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dc.contributor.authorMesser, David J.
dc.contributor.authorPine, Karen J.
dc.contributor.authorButler, Cathal
dc.date.accessioned2012-12-20T09:29:38Z
dc.date.available2012-12-20T09:29:38Z
dc.date.issued2008-02
dc.identifier.citationMesser , D J , Pine , K J & Butler , C 2008 , ' Children's behaviour and cognitions across different balance tasks ' , Learning and Instruction , vol. 18 , no. 1 , pp. 42-53 . https://doi.org/10.1016/j.learninstruc.2006.09.008
dc.identifier.issn0959-4752
dc.identifier.otherPURE: 526758
dc.identifier.otherPURE UUID: 7e2b31c7-8db0-4b2e-913b-8b2f3c917cb3
dc.identifier.otherWOS: 000254787900004
dc.identifier.otherScopus: 39749096592
dc.identifier.urihttp://hdl.handle.net/2299/9462
dc.description.abstractChildren's understanding of the way objects balance has provided important insights about cognitive development [e.g., Karmil-off-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. (c) 2006 Elsevier Ltd. All rights reserved.en
dc.format.extent12
dc.language.isoeng
dc.relation.ispartofLearning and Instruction
dc.subjectbalance
dc.subjectcontext
dc.subjectrepresentations
dc.subjectKNOWLEDGE
dc.subjectSCALE
dc.subjectIMPLICIT
dc.subjectGESTURES
dc.titleChildren's behaviour and cognitions across different balance tasksen
dc.contributor.institutionDepartment of Psychology
dc.contributor.institutionSchool of Life and Medical Sciences
dc.contributor.institutionHealth & Human Sciences Research Institute
dc.contributor.institutionPsychology
dc.contributor.institutionApplied and Practice-based Research
dc.description.statusPeer reviewed
dc.identifier.urlhttp://www.scopus.com/inward/record.url?scp=39749096592&partnerID=8YFLogxK
dc.relation.schoolSchool of Life and Medical Sciences
rioxxterms.versionVoR
rioxxterms.versionofrecordhttps://doi.org/10.1016/j.learninstruc.2006.09.008
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue
herts.rights.accesstypeclosedAccess


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