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

Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
Observational Learning01:12

Observational Learning

Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning because...
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 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...
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...
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...

You might also read

Related Articles

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

Sort by
Same author

Barriers to successful reentry: How mental health shapes the path forward.

International journal of law and psychiatry·2026
Same author

Theta burst stimulation prior to stress exposure alters amplitude of low-frequency fluctuations.

Biological psychology·2026
Same author

Design and evaluation of a systematic finger-based intervention for early numeracy in 5- to 6-year-olds.

Scientific reports·2026
Same author

[Why you should not drive home in the evening with a young man on a motorbike at the weekend in summer-Traffic epidemiology with the TraumaRegister DGU® : German Congress for Orthopedics and Trauma Surgery Science Slam 2025].

Unfallchirurgie (Heidelberg, Germany)·2026
Same author

Impact of osteoporosis pharmacotherapy and vitamin d supplementation on fracture morphology and treatment of pelvic fragility fractures: a retrospective cohort study of 1493 patients from the German Pelvic Trauma Registry.

Archives of osteoporosis·2026
Same author

The role of verbal working memory load on number order processing: Evidence from an articulatory suppression paradigm.

Acta psychologica·2026

Related Experiment Video

Updated: May 20, 2026

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Published on: June 1, 2015

Learning and development of embodied numerosity.

Korbinian Moeller1, Ursula Fischer, Tanja Link

  • 1Knowledge Media Research Center, Schleichstrasse 6, 72076, Tuebingen, Germany.

Cognitive Processing
|July 19, 2012
PubMed
Summary
This summary is machine-generated.

Embodied numerosity, or finger-based number representations, are automatically activated and improve numerical training. This concept extends beyond fingers to other bodily-sensory experiences, enhancing number processing.

More Related Videos

Creating Objects and Object Categories for Studying Perception and Perceptual Learning
14:38

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

Using Virtual Reality to Transfer Motor Skill Knowledge from One Hand to Another
05:12

Using Virtual Reality to Transfer Motor Skill Knowledge from One Hand to Another

Published on: September 18, 2017

Related Experiment Videos

Last Updated: May 20, 2026

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task

Published on: June 1, 2015

Creating Objects and Object Categories for Studying Perception and Perceptual Learning
14:38

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

Using Virtual Reality to Transfer Motor Skill Knowledge from One Hand to Another
05:12

Using Virtual Reality to Transfer Motor Skill Knowledge from One Hand to Another

Published on: September 18, 2017

Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Educational Psychology

Background:

  • Abstract numerical cognition is increasingly linked to sensory and bodily experiences.
  • Finger counting exemplifies embodied cognition, termed embodied numerosity.
  • Finger-based representations are proposed as a distinct, automatically activated number representation.

Purpose of the Study:

  • To investigate the existence and nature of embodied numerosity.
  • To determine if embodied numerosity is limited to finger-based representations.
  • To assess the impact of embodied numerosity on numerical training efficacy.

Main Methods:

  • Empirical investigation of finger-based representations.
  • Theoretical framework development for embodied numerosity.
  • Intervention studies with diverse age groups and digital media.

Main Results:

  • Embodied numerosity training consistently yielded more pronounced training effects across various conditions.
  • Evidence supports the existence of embodied representations of number magnitude.
  • These representations are not confined to finger-based systems.

Conclusions:

  • Embodied representations of number magnitude exist and are functional.
  • The concept of embodied numerosity can be generalized beyond finger representations.
  • Embodied numerosity training can foster numerical processing efficiency.