Abstract:

The article introduces children’s knowledge systems of naïve motion theory from two parts: one is the explicit knowledge which can be verbally and consciously accessible in daily life, another is the implicit motor knowledge which children can access by dealing with moving objects. In addition, the article sets forth that the implicit perceptual knowledge and the explicit conceptual knowledge are of little or no cross-talk. There are dissociation of implicit motor knowledge and explicit conceptual knowledge. Dynamic imagery may become an important bridge between motor knowledge and conceptual knowledge. Yet it remains controversial whether the false beliefs are highly task specific and what the relation of the two implicit knowledge system is, etc

Key words: naï, ve theory, explicit conceptual knowledge, impetus beliefs, representational momentum, implicit motor knowledge