TY - JOUR
T1 - An investigation into Karmilov-Smith's RR model
T2 - the effects of structured tuition
AU - Peters, L.
AU - Davey, N.
AU - Messer, D.J.
AU - Smith, Pamela
N1 - Original article can be found at: http://onlinelibrary.wiley.com/ [Full text of this article is not available in the UHRA]
PY - 1999
Y1 - 1999
N2 - Karmiloff-Smith's model of representational redescription describes development proceeding from implicit to explicit knowledge. During part of this process, knowledge is said to be resistant to external influences. However, a study carried out by Messer, Joiner, Loveridge, Light & Littleton (1993) indicated that peer interaction can assist progress at this phase. The present study investigates whether cognitive development can also be assisted by adult interventions. The interventions involved structured tuition within a participative framework, in relation to the task of balancing a beam on a fulcrum. The study confirmed that knowledge introduced in this way assists children at all levels. It was also found that the representational redescription model did not account for the behaviour of all the children. Additional behavioural levels were identified, indicating the need for modifications to the RR model.
AB - Karmiloff-Smith's model of representational redescription describes development proceeding from implicit to explicit knowledge. During part of this process, knowledge is said to be resistant to external influences. However, a study carried out by Messer, Joiner, Loveridge, Light & Littleton (1993) indicated that peer interaction can assist progress at this phase. The present study investigates whether cognitive development can also be assisted by adult interventions. The interventions involved structured tuition within a participative framework, in relation to the task of balancing a beam on a fulcrum. The study confirmed that knowledge introduced in this way assists children at all levels. It was also found that the representational redescription model did not account for the behaviour of all the children. Additional behavioural levels were identified, indicating the need for modifications to the RR model.
U2 - 10.1348/026151099165276
DO - 10.1348/026151099165276
M3 - Article
SN - 0261-510X
VL - 17
SP - 277
EP - 292
JO - British Journal of Developmental Psychology
JF - British Journal of Developmental Psychology
IS - 2
ER -