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

Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

2.4K
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...
2.4K
Language Development01:22

Language Development

1.1K
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...
1.1K
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

1.2K
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...
1.2K
Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

3.3K
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
3.3K
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

1.3K
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...
1.3K
The Nativist Approach01:21

The Nativist Approach

586
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...
586

You might also read

Related Articles

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

Sort by
Same author

The role of anchor objects in scene function understanding.

Scientific reports·2025
Same author

Processing of Scene-Grammar Inconsistencies in Children with Developmental Language Disorder-Insights from Implicit and Explicit Measures.

Brain sciences·2025
Same author

Using a flashlight-contingent window paradigm to investigate visual search and object memory in virtual reality and on computer screens.

Scientific reports·2024
Same author

Aging attenuates the memory advantage for unexpected objects in real-world scenes.

Heliyon·2023
Same author

Access to meaning from visual input: Object and word frequency effects in categorization behavior.

Journal of experimental psychology. General·2023
Same author

Hierarchical organization of objects in scenes is reflected in mental representations of objects.

Scientific reports·2022

Related Experiment Video

Updated: Apr 7, 2026

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

7.4K

The development of object representations in children.

Dilara Deniz Türk1,2,3,4, Jacopo Turini Volonghi2,5,6,7, Melissa Le-Hoa Võ1,2,8,9,10

  • 1Neuro-Cognitive Psychology, Department of Psychology, Ludwig-Maximilians-University Munich, Munich, Germany.

Journal of Vision
|April 6, 2026
PubMed
Summary

Children

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

8.1K
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

7.2K

Related Experiment Videos

Last Updated: Apr 7, 2026

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

7.4K
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

8.1K
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

7.2K

Area of Science:

  • Cognitive development
  • Object representation
  • Hierarchical organization

Background:

  • Objects in scenes are organized hierarchically: scenes contain phrases, which group objects based on spatial and functional proximity.
  • Anchor objects within phrases predict local objects, a hierarchy reflected in adult mental representations.
  • Previous research indicates adults' object representations align with this hierarchical structure.

Purpose of the Study:

  • To investigate whether children's object representations exhibit a similar hierarchical organization.
  • To explore how children aged 5-10 years perceive object relationships within scenes.
  • To determine if children's similarity judgments are influenced by explicit action-based instructions.

Main Methods:

  • An odd-one-out task was administered to 36 children (ages 5-10) using 36 object images.
  • Children provided pairwise similarity ratings, with two groups receiving different instructions: one general, one action-based.
  • A priori and data-driven measures assessed the alignment of children's judgments with scene hierarchy models.

Main Results:

  • Children's object representations showed strong scene-level structure, aligning with hierarchy measures.
  • No reliable phrase-level effects were observed; object-type effects were small and data-driven.
  • Scene-level structure strengthened with age, while phrase and object-type levels showed no significant age-related changes.

Conclusions:

  • Children organize objects primarily at the scene level, incorporating action-based relationships.
  • Finer-grained hierarchical relations (phrase and object-type levels) are less represented in young children.
  • Children's default object representations appear to be action-based, with scene-level organization being dominant.