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This paper considers the axial resistances of open-ended, highly instrumented, 763 mm diameter steel pipe piles driven in sands for the EURIPIDES (EURopean Initiative on PIles in DEnse Sands) project at a well-characterized research site at Eemshaven, in the northern Netherlands. It offers new analyses of previously unreported dynamic tests and considers their relationship with four heavily instrumented static compression tests. Rigorous signal matching employing two distinct pile–soil interaction models is reported, supported by careful sensitivity analyses, to interpret the recorded driving signals. The back-calculated shaft resistance profiles show good agreement between the models as well as calculations performed with a global wave equation analysis approach. The study highlights the need to account for the internal soil column resistance. The combined interpretation of the dynamic and static test data indicates a 50% gain in shaft resistance over the 10 days after driving and threefold shaft capacity growth over a total period of 533 days after driving. The outcomes have important implications for driven pile design and field quality monitoring; the case history contributes an important benchmark in the study of long-term set-up trends. [ABSTRACT FROM AUTHOR]

This paper discusses the results of a unidirectional shake-table test carried out on a full-scale unreinforced clay-brick masonry building with chimneys. The specimen embodied construction details representative of old detached single-storey houses of the Groningen province in the Netherlands, without any specific seismic-resistant detailing. The house featured a typical Dutch gambrel roof that allowed for living space above the attic floor, with high gables that were vulnerable to out-of-plane excitation. The floor consisted of timber joists and planks, resulting in a flexible diaphragm. Two clay-brick chimneys were included to investigate the performance of falling non-structural masonry elements in earthquakes. A cumulative incremental dynamic test was performed up to collapse conditions, using input ground motions compatible with induced seismicity scenarios for the examined region. The paper summarises the key characteristics of the specimen and the observations from the shake-table tests, illustrating the evolution of the structural and non-structural damage, and the dynamic response of the building. The attainment of significant damage limit states is correlated with experimentally defined engineering demand parameters and ground-motion intensity measures for the performance-based seismic assessment of unreinforced masonry buildings. All data from the tests are available upon request on www.eucentre.it/nam-project. [ABSTRACT FROM AUTHOR]

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 training resulted in greater accuracy and more correctly placed pieces at the post‐test than repeated testing only. Moreover, children who were dynamically trained appeared to use more heuristic strategies at the post‐test than their peers who were not trained. In general, observations showed that children were excited to work with the robot. All in all, the study revealed that computerized dynamic testing by means of a robot has much potential in tapping into children's potential for learning and strategy use. The implications of using a robot in educational assessment were stressed further in the discussion. Lay Description: What is already known about this topic: ○Computerized dynamic testing provides information on children's potential for learning.○Computerized testing can be of help in the fine‐tuning of assessment outcomes.What this paper adds: ○Dynamic testing with a peer/table robot provides information on children's potential for learning.○Dynamic testing and training by a peer robot results in greater accuracy in solving an inductive reasoning task than repeated testing only.○Dynamically trained children show a more advanced use of analytic task solving than their peers who were not trained by a peer robot.○Dynamic testing with a peer/table robot provides detailed, step‐by‐step information regarding children's need for instruction during assessment.○Children were very eager to work with the peer/table robot. Implications for practice and/or policy: ○Detailed assessment information derived from dynamic testing may be more suitable to inform education.○Computerized testing with a peer/table provides a motivating testing environment for children who can work independently, in their own tempo, on a task.○In future, a peer/table robot may be of help in teaching/assessment situations in education. [ABSTRACT FROM AUTHOR]

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 processes and changes in these processes as a result of training. We also evaluated the value of process information for the prediction of school results. Participants were N = 253 children with a mean age of 7.8 years. Half of them received a graduated prompts training; the other half received repeated practice only. Three process measures were used: grouping behaviour, verbalized strategies, and completion time. Different measures showed different effects of training, with verbalized strategies showing the largest difference on the posttest between trained and untrained children. Although process measures were related to performance on our dynamic task and to math and reading performance in school, the amount of help provided during training provided the most predictive value to school results. We concluded that children's task solving processes provide valuable information, but the interpretation requires more research. Lay Description: What is already known about this topic: Dynamic testing provides information on a child's ability to learn.Solving process information provides indications for intervention.Computerized testing can be of great help in recording process information. What this paper adds: Process‐oriented dynamic testing provides explanatory information beyond traditional tests.The use of a tangible user interface (TUI) console uncovers valuable information on solving processes.Process measures are related to series completion performance, math, and reading.Need for instruction is the best predictor of math and reading ability.Implications for practice and/or policy: A framework for interpreting process information is necessary in dynamic testing.Process‐oriented dynamic testing may be more suitable to inform education.TUIs provide a more natural testing environment. [ABSTRACT FROM AUTHOR]