Citation

Lee K, Chen L. J. Genet. Psychol. 1996; 157(3): 361-375.

Affiliation

Department of Psychology, Queen's University, Ontario, Canada.

Copyright

(Copyright © 1996, Informa - Taylor and Francis Group)

DOI

unavailable

PMID

8756897

Abstract

The development of children's metacognitive knowledge of walking was investigated. Sixty elementary school children (30 boys and 30 girls), 9, 11, and 13 years of age, viewed a video presentation of an adult performing normal walking and six different forms of partial walking (varying in terms of the presence or absence of four essential features of normal walking: arm swing, leg swing, arm-leg coordination, and distance traveled). Then the children were asked to rate the partial walking. A repeated measures ANOVA revealed that children of all these ages appreciated the differences between normal walking and partial walking. As age increased, the degree of importance of the four features became more differentiated. By 13 years of age, the children considered leg swing to be the most important feature of walking, arm swing the second, arm-leg coordination the third, and distance traveled the least important feature.

Language: en