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ERIC Number: EJ810812
Record Type: Journal
Publication Date: 2008-Jul
Pages: 24
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-1524-8372
Implicit and Explicit Knowledge of Linear and Exponential Growth in 5- and 9-Year-Olds
Ebersbach, Mirjam; Resing, Wilma C. M.
Journal of Cognition and Development, v9 n3 p286-309 Jul 2008
The present study examined children's implicit and explicit knowledge of linear and non-linear processes. Five- and nine-year-olds (N = 60) were asked to forecast linear and exponential growth by providing the corresponding number of beads. Implicit knowledge was assessed via the magnitudes of the forecasts; explicit knowledge was investigated through children's verbal explanations of the growth process. Five year olds demonstrated a primary understanding of both linearity and nonlinearity. These concepts were more stable and more advanced in 9 year olds. Although implicit and explicit knowledge were significantly correlated, results suggested that implicit knowledge develops prior to explicit knowledge in this domain. Furthermore, knowledge of linearity emerged earlier than knowledge of nonlinearity. (Contains 3 tables, 2 figures and 2 footnotes.)
Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A