An investigation into Karmiloff-Smith's RR model: The effects of structured tuition

Karmiloff-Smith's model of representational redescription describes develop ment proceeding from implicit to explicit knowledge. During part of this pr ocess, knowledge is said to be resistant to external influences. However, a study carried out by Messer, Joiner, Loveridge, Light & Littleton (1993) i ndicated that peer interaction can assist progress at this phase. The prese nt study investigates whether cognitive development can also be assisted by adult interventions. The interventions involved structured tuition within a participative framework, in relation to the task of balancing a beam on a fulcrum. The study confirmed that knowledge introduced in this way assists children at all levels. it was also found chat the representational redesc ription model did not account for the behaviour of all the children. Additi onal behavioural levels were identified, indicating the need for modificati ons to the RR model.