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Related Concept Videos

Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
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Piaget's Stage 1 of Cognitive Development

The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
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Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

During Piaget's concrete operational stage, from ages 7 to 11, children exhibit a marked increase in logical thinking skills, specifically in relation to tangible, real-world events. This stage is characterized by the development of several essential cognitive concepts, including conservation, reversibility, and classification, all of which support the child's evolving capacity for structured thought.
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Language Development01:22

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Piaget's Stage 4 of Cognitive Development01:19

Piaget's Stage 4 of Cognitive Development

The formal operational stage, as described in Piaget's cognitive development theory, begins around age 11 and extends into adulthood. It marks the emergence of advanced cognitive abilities that differentiate adolescent and adult thinking from those of younger children. This stage is characterized by abstract reasoning, hypothetical-deductive reasoning, and a more complex understanding of self and others.
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The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to exist...

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Related Experiment Video

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Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm
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Exploring Infant Sensitivity to Visual Language using Eye Tracking and the Preferential Looking Paradigm

Published on: May 15, 2019

Preference for impossible figures in 4-month-olds.

Sarah M Shuwairi1

  • 1Department of Psychology, Lehman College, City University of New York, Bronx, NY 10468, USA. sarah.shuwairi@lehman.cuny.edu

Journal of Experimental Child Psychology
|November 29, 2008
PubMed
Summary
This summary is machine-generated.

Infants can perceive three-dimensional (3D) shapes from 2D images, even when local visual cues are removed. This suggests early development of integrating visual information for 3D shape perception.

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Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
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Published on: December 14, 2012

Area of Science:

  • Developmental Psychology
  • Visual Perception
  • Cognitive Science

Background:

  • Infants' ability to perceive three-dimensional (3D) structure from two-dimensional (2D) images is crucial for understanding their visual development.
  • Previous studies indicated 4-month-old infants could differentiate possible from impossible cubes, but the reliance on local versus global cues remained unclear.

Purpose of the Study:

  • To investigate whether infants utilize global pictorial cues, beyond local features, to infer 3D structure.
  • To determine if infants' perception of 3D shape develops earlier than previously suggested by reaching tasks.

Main Methods:

  • Infants were presented with 2D images of possible and impossible cubes.
  • Local cues, such as exterior binding contours, were deleted from the cube images to isolate global cue perception.

Main Results:

  • Infants successfully discriminated between possible and impossible cubes despite the removal of local cues.
  • Longer infant looking times correlated with the ability to perceive global properties of the 3D shapes.

Conclusions:

  • Infants demonstrate sensitivity to global properties in 2D images, enabling 3D structure inference.
  • The capacity to integrate pictorial information for 3D shape perception appears to develop earlier than previously established.