Show simple item record

dc.contributor.authorPine, K J
dc.contributor.authorMesser, D J
dc.identifier.citationPine , K J & Messer , D J 2000 , ' The effect of explaining another's actions on children's implicit theories of balance ' , Cognition and Instruction , vol. 18 , no. 1 , pp. 35-51 .
dc.identifier.otherPURE: 527873
dc.identifier.otherPURE UUID: def2185a-6287-4557-aa23-8b20463ac122
dc.identifier.otherWOS: 000087374700002
dc.identifier.otherScopus: 0002961741
dc.description.abstractChildren 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 better understanding of science (Chi, de Leeuw, Chiu, & LaVancher, 1994), and explaining another person's reasoning can also bring about cognitive change (Siegler, 1995). This study deals with one domain of physics-balance-and investigates the effects of 2 interventions on children who had either a procedure for balancing but could not explain it or had a naive theory. We pretested 140 children, ages 5 to 9 years, to assess their ability on a balance beam task and their knowledge about the principles of balance. These children were classified according to levels of representation derived from Karmiloff-Smith's (1992) Representational Redescription model. In this sample, 104 children could not explain the principles of balance or possessed a naive theory that all things had to balance in the center. These children were allocated to I of 2 intervention conditions. Approximately half of the children watched the experimenter model the correct solution to the balance task; the rest observed the model and were also encouraged to produce verbal explanations of what they saw. At posttest, a significantly higher number of children from the latter condition had improved their understanding of balance. The positive effects of interpersonal explanation are discussed in relation to Karmiloff-Smith's model of children's development, and the implications for teaching are highlighted.en
dc.relation.ispartofCognition and Instruction
dc.titleThe effect of explaining another's actions on children's implicit theories of balanceen
dc.contributor.institutionDepartment of Psychology
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.description.statusPeer reviewed
rioxxterms.typeJournal Article/Review

Files in this item


There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record