2.50
Hdl Handle:
http://hdl.handle.net/10547/594594
Title:
Children's behaviour and cognitions across different balance tasks
Authors:
Messer, David J. ( 0000-0001-9332-1265 ) ; Pine, Karen J.; Butler, Cathal
Abstract:
Children's understanding of the way objects balance has provided important insights about cognitive development [e.g., Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press; Siegler, R. S. (1976). Three aspects of cognitive development. Cognitive Psychology, 8, 481–520]. We investigated the performance of 86 children aged between 5 and 7 years to see whether their cognitions about balance were consistent across different types of balance task. The children did not utilise the same cognitive processes across the different tasks; instead performance appeared to be influenced by perceptual and task characteristics. The findings emphasise that children's ability to access their knowledge varies with task demands and that theories about cognitive development need to take greater account of this variation.
Affiliation:
Open University; University of Hertfordshire
Citation:
Messer, D., Pine, K., Butler, C. (2008) 'Children's behaviour and cognitions across different balance tasks'. Learning and Instruction 18 (1):42
Publisher:
Elsevier
Journal:
Learning and Instruction
Issue Date:
Feb-2008
URI:
http://hdl.handle.net/10547/594594
DOI:
10.1016/j.learninstruc.2006.09.008
Additional Links:
http://linkinghub.elsevier.com/retrieve/pii/S095947520600079X
Type:
Article
Language:
en
ISSN:
0959-4752
Appears in Collections:
Learning Futures Research Centre

Full metadata record

DC FieldValue Language
dc.contributor.authorMesser, David J.en
dc.contributor.authorPine, Karen J.en
dc.contributor.authorButler, Cathalen
dc.date.accessioned2016-01-22T12:36:11Zen
dc.date.available2016-01-22T12:36:11Zen
dc.date.issued2008-02en
dc.identifier.citationMesser, D., Pine, K., Butler, C. (2008) 'Children's behaviour and cognitions across different balance tasks'. Learning and Instruction 18 (1):42en
dc.identifier.issn0959-4752en
dc.identifier.doi10.1016/j.learninstruc.2006.09.008en
dc.identifier.urihttp://hdl.handle.net/10547/594594en
dc.description.abstractChildren's understanding of the way objects balance has provided important insights about cognitive development [e.g., Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. Cambridge, MA: MIT Press; Siegler, R. S. (1976). Three aspects of cognitive development. Cognitive Psychology, 8, 481–520]. We investigated the performance of 86 children aged between 5 and 7 years to see whether their cognitions about balance were consistent across different types of balance task. The children did not utilise the same cognitive processes across the different tasks; instead performance appeared to be influenced by perceptual and task characteristics. The findings emphasise that children's ability to access their knowledge varies with task demands and that theories about cognitive development need to take greater account of this variation.en
dc.language.isoenen
dc.publisherElsevieren
dc.relation.urlhttp://linkinghub.elsevier.com/retrieve/pii/S095947520600079Xen
dc.rightsArchived with thanks to Learning and Instructionen
dc.subjectbalanceen
dc.subjectcontexten
dc.subjectrepresentationsen
dc.titleChildren's behaviour and cognitions across different balance tasksen
dc.typeArticleen
dc.contributor.departmentOpen Universityen
dc.contributor.departmentUniversity of Hertfordshireen
dc.identifier.journalLearning and Instructionen
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