gutenberg University Publications.
(Part of book or chapter of book)