Children's behaviour and cognitions across different balance tasks

Messer, David J.; Pine, Karen J. and Butler, Cathal (2008). Children's behaviour and cognitions across different balance tasks. Learning and Instruction, 18(1) pp. 42–53.

DOI: https://doi.org/10.1016/j.learninstruc.2006.09.008

Abstract

Children’s understanding of the way objects balance has provided important insights about cognitive development (e.g. Siegler, 1976; Karmiloff-Smith, 1992). 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 different tasks, instead performance appeared to be influenced by perceptual characteristics and task demands. 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.

Viewing alternatives

Metrics

Item Actions

Export

You can export this page using these formats Digital Object Identifier - DOI

About

• Item ORO ID
• 6365
• Item Type
• Journal Item
• ISSN
• 0959-4752
• Keywords
• Children; cogition; representations; implicit; explicit; rule use; context; balance beam
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS)
• Research Group
• Centre for Research in Education and Educational Technology (CREET)
• Depositing User
• David Messer