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Related Concept Videos

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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...
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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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According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group...
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Related Experiment Video

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Preadolescents' conceptions of children.

E L Moerk1

  • 1Psychology Department, California State University, Fresno.

Journal of Youth and Adolescence
|January 14, 2014
PubMed
Summary

Preadolescents use stereotyped criteria for person evaluation, showing minimal impact from evaluator or evaluated child

Area of Science:

  • Psychology
  • Social Psychology
  • Developmental Psychology

Background:

  • Person perception involves evaluating others based on various dimensions.
  • Understanding how children form these perceptions is crucial for developmental psychology.
  • Previous research has explored adult person perception, but less is known about preadolescents.

Purpose of the Study:

  • To investigate the influence of evaluator characteristics, evaluated child characteristics, and their interaction on preadolescent person descriptions.
  • To identify the key dimensions used by preadolescents in describing imagined children.
  • To determine if preadolescents utilize stereotyped criteria in person evaluation.

Main Methods:

  • A free-response design was employed, where preadolescents described a "vividly imagined child."

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  • Six main evaluative dimensions, with subdivisions for evaluative tone, were statistically analyzed.
  • The study examined the effects of subject sex, object sex, and object age on descriptions.

    • Main Results:

    • Preadolescents tended to imagine children of their own sex; girls were more likely to imagine younger children.
    • Sex of the subject and object had minimal impact on descriptions.
    • Age of the evaluated child significantly influenced descriptions, with notable interaction effects observed.

    Conclusions:

    • Preadolescents demonstrate a tendency to employ stereotyped criteria in person evaluation.
    • The findings suggest that basic evaluative dimensions are already established by preadolescence.
    • Despite limited impact of personal variables, age significantly shapes person descriptions, indicating developmental influences.