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Related Concept Videos

Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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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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Social Scripts02:10

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People tend to know what behavior is expected of them in specific, familiar settings. A script is a person’s knowledge about the sequence of events expected in a specific setting (Schank & Abelson, 1977). Essentially, scripts are a particular kind of schema, one containing default values for the features within an event. In the restaurant example, the script's features include the props (e.g., tables, menu, food, and money), the roles to be played (e.g., customer and waiter),...
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Piaget's Stage 2 of Cognitive Development01:14

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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 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
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Purposive Learning01:22

Purposive Learning

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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Updated: Aug 17, 2025

Portable Intermodal Preferential Looking IPL: Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism
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Encoding interactive scripts at 10 months of age.

Lucia Maria Sacheli1, Elisa Roberti1, Chiara Turati1

  • 1Department of Psychology and Milan Center for Neuroscience (NeuroMI), University of Milano-Bicocca, 20126 Milano, Italy.

Journal of Experimental Child Psychology
|December 13, 2022
PubMed
Summary
This summary is machine-generated.

Ten-month-old infants understand social action-reaction links. They recognize specific gestures paired with vocal responses, indicating early social interaction comprehension.

Keywords:
Action observationAction–effect associationInfantSocial interaction

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Area of Science:

  • Cognitive Development
  • Social Cognition
  • Developmental Psychology

Background:

  • Infant action understanding typically focuses on individual agents.
  • Research on action-effect relationships in infants primarily examines object interactions.
  • Limited research exists on infants' understanding of action-reaction dynamics in social exchanges.

Purpose of the Study:

  • To investigate if 10-month-old infants can link specific social gestures to vocal reactions.
  • To determine if infants understand action-effect relationships in dyadic social interactions.
  • To explore the role of interactivity in infants' social behavior comprehension.

Main Methods:

  • Utilized a double-habituation paradigm with 10-month-old infants.
  • Infants were habituated to specific action-reaction sequences in dyadic exchanges.
  • Test phase involved familiar, violation, and novel action-reaction videos.

Main Results:

  • Infants looked significantly longer at violation and novel action-reaction videos compared to familiar ones.
  • Control study demonstrated that associative learning did not explain results when vocalizations were not receiver-contingent.
  • Results indicate infants encode specific social action-effect relationships.

Conclusions:

  • 10-month-old infants can encode specific social action-effect relationships during dyadic interactions.
  • The interactive nature of social contexts appears critical for infants' understanding of others' behaviors.
  • Findings contribute to understanding the foundations of social exchange comprehension in early development.