Development Without Learning? |
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| Authors: | David Messer Sarah Norgate Richard Joiner Karen Littleton Paul Light |
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| Institution: | 1. University of Hertfordshire , UK;2. University of Warwick , UK;3. University of Leicester , UK;4. Open University , UK;5. University of Southampton , UK |
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| Abstract: | It is usually assumed that for cognitive development to occur, children need to receive feedback about the success of their endeavours. Such views are implicitly contained in the design of most educational programmes, especially those that are based on computer‐assisted learning. Two studies are reported which challenge these assumptions. The studies investigate Karmilojf‐Smith's ideas about the cognitive processes underlying the development of the ability to balance beams on a fulcrum. Karmiloff‐Smith suggests that at a certain and limited phase of development, children may largely ignore the information from feedback and development will occur due to internal cognitive reorganisation. Our findings provide some support for this view in that at this phase of development no difference was found between children who did and did not receive feedback about success. |
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