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ERIC Number: EJ946729
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0009-3920
Understanding Conceptual Development along the Implicit-Explicit Dimension: Looking through the Lens of the Representational Redescription Model
Cheung, Chi-Ngai; Wong, Wan-Chi
Child Development, v82 n6 p2037-2052 Nov-Dec 2011
This study examined conceptual changes in children in the dimension of explicitness through the lens of the representational redescription model (A. Karmiloff-Smith, 1986, 1992). The 4- to 9-year-old participants (N = 24) had to balance blocks on a narrow support in one task and predict whether the blocks could be balanced in another task. In addition to the application of a microgenetic approach, various new methods were introduced to capture fine-grained changes in explicitness. Explicit understanding and behavioral performance were assessed separately with different measures. By using an adapted prediction task in a new way, evidence supporting the existence of an intermediate level of explicitness (Level E1) was found. The results also supported the existence of implicit-to-explicit development. The findings imply that the development of conceptual explicitness deserves further investigation.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A