Children's behaviour and cognitions across different balance tasks

Learning and Instruction

Volumn 18, Issue 1, 2008, Pages 42-53

  Messer, David J ^a   Pine, Karen J ^b   Butler, Cathal ^b  

^a OPEN UNIVERSITY   (United Kingdom)

^b UNIVERSITY OF HERTFORDSHIRE   (United Kingdom)

Author keywords

Balance; Context; Representations

Indexed keywords

EID: 39749096592     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2006.09.008     Document Type: Article

References (34)

1. Baron-Cohen S., Leslie A.M., and Frith U. Does the autistic child have a "theory of mind". Cognition 21 (1985) 37-46
2. Chomsky N. Aspects of a theory of syntax (1965), MIT Press, Cambridge, MA
3. Claxton G. Education for the learning age: A sociocultural approach to learning to learn. In: Wells G., and Claxton G. (Eds). Learning for life in the 21st century (2002), Blackwell, Oxford, United Kingdom 21-33
4. Dienes Z., Broadbent D., and Berry D. Implicit and explicit knowledge bases in artificial grammar learning. Journal of Experimental Psychology: Learning, Memory, and Cognition 17 (1991) 875-887
5. Donaldson M. Children's minds (1984), Fontana, London
6. Ferretti R.P., and Butterfield E.C. Are children's rule-assessment classifications invariant across instances of problem types?. Child Development 57 (1986) 1419-1428
7. Gibson J.J. The senses considered as perceptual systems (1966), Houghton Mifflin, Boston
8. Goldin-Meadow S., and Singer M.A. From children's hands to adults' eats: gesture's role in the learning process. Developmental Psychology 39 (2003) 509-520
9. Halford G.S. Children's understanding: The development of mental models (1993), Erlbaum, Hillsdale, NJ
10. Halford G.S., Andrews G., Dalton C., Boag C., and Zielinski T. Young children's performance on the balance scale: the influence of relational complexity. Journal of Experimental Child Psychology 81 (2002) 417-445
11. Hardiman P.T., Pollatsek A., and Well A.D. Learning to understand the balance beam. Cognition and Instruction 3 (1986) 63-86
12. Inhelder B., and Piaget J. The growth of logical thinking from childhood to adolescence (1958), Norton, New York
13. Jansen B.R.J., and van der Maas H.L.J. The development of children's rule use on the balance scale task. Journal of Experimental Child Psychology 81 (2002) 383-416
14. Karmiloff-Smith A. Beyond modularity: A developmental perspective on cognitive science (1992), MIT Press, Cambridge, MA
15. Karmiloff-Smith A., and Inhelder B. If you want to get ahead, get a theory. Cognition 3 (1974) 195-212
16. Klahr D., and Siegler R.S. The representation of children's knowledge. In: Reese H.W., and Lipsitt L. (Eds). Advances in child development Vol. 12 (1978), Academic, New York 62-109
17. Kliman M. Children's learning about the balance scale. Instructional Science 15 (1987) 307-340
18. Messer D., and Pine K. Is collaborative learning influenced by children's representations. In: Joiner R., Littleton K., Faulkner D., and Miell D. (Eds). Rethinking collaborative learning (2000), Free Association Press, London 19-34
19. Piaget J. The child's conception of number (1965), Norton, New York
20. Pine K.J., Lufkin N., and Messer D. More gestures than answers: Children learning about balance. Developmental Psychology 40 6 (2004) 1059-1067
21. Pine K., and Messer D. The teachability of children with naive theories. British Journal of Educational Psychology 69 (1999) 201-211
22. Pine K., and Messer D.J. The effects of explaining another's actions on children's implicit theories of balance. Cognition and Instruction 18 (2000) 37-54
23. Pine K., and Messer D. The development of representations as children learn about balancing. British Journal of Developmental Psychology 21 (2003) 285-301
24. Reber A.S. Implicit learning and tacit knowledge. Journal of Experimental Psychology: General 118 (1989) 219-235
25. Siegler R.S. Three aspects of cognitive development. Cognitive Psychology 8 (1976) 481-520
26. Siegler R.S. The origins of scientific reasoning. In: Siegler R.S. (Ed). Children's thinking: What develops? (1978), Erlbaum, Hillsdale, NJ 109-149
27. Siegler R.S. Encoding and the development of problem solving. In: Chapman S., Segal S., and Glaser R. (Eds). Thinking and learning skills Vol. 2 (1985), Erlbaum, Hillsdale, NJ 161-185
28. Siegler, R. S. (1986). Children's Thinking. Englewood-Cliffs, NJ: Prentice-Hall International.
29. Siegler R.S. A grand theory of development. Monographs of the Society for Research in Child Development 61 1-2 (1996) 266-275
30. Siegler R.S., and Chen Z. Developmental differences in rule learning: a microgenetic analysis. Cognitive Psychology 36 (1998) 273-310
31. Siegler R.S., and Chen Z. Development of rules and strategies: Balancing the old and the new. Journal of Experimental Child Psychology 81 (2002) 446-457
32. Simon H.A., and Hayes J.R. The understanding process: problem isomorphs. Cognitive Psychology 8 (1976) 165-190
33. Wertsch J.V., Del Rio P., and Alvarez A. Sociocultural Studies of Mind (1995), Cambridge University Press, Cambridge, UK
34. Wilkening F., and Anderson N.H. Comparison of two rule-assessment methodologies for studying cognitive development and knowledge structure. Psychological Bulletin 92 (1982) 215-237