The Spanish version of the computerized dynamic test of analogical reasoning

Abstract

Purpose: Analogical reasoning (AR), a key skill developing throughout childhood, enables the transfer of relational structures across contexts, facilitating the integration of new knowledge with prior understanding. Children with learning difficulties (LD) may perform less effectively on AR tasks that involve written instructions or abstract verbal analogies, due to their literacy difficulties in processing linguistic information. This study aims to analyze the suitability of the Spanish version of the Computerized Dynamic Test of Analogical Reasoning for testing AR and learning potential in children with and without LD. Participants were 138 children aged 8–12 years old with and without LD. A Spanish adaptation of the Computerized Dynamic Test of Analogical Reasoning was developed and validated through a quasi-experimental pretest-posttest design with control groups. Results: Spanish version operates comparably to the original, with the training phases effectively capturing the learning potential in an AR task free of reading skills. Children who received mediated instruction during the assessment showed significantly greater progress from the pretest to the posttest compared to the control group. There were no significant differences between children with and without LD in their progression or in the level of support (e.g., hints) required during the training phase. Conclusions: The Spanish adaptation of the Computerized Dynamic Test of Analogical Reasoning is a valuable dynamic assessment tool for evaluating AR and learning potential in children with LD, using a non-verbal format. This dynamic test may complement identification protocols and highlight the strengths of children with LD.