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Related Concept Videos

The Nativist Approach01:21

The Nativist Approach

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 exist...
Relationship Growth01:27

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Purposive Learning01:22

Purposive Learning

E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
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Learning is the process of acquiring knowledge or skills through practice or experience, leading to long-lasting behavioral changes. This acquisition occurs through interaction with the environment and requires practice or experience. For instance, mastering a skill such as surfing requires considerable practice and experience, highlighting the essential role of repeated interactions with the environment in learning.
In contrast to learned behaviors, unlearned behaviors such as crying, sexual...

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Related Experiment Video

Updated: May 29, 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

Relationships do not depend on prior knowledge, instead knowledge develops within relationships.

Emre Aydin1, Jeremy Carpendale1

  • 1Department of Psychology, Simon Fraser University, Burnaby, BC, Canada emre_aydin@sfu.ca jcarpend@sfu.ca.

The Behavioral and Brain Sciences
|May 27, 2026
PubMed
Summary
This summary is machine-generated.

Social relationships are vital for development. This study critiques innate knowledge claims, proposing relationship understanding emerges gradually through infant interaction and embodiment within developmental systems.

Related Experiment Videos

Last Updated: May 29, 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

Area of Science:

  • Developmental psychology
  • Cognitive science
  • Evolutionary biology

Background:

  • Social relationships are fundamental to human development.
  • Thomas's theory posits innate knowledge as a basis for understanding relationships.
  • Existing evidence for innate knowledge requires critical re-evaluation.

Purpose of the Study:

  • To critique Thomas's approach to innate knowledge in social development.
  • To propose an alternative developmental systems framework for understanding social relationships.
  • To examine the epistemological, methodological, genetic, neural, and evolutionary underpinnings of social development.

Main Methods:

  • Critical analysis of existing literature and evidence cited by Thomas.
  • Theoretical framework development based on developmental systems theory.
  • Examination of developmental psychology principles, including embodiment and interaction.

Main Results:

  • Thomas's evidence for innate knowledge is found to be insufficient.
  • A developmental systems perspective offers a more robust explanation for social understanding.
  • Infant interaction within embodied developmental systems drives relationship understanding.

Conclusions:

  • Innate knowledge is not the primary driver of social relationship understanding.
  • Gradual development through embodied interaction is key to social cognition.
  • A revised developmental systems approach is essential for future research in social development.