Abstracts - Earli

successful children. The questionnaire of metacognitive processes (Form B) showed high level ofvalidity and acceptable degree of reliability.Dynamic assessment of analogical reasoning in students with moderate mental retardation:Reasoning capacity limitations or memory overload?Fredi Büchel, University of Geneva, FPSE, SwitzerlandCaroline Bruttin, University of Geneva, FPSE, SwitzerlandThe capacity to profit from help in analogical reasoning is a promising predictor for cognitiveintervention in special education. However, static analogical reasoning tests do not foster all theinformation needed for the planning of such intervention. Unfortunately, there still is a lack ofstandardized dynamic instruments for individuals with moderate to severe mental retardation(MR). We therefore developed the Analogical Reasoning Learning Test (ARLT), which is astandardized dynamic procedure in multiple-choice format (Býchel & Hessels-Schlatter, 2001). Inthe ARLT, only 1/3 of the students with MR are able to solve more complex tasks. This conformsto the generally accepted belief that the majority of these students are not able to solve complexanalogies. However, qualitative analyses indicate these students may not have as much a problemwith analogical thinking but a problem of memory overload (Býchel, Schlatter, & Scharnhorst,1997). In order to test the memory overload hypothesis, a series of Analogical Matrices wereconstructed (CAM) that prevent memory overload. With this new arrangement 13 out of 15students who were not able to solve any of the three items of second level complexity in the ARLTwere able to solve at least one item of second or higher complexity level on the CAM withouthelp. Some consequences for special educational practice are proposed. References: Býchel, F.P.,Schlatter, C., & Scharnhorst, U. (1997). Training and assessment of analogical reasoning instudents with severe learning difficulties. Educatio®nal and Child Psychology, 14,4, 83-94.Býchel, F.P. & Hessels-Schlatter, C. (2001). Analogical Reasoning Learning Test (ARLT).Instruction manual (unpublished). University of Geneva, Faculty of Psychology and EducationalSciences.Diagnostic reasoning strategies used by student and registered nurses in a simulated clinical taskKrystyna Cholowski, University of Newcastle, AustraliaRobert Cantwell, University of Newcastle, AustraliaThe purpose of this study was to identify the diagnostic reasoning strategies deployed bybeginning and experienced nurses when reasoning about a clinical problem. Sixty student andregistered nurses took part in a simulated nursing diagnostic task. "Think-aloud" protocols enabledthe identification of clinical information, clinical concepts and diagnostic hypotheses used bynurses along with underlying reasoning strategies. Analyses revealed four diagnostic reasoninggroups discriminated by differences in the timing and breadth of diagnostic activity and outcomes,and in the use of conceptual and clinical information. Registered nurses were more successful inthis process than student nurses. Implications for nursing education and professional developmentare discussed.– 206 –