Journal article
Implicit and explicit knowledge of linear and exponential growth in 5-and 9-year-olds



Publication Details
Authors:
Ebersbach, M.; Resing, W.
Publication year:
2008
Journal:
Journal of Cognition and Development
Pages range:
286–309
Volume number:
9
ISSN:
1524-8372

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)


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


Authors/Editors

Last updated on 2019-10-10 at 10:38