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Related Concept Videos

Piaget's Stage 1 of Cognitive Development01:14

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.
Exploration...
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...
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...
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.
Abstract Reasoning and Hypothetical-Deductive Thinking
Unlike the concrete operational...
Naturalistic Observations02:30

Naturalistic Observations

If you want to understand how behavior occurs, one of the best ways to gain information is to simply observe the behavior in its natural context. However, people might change their behavior in unexpected ways if they know they are being observed. How do researchers obtain accurate information when people tend to hide their natural behavior? As an example, imagine that your professor asks everyone in your class to raise their hand if they always wash their hands after using the restroom. Chances...
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...

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Updated: Jun 5, 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

Preschoolers search for hidden objects.

Jeffrey M Haddad1, Yuping Chen, Rachel Keen

  • 1Life-Span Development Laboratory, Department of Health and Kinesiology, Purdue University, West Lafayette, IN 47907, USA. jmhaddad@purdue.edu

Journal of Experimental Child Psychology
|January 18, 2011
PubMed
Summary
This summary is machine-generated.

Three-year-olds prioritize spatio-temporal cues (object movement) over contact-mechanical cues (object interaction) when searching for hidden objects. This demonstrates young children

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Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
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Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

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Last Updated: Jun 5, 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

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Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
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Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

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Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
10:11

Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Perception and Action

Background:

  • Children's object search strategies are crucial for understanding cognitive development.
  • The interplay between different sensory cues (spatio-temporal vs. contact-mechanical) in object search is not fully understood.
  • Investigating cue integration helps elucidate mechanisms of early cognitive processing.

Purpose of the Study:

  • To determine if young children prioritize spatio-temporal information or contact-mechanical information when searching for hidden objects.
  • To examine cue conflict resolution in children's object search behavior.
  • To assess the sophistication of cue validity sensitivity in 3-year-olds.

Main Methods:

  • A controlled experiment was designed presenting conflicting spatio-temporal and contact-mechanical cues during a hidden object search task.
  • Participants were 3-year-old children.
  • Search behavior and eye-tracking data were collected to analyze cue utilization and attention.

Main Results:

  • Children exclusively utilized the valid spatio-temporal cue (object motion).
  • Children appeared to ignore the conflicting, invalid contact-mechanical cue (object interaction).
  • Eye-tracking data corroborated search behavior, indicating sophisticated cue validity assessment.

Conclusions:

  • Three-year-olds demonstrate a sophisticated ability to prioritize valid spatio-temporal cues over conflicting contact-mechanical cues.
  • This suggests early development of selective attention and cue integration based on predictive validity.
  • Findings contribute to understanding the development of causal reasoning and object permanence.