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ERIC Number: EJ608630
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0737-0008
The Effect of Explaining Another's Actions on Children's Implicit Theories of Balance.
Pine, Karen J.; Messer, David J.
Cognition and Instruction, v18 n1 p35-51 2000
Investigated effects of two instructional interventions on 5- to 9-year-olds who could perform a balance beam task but either could not explain the principle or had naive theories. Found that more students who had observed the experimenter model and were then encouraged to explain what they saw improved performance over the pretest than students who only observed the model. (Author/KB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A