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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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Related Experiment Video

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Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
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Intuitive mapping between nonsymbolic quantity and observed action across development.

Maria Dolores de Hevia1, Elena Nava2

  • 1Integrative Neuroscience and Cognition Center, Université Paris Cité, National Centre for Scientific Research (CNRS), F-75006 Paris, France.

Journal of Experimental Child Psychology
|August 14, 2023
PubMed
Summary
This summary is machine-generated.

Children

Keywords:
Abstract mappingChildrenHand movementIntuitionsNumber cognitionObserved action

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Area of Science:

  • Cognitive Development
  • Numerical Cognition
  • Action Representation

Background:

  • Infants demonstrate early congruency expectations between numerical and action stimuli.
  • Adults show bidirectional interference between numerical and action processing, suggesting a cognitive link.
  • Limited understanding exists regarding how experience shapes number-action mappings in later development.

Purpose of the Study:

  • To investigate the developmental trajectory of number-action intuitions from early to later childhood.
  • To examine how experience influences the explicit use of magnitude mappings between number and action.
  • To compare developmental changes using methodologies applied to adult studies.

Main Methods:

  • Participants aged 3, 6, and 8 years, plus adults, were tested.
  • Children related observed hand actions (static/dynamic) to nonsymbolic quantities (numerosity/object size).
  • Experiments 1 and 2 employed different action and quantity stimuli to assess mapping consistency.

Main Results:

  • From 6 years, children showed some systematic congruent performance in specific conditions.
  • Only 8-year-olds and adults performed reliably above chance in the number-action mapping task.
  • A mapping between action and object size appeared more intuitive than number-action mapping.

Conclusions:

  • Early number-action intuitions are explicitly utilized from late childhood onwards.
  • Extensive experience with grasping actions likely modulates the coarse number-action mapping.
  • Developmental continuity in number-action representation is shaped by experiential factors.