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    Children's behaviour and cognitions across different balance tasks

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    Authors
    Messer, David J.
    Pine, Karen J.
    Butler, Cathal
    Affiliation
    Open University
    University of Hertfordshire
    Issue Date
    2008-02
    Subjects
    balance
    context
    representations
    
    Metadata
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    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.
    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
    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
    ae974a485f413a2113503eed53cd6c53
    10.1016/j.learninstruc.2006.09.008
    Scopus Count
    Collections
    Learning Futures Research Centre

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