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Related Concept Videos

Cognitive Learning01:21

Cognitive Learning

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
757
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

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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.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
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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.
Schemata: Building Blocks of Knowledge
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Observational Learning01:12

Observational Learning

470
Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
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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: Oct 29, 2025

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

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Learning versus reasoning to use tools in children.

Isabelle Fournier1, Sarah R Beck2, Sylvie Droit-Volet3

  • 1Laboratoire d'Étude des Mécanismes Cognitifs (EA 3082), Institut de Psychologie, Université Lyon 2, 69676 Bron Cedex, France.

Journal of Experimental Child Psychology
|July 12, 2021
PubMed
Summary

Young children use tool-use strategies like cued-learning and technical-reasoning. Development influences how these strategies manifest, with children preferring technical reasoning when possible.

Keywords:
ChildhoodCognitive strategiesCued learningTechnical reasoningTool selectionTool use

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Area of Science:

  • Cognitive Development
  • Tool Use Behavior

Background:

  • Tool behavior in children may stem from cued-learning or technical-reasoning strategies.
  • Understanding the interplay and developmental trajectory of these strategies is crucial.

Purpose of the Study:

  • To investigate the coexistence of cued-learning and technical-reasoning strategies in young children.
  • To examine how these strategies develop and are utilized across different age groups.

Main Methods:

  • A vertical maze task was administered to 216 children aged 3–9 years.
  • Three conditions were employed: Opaque-Cue (cued-learning), Transparent-No Cue (technical-reasoning), and Transparent-Cue (both strategies).
  • Children interacted with tools involving rotating and sliding actions.

Main Results:

  • The Opaque-Cue and Transparent-Cue conditions were significantly easier for all children compared to the Transparent-No-Cue condition.
  • Children demonstrated the ability to employ either cued learning or technical reasoning based on task information.
  • In the Transparent-Cue condition, children showed a tendency towards technical reasoning, even when cued-learning was sufficient.

Conclusions:

  • Children can flexibly utilize cued-learning or technical-reasoning strategies for tool use.
  • Developmental factors influence the manifestation and preference for these strategies.
  • Evidence suggests a potential inclination towards technical reasoning in children when presented with opportunities to observe mechanical actions.