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

Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

23
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...
23
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

529
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...
529
Information Processing Approach01:30

Information Processing Approach

30
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...
30
Reason and Intuition01:37

Reason and Intuition

6.3K
The human brain processes information for decision-making using one of two routes: an intuitive system and a rational system (Epstein, 1994; popularized by Kahneman, 2011 as System 1 and System 2, respectively). The intuitive system is quick, impulsive, and operates with minimal effort, relying on emotions or habits to provide cues for what to do next, while the rational system is logical, analytical, deliberate, and methodical. Research in neuropsychology suggests that the...
6.3K
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

34
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,...
34
Inductive Reasoning00:59

Inductive Reasoning

59.9K
Inductive reasoning is a form of logical thinking that uses related observations to arrive at a general conclusion. It is uncertain and operates in degrees to which the conclusions are credible. As such, inductive arguments can be weak or strong, rather than valid or invalid, and conclusions can be used to formulate testable, falsifiable hypotheses.
Inductive reasoning is common in descriptive science. A life scientist makes observations and records them. This data can be qualitative or...
59.9K

You might also read

Related Articles

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

Sort by
Same author

You Are Always on My Mind: Neural Synchrony Between Mothers and Their 2-Year-Olds During Collaborative Play.

Developmental science·2026
Same author

Multilingualism educational attainment and cognitive development in UK adolescents.

NPJ science of learning·2026
Same author

Social networking site use, depressive and anxiety symptoms in adolescents: evidence from a longitudinal cohort study (SCAMP).

BMC medicine·2026
Same author

Neural bases of sustained attention during naturalistic parent-infant interactions.

Scientific reports·2025
Same author

SEE+ computerized classroom-based training enhances 7- to 10-year-olds' socio-emotional cognition through observation and inference.

PloS one·2025
Same author

Bimanual or unimanual stacking strategies under different cognitive loads: Evidence of a cognitive/action trade-off in the coordination strategy of 3- to 5-year-olds.

The British journal of developmental psychology·2025

Related Experiment Video

Updated: May 30, 2025

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

5.7K

Neural Associations between Inhibitory Control and Counterintuitive Reasoning in Science and Maths in Primary School

Lucy R J Palmer1, Dilini K Sumanapala1, Denis Mareschal1

  • 1Birkbeck College.

Journal of Cognitive Neuroscience
|January 27, 2025
PubMed
Summary

Inhibitory control (IC) helps children reason through difficult science and math concepts by suppressing wrong ideas. Brain scans show IC, especially interference control, is key for this in 7- to 10-year-olds.

More Related Videos

Online Transcranial Magnetic Stimulation Protocol for Measuring Cortical Physiology Associated with Response Inhibition
08:55

Online Transcranial Magnetic Stimulation Protocol for Measuring Cortical Physiology Associated with Response Inhibition

Published on: February 8, 2018

9.1K
Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

3.9K

Related Experiment Videos

Last Updated: May 30, 2025

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

5.7K
Online Transcranial Magnetic Stimulation Protocol for Measuring Cortical Physiology Associated with Response Inhibition
08:55

Online Transcranial Magnetic Stimulation Protocol for Measuring Cortical Physiology Associated with Response Inhibition

Published on: February 8, 2018

9.1K
Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

3.9K

Area of Science:

  • Cognitive Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Inhibitory control (IC) is crucial for counterintuitive reasoning in adults and adolescents.
  • Neuroimaging studies link IC to ventrolateral and dorsolateral prefrontal cortex (pFC) activation during counterintuitive reasoning.
  • Neural basis of IC in children's science and math reasoning is largely unexplored.

Purpose of the Study:

  • Investigate the neural underpinnings of inhibitory control in children's science and math counterintuitive reasoning.
  • Examine the overlap in brain activation between counterintuitive reasoning and IC tasks in children.
  • Determine if interference control or response inhibition is more closely related to children's counterintuitive reasoning.

Main Methods:

  • Functional magnetic resonance imaging (fMRI) data collected from fifty-six 7- to 10-year-old children.
  • Participants completed counterintuitive science and math problems.
  • Standard IC tasks including the Animal Size Stroop (interference control) and go/no-go (response inhibition) were administered.

Main Results:

  • Univariate analysis revealed significant overlap in brain activation between counterintuitive reasoning and interference control tasks.
  • Multivariate similarity analysis demonstrated neural activation similarities between counterintuitive reasoning and interference control across frontal, parietal, and temporal regions.
  • Similarities were also found between math reasoning and response inhibition in the precuneus/superior parietal lobule.

Conclusions:

  • Evidence suggests inhibitory control, particularly interference control, supports science and math counterintuitive reasoning in children aged 7-10.
  • Findings extend previous research in adults and adolescents to the developmental stage of middle childhood.
  • Further research is needed to confirm these similarities are specific to IC and not general multidemand processes.