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Implicit Understanding (implicit + understanding)
Selected AbstractsDoesn't see, doesn't know: is anticipatory looking really related to understanding or belief?DEVELOPMENTAL SCIENCE, Issue 1 2001Wendy A. Garnham Clements and Perner (Cognitive Development, 9 (1994), 377,397) reported that children show understanding of a story character's belief in their anticipatory looking responses before they show this in their answers to test questions. According to Clements and Perner the anticipatory looking responses provide evidence of implicit understanding of belief. This paper examines the possibility that the anticipatory looking measure is indicative of (a) children using a seeing = knowing rule, i.e. children linking not seeing with ignorance rather than a sensitivity to belief, or (b) a tendency to associate the protagonist with the left-hand container. Thirty-two children aged between 2 years 11 months and 4 years were told a false belief story similar to that used in Clements and Perner (1994) except that three containers were used instead of two. The protagonist first looks inside the middle box but then puts the object in the left-hand box. In his absence, a second character moves the object unexpectedly to the right-hand box. If children's anticipatory looking was based on sensitivity to belief then they should have looked clearly to the left-hand box. If it was based on an association bias or sensitivity to the character not knowing then they should have looked equally to the left-hand and middle boxes. The results were consistent with the former prediction suggesting that children's anticipatory looking responses may indeed be governed by an implicit sensitivity to belief. [source] Children's understanding of advertising: an investigation using verbal and pictorially cued methodsINFANT AND CHILD DEVELOPMENT, Issue 6 2007Laura Owen Abstract Conflicting results on children's understanding of advertising may stem from differences in research methods. Most studies are conducted using interviewing techniques, employing only verbal questioning. In the present study, 136 children of two age groups (7 and 10 years) were first asked what advertising was for and, after responding, shown depictions of possible reasons. The results indicate that although older children are more likely than younger ones to understand that advertising seeks to promote selling, pictorial cues allow a much larger proportion of all children to indicate their understanding than verbal questioning does on its own, with younger children especially showing improvement. Thus, seven-year-olds seem to have an implicit understanding of the persuasive intent of advertising that they are unable to articulate in response to investigators' questions. Multiple methods appear to offer a means of evaluating the level of sophistication in children' understanding of advertising. Copyright © 2007 John Wiley & Sons, Ltd. [source] Task knowledge overlap and knowledge variety: the role of advice network structures and impact on group effectivenessJOURNAL OF ORGANIZATIONAL BEHAVIOR, Issue 5 2008Sze-Sze Wong Drawing from the structural perspective of social capital theory, this research investigates how internal and external advice network structures influence knowledge overlap and variety and, how these knowledge dimensions in turn influence group effectiveness. Findings from two studies on knowledge-intensive groups indicate that different advice network structures are associated with knowledge overlap and knowledge variety, and only knowledge variety was significantly associated with group effectiveness. In addition, despite implicit understanding that advice networks aid performance through enhancing knowledge outcomes, only knowledge variety was found to mediate the relationship between external network and group effectiveness. Implications for theory and practice are discussed. Copyright © 2007 John Wiley & Sons, Ltd. [source] Integrating ICT in the classroom: a case study of two contrasting lessonsBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 5 2003Terry Goodison A detailed analysis of two contrasting primary school lessons, where ICT plays a dominant role, reveals how it is the teacher's implicit understanding of the principles of teaching and learning for understanding which determines whether the pedagogical potential of the technology is fully realised and the desired lesson outcomes achieved. [source] The social and discursive construction of computing skillsJOURNAL OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE AND TECHNOLOGY, Issue 1 2005Sanna Talja In this article a social constructionist approach to information technology (IT) literacy is introduced. This approach contributes to the literature on IT literacy by introducing the concept of IT self as a description of the momentary, context-dependent, and multilayered nature of interpretations of IT competencies. In the research literature, IT literacy is often defined as sets of basic skills to be learned, and competencies to be demonstrated. In line with this approach, research on IT competencies conventionally develops models for explaining user acceptance, and for measuring computer-related attitudes and skills. The assumption is that computer-related attitudes and self-efficacy impact IT adoption and success in computer use. Computer self-efficacy measures are, however, often based on self-assessments that measure interpretations of skills rather than performance in practice. An analysis of empirical interview data in which academic researchers discuss their relationships with computers and IT competence shows how a self-assessment such as "computer anxiety" presented in one discussion context can in another discussion context be consigned to the past in favor of a different and more positive version. Here it is argued that descriptions of IT competencies and computer-related attitudes are dialogic social constructs and closely tied with more general implicit understandings of the nature of technical artifacts and technical knowledge. These implicit theories and assumptions are rarely taken under scrutiny in discussions of IT literacy yet they have profound implications for the aims and methods in teaching computer skills. [source] | ||||||||||