Cheung, Chi Ngai. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (leaves 243-250). / Abstracts in English and Chinese. / Chapter CHAPTER ONE: --- INTRODUCTION --- p.1 / Chapter 1.1 --- Overarching questions of the thesis --- p.4 / Chapter 1.2 --- Study One: The block-balancing experiment --- p.5 / Chapter 1.3 --- Study Two: The probability-estimation experiment --- p.9 / Chapter CHAPTER TWO: --- LITERATURE REVIEW --- p.13 / Chapter 2.1 --- Approaches for studying conceptual development --- p.13 / Chapter 2.1.1 --- Direction of development and its implications for the study of conceptual development --- p.17 / Chapter 2.1.1.1 --- Top-down: The Adaptive Control of Thought model (The ACT model) --- p.18 / Chapter 2.1.1.2 --- Bottom-up: The Representational Redescription model (The RR model) --- p.20 / Chapter 2.2 --- The Representational Redescription model --- p.23 / Chapter 2.2.1 --- Theoretical development of the RR model --- p.23 / Chapter 2.2.2 --- The RR model in Beyond Modularity --- p.24 / Chapter 2.2.2.1 --- The role of representational redescription in development: The physics domain --- p.26 / Chapter 2.2.2.2 --- The role of representational redescription in development: The domain of mathematics --- p.29 / Chapter 2.2.2.3 --- Important concept of the RR model: development beyond behaviour mastery --- p.31 / Chapter 2.2.3 --- Remarks on the RR model and the representational redescription process --- p.35 / Chapter 2.2.4 --- Remarks on the meaning of the top-down and bottom-up directions of development --- p.36 / Chapter 2.3 --- Empirical evidence related to the RR model in the linguistic domain --- p.38 / Chapter 2.3.1 --- Support for the explicit-implicit distinction --- p.38 / Chapter 2.3.2 --- Spelling development --- p.40 / Chapter 2.4 --- Empirical evidence related to the RR model in the field of strategy development --- p.43 / Chapter 2.4.1 --- Siegler´ةs research on strategy: behavioural changes precede insights --- p.43 / Chapter 2.4.2 --- Dixon´ةs research of the representational redescription process --- p.46 / Chapter 2.5 --- Empirical evidence related to the RR model in the physics domain: The block balancing problem --- p.52 / Chapter 2.5.1 --- The original experiment --- p.52 / Chapter 2.5.2 --- Later research --- p.55 / Chapter 2.6 --- The RR model and the conceptual development of probability --- p.71 / Chapter 2.6.1 --- Piaget´ةs theory of conceptual development of probability --- p.71 / Chapter 2.6.2 --- Coexistence of the higher level and lower level representations --- p.73 / Chapter 2.6.3 --- Direction of development: Bottom-up --- p.74 / Chapter 2.7 --- The RR model and the distinction of explicit-implicit memory --- p.77 / Chapter CHAPTER THREE: --- METHOD --- p.83 / Chapter 3.1 --- Study One: The block-balancing experiment --- p.83 / Chapter 3.1.1 --- Research questions --- p.85 / Chapter 3.1.2 --- Participants --- p.86 / Chapter 3.1.3 --- Materials --- p.87 / Chapter 3.1.4 --- Design and procedure --- p.90 / Chapter 3.1.5 --- Analysis --- p.94 / Chapter 3.1.5.1 --- Behavioural performance --- p.95 / Chapter 3.1.5.2 --- Performance that demonstrates explicit understanding --- p.99 / Chapter 3.1.5.3 --- Comparison of behavioural performance and performance that demonstrates explicit understanding --- p.104 / Chapter 3.2 --- Study Two: The probability-estimation experiment --- p.108 / Chapter 3.2.1 --- Research questions --- p.109 / Chapter 3.2.2 --- Participants --- p.111 / Chapter 3.2.3 --- Materials --- p.112 / Chapter 3.2.4 --- Design and procedure --- p.116 / Chapter 3.2.4.1 --- The pretest --- p.117 / Chapter 3.2.4.2 --- The training phase --- p.120 / Chapter 3.2.4.3 --- The posttest --- p.121 / Chapter 3.2.5 --- Analysis --- p.124 / Chapter 3.2.5.1 --- Behavioural performance --- p.124 / Chapter 3.2.5.2 --- Performance that demonstrates explicit understanding --- p.126 / Chapter 3.2.5.3 --- Comparison of behavioural performance and performance that demonstrates explicit understanding --- p.132 / Chapter 3.3 --- Notes about feedback in the two experiments --- p.133 / Chapter 3.4 --- The pilot study and amendments made after the pilot study --- p.134 / Chapter CHAPTER FOUR: --- RESULTS AND DISCUSSION OF STUDY ONE --- p.138 / Chapter 4.1 --- Outline --- p.138 / Chapter 4.1.1 --- Notes on the participant code --- p.139 / Chapter 4.2 --- Behavioural performance --- p.139 / Chapter 4.2.1 --- Success Score --- p.139 / Chapter 4.2.2 --- Initial Middle Placement Score --- p.141 / Chapter 4.2.3 --- Geometric Centre Area Placement Score (GCP Score) --- p.143 / Chapter 