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

Cognitive Development During Adolescence01:18

Cognitive Development During Adolescence

760
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...
760
Information Processing Approach01:30

Information Processing Approach

684
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...
684
Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

358
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...
358
Piaget's Stage 4 of Cognitive Development01:19

Piaget's Stage 4 of Cognitive Development

822
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...
822
Cognitive Development During Adulthood01:30

Cognitive Development During Adulthood

1.0K
Cognitive development continues throughout adulthood, undergoing significant shifts across early, middle, and late stages. Individual transition occurs from adolescent idealism to pragmatic and adaptable thinking in early adulthood. During this period, individuals learn to integrate personal beliefs with the recognition that other perspectives are equally valid. Exposure to the complexities of modern society, diverse experiences, and higher education contribute to this adaptive thought process,...
1.0K
Binet's Contribution to Measures of Intelligence01:23

Binet's Contribution to Measures of Intelligence

1.9K
Alfred Binet, along with his student Théophile Simon, was tasked by the French Ministry of Education in 1904 to create a method for identifying students who struggled to learn through conventional classroom instruction. This initiative aimed to address overcrowding by placing such students in specialized schools. Binet and Simon developed an intelligence test comprising 30 tasks, ranging from simple commands, like touching one's nose or ear, to more complex tasks, such as drawing...
1.9K

You might also read

Related Articles

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

Sort by
Same author

Mathematical anxiety is associated with general rather than specific weakness in attention.

Frontiers in psychology·2026
Same author

Understanding the cognitive and emotional foundations of mathematical ability.

Journal of experimental child psychology·2026
Same author

Heterogeneity in mathematics: Investigating cognitive profiles and reading comorbidities among children.

Psychological research·2026
Same author

Developmental paths of the associations between visuospatial working memory and numerical processing.

Psychological research·2026
Same author

The role of visuospatial working memory in numerical processing - an fMRI study.

Neuropsychologia·2025
Same author

The componential nature of school mathematics and associative cognitive factors: The case of young children with mathematical learning disabilities.

Trends in neuroscience and education·2025

Related Experiment Video

Updated: Mar 9, 2026

Assessment of Age-related Changes in Cognitive Functions Using EmoCogMeter, a Novel Tablet-computer Based Approach
10:13

Assessment of Age-related Changes in Cognitive Functions Using EmoCogMeter, a Novel Tablet-computer Based Approach

Published on: February 14, 2014

14.3K

Deconstructing the Cognitive Estimation Task: A Developmental Examination and Intra-Task Contrast.

Sarit Silverman1, Sarit Ashkenazi1

  • 1Learning Disabilities Program, The Seymour Fox School of Education, The Hebrew University of Jerusalem, Mount Scopus Jerusalem 91905, Israel.

Scientific Reports
|December 20, 2016
PubMed
Summary

Children’s cognitive estimation task (CET) performance is more extreme than adults, particularly for questions involving units of measurement like weight and time. This highlights developmental differences in magnitude and unit understanding.

More Related Videos

Practical Methodology of Cognitive Tasks Within a Navigational Assessment
05:19

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Published on: June 1, 2015

14.1K
Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
11:29

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

9.9K

Related Experiment Videos

Last Updated: Mar 9, 2026

Assessment of Age-related Changes in Cognitive Functions Using EmoCogMeter, a Novel Tablet-computer Based Approach
10:13

Assessment of Age-related Changes in Cognitive Functions Using EmoCogMeter, a Novel Tablet-computer Based Approach

Published on: February 14, 2014

14.3K
Practical Methodology of Cognitive Tasks Within a Navigational Assessment
05:19

Practical Methodology of Cognitive Tasks Within a Navigational Assessment

Published on: June 1, 2015

14.1K
Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
11:29

Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools

Published on: June 20, 2020

9.9K

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • Cognitive estimation task (CET) performance is understudied in healthy children.
  • Previous research has not differentiated CET categories based on units of measurement.
  • Units of measurement impact CET performance due to educational factors in children.

Purpose of the Study:

  • To examine cognitive estimation task (CET) performance in 10 and 12-year-old children.
  • To contrast CET performance across different categories in children.
  • To investigate developmental differences in CET performance and category-specific trajectories.

Main Methods:

  • Participants completed the cognitive estimation task (CET) with questions lacking definitive answers.
  • CET performance was analyzed overall and by category (weight, time, quantity).
  • Performance was compared between 10 and 12-year-old children and with existing adult data.

Main Results:

  • Children exhibited more extreme CET scores compared to adults, indicating a developmental effect.
  • No significant performance differences were found between the 10 and 12-year-old groups.
  • Children's CET scores were more extreme in weight and time categories, but comparable to adults in quantity.

Conclusions:

  • Cognitive estimation task (CET) questions requiring units of measurement are more challenging for children.
  • Difficulty arises from higher executive function demands and limited real-world application of units by children.
  • The CET is not a monolithic construct, offering insights into children's acquisition of magnitude and measurement understanding.