Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

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.
Conservation and Constancy of Quantity
A significant cognitive milestone in the concrete...
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
Retrieval01:12

Retrieval

Retrieval is the process of getting information out of memory storage and back into conscious awareness. This ability is essential for daily tasks like brushing hair and teeth, driving to work, and performing job duties. Retrieval occurs in three ways: recall, recognition, and relearning.
Recall involves accessing information without cues, such as during an essay test, where individuals must retrieve facts and concepts from memory unaided. Another example is remembering the name of a colleague...
Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are themselves.

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Do congruent gestures on touchscreens enhance young children's word learning?

The British journal of educational psychology·2026
Same author

Are childhood cultures legitimately special?

The Behavioral and brain sciences·2026
Same author

Peeking ahead in space and time.

The Behavioral and brain sciences·2026
Same author

Corrigendum to "building a bridge across the imitation-innovation divide: Children's weighing of cultural and instrumental competence" [Acta Psychologica 264 (2026) 106569].

Acta psychologica·2026
Same author

Developmental origins of ordered memory recall tendencies.

Child development·2026
Same author

Building a bridge across the imitation-innovation divide: Children's weighing of cultural and instrumental competence.

Acta psychologica·2026

Related Experiment Video

Updated: Jun 6, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Children's capacity to remember a novel problem and to secure its future solution.

Thomas Suddendorf1, Mark Nielsen, Rebecca von Gehlen

  • 1School of Psychology, University of Queensland, Brisbane, QLD 4072, Australia. t.suddendorf@psy.uq.edu.au

Developmental Science
|December 17, 2010
PubMed
Summary

Four-year-old children demonstrate foresight by remembering and retrieving solutions to novel problems. This developmental milestone in predictive ability emerges by age four, enabling future planning.

More Related Videos

The Use of the Puzzle Box as a Means of Assessing the Efficacy of Environmental Enrichment
06:50

The Use of the Puzzle Box as a Means of Assessing the Efficacy of Environmental Enrichment

Published on: December 29, 2014

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Related Experiment Videos

Last Updated: Jun 6, 2026

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

The Use of the Puzzle Box as a Means of Assessing the Efficacy of Environmental Enrichment
06:50

The Use of the Puzzle Box as a Means of Assessing the Efficacy of Environmental Enrichment

Published on: December 29, 2014

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Human Cognition

Background:

  • Foresight is crucial for human success, yet its developmental trajectory is poorly understood.
  • Early childhood development of predictive abilities remains a key research question.

Purpose of the Study:

  • To investigate the development of foresight in young children.
  • To determine the age at which children can anticipate future needs based on past problems.

Main Methods:

  • Three experiments were conducted with 170 children aged 3 and 4 years.
  • Children encountered novel puzzles and later had opportunities to retrieve solutions.
  • Control conditions examined temporal vs. spatial displacement effects.

Main Results:

  • Four-year-olds, but not three-year-olds, successfully retrieved puzzle solutions above chance levels.
  • Performance differences were linked to temporal displacement, not spatial separation.
  • Similar patterns observed in a food-selection task for a puppet.

Conclusions:

  • By age four, children can retain information about novel problems to anticipate future needs.
  • This indicates an emerging capacity for foresight and future-oriented planning in early childhood.
  • Temporal memory plays a critical role in the development of foresight.