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Related Concept Videos

Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

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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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The Nativist Approach01:21

The Nativist Approach

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The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
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Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

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

Piaget's Theory of Cognitive Development from Childhood into Adulthood

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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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Piaget's Stage 4 of Cognitive Development01:19

Piaget's Stage 4 of Cognitive Development

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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.
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Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

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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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Related Experiment Video

Updated: Dec 14, 2025

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
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Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

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Limits on Infants' Ability to Dynamically Update Object Representations.

Lisa Feigenson1, Mariko Yamaguchi1

  • 1Department of Psychological and Brain Sciences Johns Hopkins University.

Infancy : the Official Journal of the International Society on Infant Studies
|July 23, 2020
PubMed
Summary
This summary is machine-generated.

Infants

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Area of Science:

  • Cognitive Development
  • Infant Psychology
  • Working Memory Research

Background:

  • Infants, like adults, possess working memory capabilities.
  • They can mentally represent and update information about objects and scenes over time.

Purpose of the Study:

  • To investigate the upper limits of working memory updating in 11-month-old infants.
  • To determine how sequential versus alternating presentations affect infants' ability to update object representations.

Main Methods:

  • A modified foraging task was employed with 11-month-old infants.
  • Crackers were hidden in buckets, either in succession or in alternation, manipulating working memory load.
  • Infants' choices between hidden quantities were observed.

Main Results:

  • Infants successfully updated object representations when items were hidden in succession.
  • When items were hidden in alternation, infants failed to update representations that were not in their immediate focus.
  • This failure suggests limitations in reupdating representations outside the current focus of attention.

Conclusions:

  • Infants' working memory updating is constrained, particularly when requiring reupdating of non-attended information.
  • The flexibility of working memory in infants is limited by processing demands, similar to adults.
  • These findings highlight developmental constraints in cognitive flexibility.