Abstract
Karmiloff‐Smith's model of representational redescription describes development proceeding from implicit to explicit knowledge. During part of this process, knowledge is said to be resistant to external influences. However, a study carried out by Messer, Joiner, Loveridge, Light & Littleton (1993) indicated that peer interaction can assist progress at this phase. The present 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 that the representational redescription model did not account for the behaviour of all the children. Additional behavioural levels were identified, indicating the need for modifications to the RR model.
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