ISSN : 1229-0718
The Representational Redescription model proposed by Karmiloff-Smith describes a process through which children elaborate their knowledge from unconscious and implicit levels to conscious explicit levels. The model also assumes that children in explicit levels are able to express their own representation of knowledge verbally. This study was to investigate how a verbalization training influences children's development of representational redescription. This study, 222 children aged from 5 to 7 years, who failed to explain their strategies of their solution in the balance task, were recruited. Children were divided into the experimental group and the control groups. A group of verbalization training was administered to a session using a 12 beam task. Compared to control groups, children in the training group showed more advanced levels of representation than their previous levels in a pretest. In particular, the effects of verbalization were salient in younger children. The results were interpreted as that verbalization is likely to facilitate children's reorganization of implicit knowledge, and eventually, to transfer the implicit knowledge toward explicit forms. Further research needs to pay more attention to the educational application of learning processes based on representational redescription.
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