The effects of re-representation on future performance

The present study examined Karmiloff-Smith's (1984) model of the way in which higher levels of awareness develop. In particular, this study extended her model and examined the effects of externally-induced re-representations of an already successfully completed action on future performance. The modalities of representation in this study were drawing and verbalization. Thirty-one children between six and eight years participated. These children were asked to build a bridge to a mountain. Following its completion, one group drew and verbalized their bridge-building process, another group only pictorally represented the task, and the control group did not re-represent the task at all. The children were then asked to build another bridge, improving it if they could.; Children who re-represented their initial bridge-building, unlike those who did not, changed the number of strategy attempts in the second building. The group who both drew and verbalized increased the number of strategy changes in the second bridge-building process whereas the group who only drew their first bridges decreased the number of strategy changes. While the process of bridge-building was affected by the representation interventions, this did not manifest in change in the final product. Finally, the findings indicated that the level of competency in drawing or verbalization skill did not influence changes over time.; These findings give some support for the possibility of externally stimulating higher levels of awareness in children. While externally-induced re-representations may not have immediate impact upon end-product change, task process change may be understood as a precursor for more substantial developments. Further study of the interface between these micro-changes and macro-developmental changes is necessary. These findings have implications for both cognitive developmental theory as well as more practical educational practice.