4.2.4 --- Comparison between the three behavioural measures --- p.145 / Chapter 4.2.5 --- Behavioural pattern --- p.147 / Chapter 4.2.5.1 --- Behavioural pattern of the geometric-centre theory (BGeo) --- p.147 / Chapter 4.2.5.2 --- Behavioural pattern reflecting the naive version of the law of torque (BTorque) --- p.149 / Chapter 4.3 --- Performance that demonstrates explicit understanding --- p.150 / Chapter 4.3.1 --- Prediction Task --- p.150 / Chapter 4.3.1.1 --- Comparing the Prediction Score with the Success Score --- p.154 / Chapter 4.3.2 --- Explanation types --- p.155 / Chapter 4.4 --- Comparison of behavioural performance and performance that demonstrates explicit understanding --- p.162 / Chapter 4.4.1 --- Geometric-centre theory --- p.162 / Chapter 4.4.1.1 --- Implicit geometric-centre theory and explicit geometric-centre theory --- p.163 / Chapter 4.4.1.2 --- Implicit geometric-centre theory: level-I or El? --- p.164 / Chapter 4.4.2 --- Development from top-down and bottom-up --- p.167 / Chapter 4.4.2.1 --- Relationship between success in balancing individual blocks and the correct explanation --- p.167 / Chapter 4.4.2.2 --- Relationship between the behavioural pattern that agrees with the naive version of the law of torque and the explicit verbalization of the naive version of the law of torque --- p.170 / Chapter 4.5 --- Summary --- p.172 / Chapter 4.5.1 --- List of important findings related to the RR model --- p.172 / Chapter 4.5.2 --- List of important findings related to the age-related development of the block-balancing task --- p.175 / Chapter 4.5.3 --- Responding to key research questions in a nutshell --- p.177 / Chapter CHAPTER FIVE: --- RESULTS AND DISCUSSION OF STUDY TWO --- p.178 / Chapter 5.1 --- Outline --- p.178 / Chapter 5.1.1 --- Notes on participants' background knowledge --- p.178 / Chapter 5.2 --- Behavioural performance --- p.179 / Chapter 5.2.1 --- Overall accuracy score --- p.179 / Chapter 5.2.2 --- Pretest and posttest score --- p.182 / Chapter 5.2.3 --- Behavioural adherence of the half rule --- p.186 / Chapter 5.3 --- Performance that demonstrates explicit understanding --- p.188 / Chapter 5.3.1 --- Verbal explanations --- p.188 / Chapter 5.3.1.1 --- Explanation type F (Division/Fraction) --- p.190 / Chapter 5.3.1.2 --- Explanation type H (Half rule) --- p.192 / Chapter 5.3.1.3 --- Explanation type P (Plus minus) --- p.195 / Chapter 5.3.1.4 --- Explanation type C (Comparison) --- p.200 / Chapter 5.3.1.5 --- Explanation type L (Last question) and I (Implicit) --- p.203 / Chapter 5.3.1.6 --- Explanation type O (Others ´ؤ Idiosyncratic) --- p.205 / Chapter 5.3.2 --- Responses to the general questions after the posttest --- p.205 / Chapter 5.3.3 --- Counter suggestions in the posttest --- p.209 / Chapter 5.4 --- Comparison of behavioural performance and the performance that demonstrated explicit understanding --- p.216 / Chapter 5.4.1 --- Accuracy score of explanation type I --- p.216 / Chapter 5.4.2 --- Changes in the pretest and posttest performance of the group of 4 to 5 year olds --- p.217 / Chapter 5.4.3 --- Comparing the behavioural adherence of half rule with the performance of explanation type H --- p.219 / Chapter 5.5 --- Summary --- p.221 / Chapter 5.5.1 --- List of important findings related to the RR model --- p.221 / Chapter 5.5.2 --- List of important findings related to the age-related development of the probability-estimation task --- p.223 / Chapter 5.5.3 --- Responding to key research questions in a nutshell --- p.225 / Chapter CHAPTER SIX: --- CONCLUSION --- p.226 / Chapter 6.1 --- Summary of findings in Experiments One and Two --- p.226 / Chapter 6.1.1 --- Performance difference that reflects the distinction between implicit and explicit representations --- p.226 / Chapter 6.1.2 --- Top-down or bottom-up learning --- p.230 / Chapter 6.1.3 --- Is there a U-shaped performance curve? --- p.231 / Chapter 6.1.4 --- Other findings --- p.232 / Chapter 6.1.5 --- Summary --- p.233 / Chapter 6.2 --- Implications --- p.234 / Chapter 6.3 --- Limitations --- p.238 / Chapter 6.4 --- Suggestions for further studies --- p.240 / REFERENCES --- p.243
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_326335 |
| Date | January 2008 |
| Contributors | Cheung, Chi Ngai., Chinese University of Hong Kong Graduate School. Division of Education. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, bibliography |
| Format | print, xiii, 250 leaves : ill. ; 30 cm. |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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