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International Journal of Behavioral Development
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Adolescents’ Implicit Theories of Physical Phenomena: A Matter of Gravity

Steven Pulos

University of Northern Colorado, USA

Individual differences in conceptions of physical phenomena are frequently seen in normal adolescents. The individual differences may be based on isolated conceptual entities or deeper implicit theories. This study investigated whether there is an implicit theory of gravity underlying adolescents’ performance on a local gravity task, Piaget’s Water Level Task, and their understanding of planetary gravity. These two tasks and three measures of intellectual ability were administered to 80 adolescents between the 6th and 9th grade. The two gravity concepts were highly correlated (r = .51, P .001) and the correlation could not be explained by a common relation with intellectual abilities. Furthermore, the pattern of correlation with abilities did not differ significantly for the two tasks. The results are consistent with a notion of a general implicit theory of gravity that may underlie quite divergent tasks.

International Journal of Behavioral Development, Vol. 20, No. 3, 493-507 (1997)
DOI: 10.1080/016502597385243
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[Abstract] [PDF]