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

The Nativist Approach01:21

The Nativist Approach

383
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...
383
Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

1.6K
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...
1.6K
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

820
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...
820
Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

1.4K
Jean Piaget's theory of cognitive development emphasizes the role of thinking in a child's learning process, suggesting that children are naturally curious about their environment. His approach to development is discontinuous, proposing that cognitive abilities progress through distinct stages, each with unique characteristics. Central to Piaget's theory is schemata—mental structures that allow individuals to understand and interpret the world.
Schemata: Building Blocks of Knowledge
1.4K
Perception01:28

Perception

992
Perception is a fundamental psychological process that enables individuals to organize, interpret, and consciously experience sensory information. This process is crucial for understanding and interacting with the world around us. It includes both bottom-up and top-down processing, each playing a distinct role in how we perceive our environment.
Bottom-up processing begins at the sensory level, where receptors detect external environmental stimuli. These could include the tactile sensation of...
992
Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

277
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...
277

You might also read

Related Articles

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

Sort by
Same author

Monolingual, Non-tone Bilingual, and Tone Bilingual Infants: Language Experiences Alter Speech and Nonspeech Perception.

Journal of cognitive neuroscience·2025
Same author

Infants' Social Evaluation of Helpers and Hinderers: A Large-Scale, Multi-Lab, Coordinated Replication Study.

Developmental science·2024
Same author

The development of tone discrimination in infancy: Evidence from a cross-linguistic, multi-lab report.

Developmental science·2023
Same author

Impact of LEAP and CBT-AN Therapy on Improving Outcomes in Women with Anorexia Nervosa.

Behavioral sciences (Basel, Switzerland)·2023
Same author

Does Musicality Assist Foreign Language Learning? Perception and Production of Thai Vowels, Consonants and Lexical Tones by Musicians and Non-Musicians.

Brain sciences·2023
Same author

The Relationship between Mindfulness and Readiness to Change in Alcohol Drinkers.

International journal of environmental research and public health·2023

Related Experiment Video

Updated: Jan 13, 2026

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

7.1K

Can Infants Perceive and Learn New Information from Extended Reality?

Liquan Liu1,2,3,4,5, Brayden Condie2, Jasmine Sutton1,2

  • 1Graduate School of Health, University of Technology Sydney, Sydney, Australia.

Developmental Science
|January 6, 2026
PubMed
Summary

Extended reality (XR) environments effectively support infant learning and perception. Older infants showed robust discrimination in XR, and all infants learned equally well across live and XR conditions, highlighting XR's potential for early language development.

More Related Videos

A View of Their Own: Capturing the Egocentric View of Infants and Toddlers with Head-Mounted Cameras
03:56

A View of Their Own: Capturing the Egocentric View of Infants and Toddlers with Head-Mounted Cameras

Published on: October 5, 2018

8.0K
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

7.2K

Related Experiment Videos

Last Updated: Jan 13, 2026

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

7.1K
A View of Their Own: Capturing the Egocentric View of Infants and Toddlers with Head-Mounted Cameras
03:56

A View of Their Own: Capturing the Egocentric View of Infants and Toddlers with Head-Mounted Cameras

Published on: October 5, 2018

8.0K
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

7.2K

Area of Science:

  • Cognitive Science
  • Developmental Psychology
  • Educational Technology

Background:

  • Global adoption of digital tech necessitates integration into early childhood education for sustainable development goals.
  • Extended reality (XR) offers novel environments for infant learning and perception research.

Purpose of the Study:

  • To investigate the efficacy of XR environments in supporting infants' perception and learning capabilities.
  • To compare infant performance in live, XR-live, and XR-recorded conditions for non-native tone discrimination and object-label association.

Main Methods:

  • 144 Australian infants (6-12 and 18-24 months) participated in three conditions: Live, XR-Live, and XR-Recorded.
  • Infants were tested on discriminating non-native Mandarin tones and learning object-label associations.
  • Perception and learning outcomes were analyzed based on age and condition.

Main Results:

  • Infants successfully discriminated non-native tones, with older infants showing robust discrimination in both XR conditions.
  • Infants learned object-label associations equally well in Live and XR conditions.
  • Older infants outperformed younger infants, especially in learning acoustically complex tones.

Conclusions:

  • XR environments effectively support infants' cognitive and linguistic development, comparable to live interactions.
  • Findings underscore XR's potential for integration into early educational and developmental interventions.
  • Age and tone complexity significantly influence infant perception and learning outcomes in XR.