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

Language Development01:22

Language Development

424
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...
424
The Nativist Approach01:21

The Nativist Approach

100
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...
100
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

617
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...
617
Piaget's Stage 4 of Cognitive Development01:19

Piaget's Stage 4 of Cognitive Development

112
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...
112
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

139
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...
139
Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

718
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.
Exploration...
718

You might also read

Related Articles

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

Sort by
Same author

Fibromuscular Dysplasia in a Deceased Donor Renal Allograft: Staged Hybrid Endovascular Management and Review of the Literature.

Transplantation proceedings·2026
Same author

New genetic tools for central and peripheral vascular endothelia.

Research square·2025
Same author

Functional hydrogel for modulating lipid droplets and neuroinflammation in head injury.

Advanced functional materials·2025
Same author

Behavioral validation for a game-theoretic model of attacker strategic decisions, signaling, and deterrence in multi-layer security for soft targets.

Risk analysis : an official publication of the Society for Risk Analysis·2025
Same author

Perceived effectiveness and intrusiveness of school security countermeasures among parents, students, and staff.

Environment systems & decisions·2025
Same author

Children's Selective Teaching and Informing: A Meta-Analysis.

Developmental science·2024
Same journal

Emerging Challenges in Adolescent Mental Health, Neurodevelopment, and Digital Well-Being.

The Journal of genetic psychology·2026
Same journal

When Risks Accumulate: General Cumulative Risk Amplifies the Adverse Impact of Specific Risk on Problematic Online Behaviors Among Chinese Adolescents.

The Journal of genetic psychology·2026
Same journal

Understanding the Disgust-Anger Confusion: Developmental Evidence from Children's Emotion Recognition.

The Journal of genetic psychology·2026
Same journal

Attentional networks as moderators of the relationship between digital technology use and mental health among Cuban university students.

The Journal of genetic psychology·2026
Same journal

The Longitudinal Pathway from Body Appearance Perfectionism to Social Appearance Anxiety: The Mediating Role of Digital Filter Use and Moderating Role of Fear of Missing Out.

The Journal of genetic psychology·2026
Same journal

Family Influence or Zeitgeist? Evidence for Developmental Differences in the Intergenerational Transmission of Parent-Child Value Similarity.

The Journal of genetic psychology·2026
See all related articles

Related Experiment Video

Updated: Aug 15, 2025

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

6.6K

Four-Year-Olds Share General Knowledge and Use Generic Language When Teaching.

Ellyn B Pueschel1, Yvonne Shen1, Katie Byrd1

  • 1Department of Psychology, University of Southern California, Los Angeles, CA, USA.

The Journal of Genetic Psychology
|January 5, 2023
PubMed
Summary
This summary is machine-generated.

Four-year-old children understand teaching aims to share general knowledge, not specific events. They naturally use generic language and focus on general information when instructing others.

Keywords:
Pedagogical cognitionsocial learningteaching

More Related Videos

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

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

Published on: April 19, 2017

6.7K
Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

34.1K

Related Experiment Videos

Last Updated: Aug 15, 2025

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

6.6K
Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
05:35

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

Published on: April 19, 2017

6.7K
Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

34.1K

Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Early Childhood Education

Background:

  • Children's receptiveness to learning is well-established.
  • Their understanding of pedagogical principles, particularly the nature of teaching, is less understood.

Purpose of the Study:

  • To investigate whether young children grasp that teaching involves conveying general information.
  • To determine if 4-year-olds use generic language when teaching.

Main Methods:

  • Two experiments were conducted with 90 racially and ethnically diverse 4-year-olds.
  • Children were assessed on the type of information (general vs. episodic) and language (generic vs. episodic) used during teaching tasks.
  • Experiment 2 included a non-pedagogical control condition.

Main Results:

  • Children consistently taught more general information than episodic information.
  • Participants predominantly used generic language over episodic language while teaching.
  • In a non-teaching context, children did not show a preference for general information or language.

Conclusions:

  • By age 4, children appear to understand the core function of teaching is knowledge generalization.
  • This suggests an early developing metacognitive awareness of pedagogical goals.