Aufsatz in einer Fachzeitschrift
Implicit and explicit knowledge of linear and exponential growth in 5-and 9-year-olds



Details zur Publikation
Autor(inn)en:
Ebersbach, M.; Resing, W.
Publikationsjahr:
2008
Zeitschrift:
Journal of Cognition and Development
Seitenbereich:
286–309
Jahrgang/Band:
9
ISSN:
1524-8372

Zusammenfassung, Abstract
The present study examined children's implicit and explicit knowledge of linear and non-linear processes. Five- and nine-year-olds (N = 60) were asked to forecast linear and exponential growth by providing the corresponding number of beads. Implicit knowledge was assessed via the magnitudes of the forecasts; explicit knowledge was investigated through children's verbal explanations of the growth process. Five year olds demonstrated a primary understanding of both linearity and nonlinearity. These concepts were more stable and more advanced in 9 year olds. Although implicit and explicit knowledge were significantly correlated, results suggested that implicit knowledge develops prior to explicit knowledge in this domain. Furthermore, knowledge of linearity emerged earlier than knowledge of nonlinearity. (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract)


Schlagwörter
age, Age Differences, Childhood Development, Cognitive Development, explicit knowledge, exponential growth, implicit knowledge, linear growth


Autor(inn)en / Herausgeber(innen)

Zuletzt aktualisiert 2019-10-10 um 10:38