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Related Concept Videos

Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

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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.
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Information Processing Approach01:30

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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...
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Piaget's Stage 1 of Cognitive Development01:14

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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.
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Piaget's Stage 3 of Cognitive Development01:17

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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.
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Cognitive Development During Adolescence01:18

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During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the...
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Revisionist Views of Adolescent and Adult Cognition01:24

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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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Updated: Apr 26, 2026

A Method for Investigating Age-related Differences in the Functional Connectivity of Cognitive Control Networks Associated with Dimensional Change Card Sort Performance
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Childhood cognitive development as a skill.

Torkel Klingberg1

  • 1Department of Neuroscience, Karolinska Institute, Retzius Väg 8, 17176 Stockholm, Sweden.

Trends in Cognitive Sciences
|July 22, 2014
PubMed
Summary
This summary is machine-generated.

Childhood working memory (WM) development may be influenced by environmental training, sharing neural mechanisms with skill learning. This suggests plasticity in brain networks underlies cognitive growth during childhood.

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Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Science

Background:

  • Childhood development theories often focus on brain maturation or skill acquisition.
  • The role of environmental factors and plasticity in working memory (WM) development is under investigation.

Purpose of the Study:

  • To propose that environmental training influences childhood working memory (WM) development.
  • To suggest shared neural mechanisms between training-induced plasticity and developmental changes in WM capacity.

Main Methods:

  • The study proposes a theoretical framework linking environmental training to WM development.
  • It hypothesizes specific neural correlates, including fronto-parietal network connectivity and striatal-based mechanisms.

Main Results:

  • Working memory (WM) capacity is associated with the functional connectivity of a fronto-parietal network.
  • The striatum, dopamine D2 receptor activity, and corticostriatal tracts are implicated in WM plasticity during training and development.

Conclusions:

  • Childhood working memory (WM) development is partly driven by environmental training effects.
  • Neural mechanisms underlying skill learning and developmental plasticity in WM capacity are likely shared.