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Browsing by Author "Pine, K J"
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Children's learning from contrast modelling
Pine, K J; Messer, D J; St John, K (2002)This study investigates the effectiveness of immediately modelling the correct solution to a task on which children were making errors. The technique is based on proposals by Saxton (1997) who, in his contrast theory of ... -
The effect of explaining another's actions on children's implicit theories of balance
Pine, K J; Messer, D J (2000)Children and adults often hold naive intuitive theories about how the physical world around them works, and their misconceptions can be difficult to change. Self-explanations have been found to be effective in producing ... -
The effects of single and dual representations on children's gesture production
Thurnham, A J; Pine, K J (2006)Investigations that focus on children's hand gestures often conclude that gesture production arises as a result of having multiple representations. To date, the predictive validity of this notion has not been tested. In ... -
Group collaboration effects and the explicitness of children's knowledge
Pine, K J; Messer, D J (1998)In a recent model of cognitive development, Karmiloff-Smith (1992) alerts us to levels of cognitive development at which children's understanding of a problem can be implicit, or can be particularly resistant to input and ... -
The teachability of children with naive theories: An exploration of the effects of two teaching methods
Pine, K J; Messer, D J; Godfrey, K (1999-06)Background. The Representational Redescription model of cognitive development (Karmiloff-Smith, 1992) identified a level when a child's representation of a task may be incorrect but difficult to access or change. On the ...