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Related Concept Videos

Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

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.
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Related Experiment Video

Updated: May 12, 2026

RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans
11:09

RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans

Published on: July 17, 2021

Developmental changes in active learning of transitive relations.

Douglas B Markant1, Antonella Battisti2, Azzurra Ruggeri3

  • 1Department of Psychological Science, University of North Carolina at Charlotte.

Developmental Psychology
|May 11, 2026
PubMed
Summary
This summary is machine-generated.

Children aged 7-17 improve at building general knowledge by learning related events. They increasingly prefer studying related information consecutively, aiding memory linking and complex reasoning development.

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Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
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RBDT: A Computerized Task System based in Transposition for the Continuous Analysis of Relational Behavior Dynamics in Humans
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Published on: July 17, 2021

Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
11:18

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Published on: June 1, 2015

Area of Science:

  • Cognitive Development
  • Developmental Psychology
  • Neuroscience

Background:

  • Forming generalizable knowledge relies on integrating related experiences.
  • Relational reasoning and event integration improve throughout childhood.
  • Limited research exists on actively constructing relational knowledge through study decisions.

Purpose of the Study:

  • To investigate developmental changes in actively constructing relational knowledge.
  • To examine how children aged 7-17 approach learning related information.
  • To understand the role of study strategies in relational inference development.

Main Methods:

  • Utilized a transitive inference (TI) task with 107 children aged 7-17.
  • Analyzed study preferences, specifically the "chained" study strategy.
  • Employed computational models to analyze learning processes.

Main Results:

  • Age-related improvements in relational inference were observed.
  • Older children showed a stronger preference for "chained" study sequences.
  • Computational models indicated a developing tendency to link relations into mental structures.

Conclusions:

  • Active construction of relational knowledge develops late in childhood.
  • The preference for chained study facilitates linking relations and building mental structures.
  • Emerging study behaviors support complex mental representation and relational reasoning.