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Related Concept Videos

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.
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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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Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or...
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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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Related Experiment Video

Updated: Sep 29, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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Common Neural Functions during Children's Learning from Naturalistic and Controlled Mathematics Paradigms.

Marie Amalric1, Jessica F Cantlon1

  • 1Carnegie Mellon University, Pittsburgh, PA.

Journal of Cognitive Neuroscience
|March 18, 2022
PubMed
Summary
This summary is machine-generated.

This study reveals that brain regions involved in math semantics, particularly the intraparietal cortex, show similar activity during both naturalistic learning and lab-based math tasks in children and adults.

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Area of Science:

  • Neuroscience
  • Cognitive Science
  • Educational Psychology

Background:

  • Understanding real-world brain function requires ecologically valid neural measurements.
  • Relating brain activity in naturalistic settings to traditional lab tasks is crucial for neuroscience.
  • Intersubject correlations offer a method to identify reliable brain processes during complex tasks.

Purpose of the Study:

  • To compare brain activity during naturalistic and laboratory arithmetic tasks.
  • To identify overlapping neural processes related to mathematical concepts across different task contexts.
  • To investigate the role of the intraparietal cortex in processing mathematical content during learning.

Main Methods:

  • Utilized intersubject correlations to analyze brain activity.
  • Compared neural responses in a naturalistic video lesson and a laboratory forced-choice task.
  • Included both children and adults in the study population.
  • Used a grammatical content control condition.

Main Results:

  • Both naturalistic and laboratory arithmetic tasks elicited overlapping brain activation in regions associated with math semantics.
  • Significant functional overlap was observed in the bilateral intraparietal cortex for both arithmetic tasks.
  • This overlap suggests the intraparietal cortex processes mathematical content irrespective of task modality.

Conclusions:

  • The bilateral intraparietal cortex is a key region for processing mathematical content.
  • This processing occurs even when children are learning mathematics in naturalistic environments.
  • Findings support the use of naturalistic tasks for understanding real-world brain function in mathematics education.