The development of representations as children learn about balancing

British Journal of Developmental Psychology

Volumn 21, Issue 2, 2003, Pages 285-301

  Pine, Karen ^a   Messer, David ^b  

^a UNIVERSITY OF HERTFORDSHIRE   (United Kingdom)

^b LONDON SOUTH BANK UNIVERSITY   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0037757967     PISSN: 0261510X     EISSN: None     Source Type: Journal    
DOI: 10.1348/026151003765264093     Document Type: Article

References (12)

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3. Halford, G. S. (1993). Children's understanding: The development of mental models. Hillsdale, NJ: Erlbaum.
4. Halford, G. S., Wilson, W. H., & Phillips, S. (1998). Processing capacity defined by relational complexity: Implications for comparative, developmental, and cognitive psychology. Behavioural and Brain Sciences, 21, 803-864.
5. Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence. New York: Norton.
6. Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press.
7. Karmiloff-Smith, A., & Inhelder, B. (1974). If you want to get ahead, get a theory. Cognition, 3(3), 195-212.
8. Pine, K. J., & Messer, D. J. (1998). Group collaboration effects and the explicitness of children's knowledge. Cognitive Development, 13(1), 109-126.
9. Pine, K. J., & Messer, D. J. (1999). What children do and what children know: Looking beyond success using Karmiloff-Smith's RR framework. New Ideas in Psychology, 17, 17-30.
10. Pine, K. J., & Messer, D. J. (2000). The effects of explaining another's actions on children's implicit theories of balance. Cognition and Instruction, 18(1), 37-54.
11. Reber, A. S. (1967). Implicit learning of artificial grammars. Journal of Verbal Learning and Verbal Behaviour, 6, 317-327.
12. Siegler, R. S. (1976). Three aspects of cognitive development. Cognitive Psychology, 8, 481-520.