Abstract. Theory-testing can only inform scientific inquiry when the prediction of test outcome is based upon the current theory (theory-prediction consistency). This investigation explores children's theory-prediction consistency in a computer-mediated task in which multiple opportunities were provided to predict outcomes and review theories. An initial correlation study revealed that theory-prediction consistency was associated with children's success when attempting to identify causation. The second study investigated the effect of goal and a simple intervention upon children's theory-prediction consistency. The type of goal appeared to have no effect but the intervention, which encouraged the children to use their theory to make predictions, significantly improved their ability to identify cause. Interestingly, it also improved other aspects of their performance -such as encouraging more reflection upon the outcomes of tests. The results imply that poor theory-prediction consistency may be related to difficulties in identifying the type of problem being presented.

School spaces differ regionally and internationally, and this difference can be seen in television programmes featuring high schools. As television must always create its spaces and places on the screen, what, then, is the significance of the varying emphases as well as the commonalities constructed in televisual high school settings in UK, US, and Japanese television shows? This master's thesis considers how fictional televisual high schools both contest and construct national identity. In order to do this, it posits the existence of the televisual school story, a descendant of the literary school story. It then compares the formal and narrative ways in which Glee (2009)(2010)(2011)(2012)(2013)(2014)(2015), Hex (2004Hex ( -2005, and Ouran koukou hosutobu (2006) deploy space and place to create identity on the screen. In particular, it examines how heteronormativity and gender roles affect the abilities of characters to move through spaces, across boundaries, and gain secure places of their own.iii