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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...
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.
Review and Preview01:10

Review and Preview

In statistics, several tools are used to interpret the data. Measures of central tendency represent the characteristics of the data, such as mean, median, and mode. Additionally, measures of variance like standard deviation and range are used to find the spread of data from the mean. Relative standing measures the distance between data locations. Commonly used measures of relative standings are percentile, z score, and quartiles.
Percentiles are a type of fractile that partition data into...
Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
Schemata: Building Blocks of Knowledge
Schemata...
Ratio Level of Measurement00:54

Ratio Level of Measurement

The way a set of data is measured is called its level of measurement. Correct statistical procedures depend on a researcher being familiar with levels of measurement. For analysis, data are classified into four levels of measurement—nominal, ordinal, interval, and ratio.
A set of data measured using the ratio scale takes care of the ratio problem and provides complete information. Ratio scale data are like interval scale data, except they have a zero point and ratios can be calculated. For...
Nominal Level of Measurement00:56

Nominal Level of Measurement

The way a set of data is measured is called its level of measurement. Correct statistical procedures depend on a researcher being familiar with levels of measurement. Not every statistical operation can be used with every set of data. For analysis, data are classified into four levels of measurement—nominal, ordinal, interval, and ratio.
The data that cannot be measured but can be grouped into categories fall under the nominal level of measurement. Data that is measured using a nominal scale is...

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Related Experiment Video

Updated: May 9, 2026

Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers
09:16

Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers

Published on: March 14, 2018

Using ratings to gain insight into conceptual development.

Mary Alt1, Christina Meyers, Paul M Alt

  • 1Correspondence to Mary Alt: malt@email.arizona.edu.

Journal of Speech, Language, and Hearing Research : JSLHR
|July 11, 2013
PubMed
Summary
This summary is machine-generated.

This study shows that visual ratings of image variation can reveal conceptual development differences. Children with specific language impairment (SLI) exhibit weaker conceptual skills compared to peers.

Keywords:
conceptualratingssemanticspecific language impairmenttypicality

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

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Last Updated: May 9, 2026

Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers
09:16

Use of a Video Scoring Anchor for Rapid Serial Assessment of Social Communication in Toddlers

Published on: March 14, 2018

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:

  • Cognitive psychology
  • Developmental psychology
  • Linguistics

Background:

  • Assessing conceptual development is crucial for understanding cognitive abilities.
  • Traditional methods often rely on verbal responses, which can be a limitation for certain populations.
  • Specific language impairment (SLI) may be associated with underlying conceptual deficits.

Purpose of the Study:

  • To explore a novel, non-verbal technique for assessing conceptual development.
  • To determine if participants rate image variations based on the degree of change and conceptual relevance.
  • To investigate developmental differences in conceptual ratings and compare children with and without SLI.

Main Methods:

  • Adults and children (with and without SLI) used a 9-point scale to rate animal images.
  • Images included standard versions and variations in shape, pattern, color, and facial morphometry.
  • Ratings assessed perceived 'normality' to 'weirdness' of image alterations.

Main Results:

  • Significant rating differences were found between adults and children, and between children with and without SLI.
  • These differences align with expectations of stronger conceptual representations in adults and typically developing children.
  • Participants differentiated variations except for shape, indicating conceptual sensitivity.

Conclusions:

  • Non-verbal visual rating is a promising method for assessing conceptual development.
  • This technique can potentially identify conceptual deficits in children with specific language impairment (SLI).
  • Further research can refine this method for clinical and educational applications.