Understanding Conceptual Development Along the Implicit–Explicit Dimension: Looking Through the Lens of the Representational Redescription Model

• Autores: Chi-Ngai Cheung, Wan-Chi Wong
• Localización: Child development, ISSN 0009-3920, Vol. 82, Nº. 6, 2011, págs. 2037-2052
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • 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.