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Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

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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.
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Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

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

Piaget's Stage 3 of Cognitive Development

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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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A significant cognitive milestone in the...
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Piaget's Stage 4 of Cognitive Development01:19

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The formal operational stage, as described in Piaget's cognitive development theory, begins around age 11 and extends into adulthood. It marks the emergence of advanced cognitive abilities that differentiate adolescent and adult thinking from those of younger children. This stage is characterized by abstract reasoning, hypothetical-deductive reasoning, and a more complex understanding of self and others.
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Cognitive Development During Adulthood01:30

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Cognitive development continues throughout adulthood, undergoing significant shifts across early, middle, and late stages. Individual transition occurs from adolescent idealism to pragmatic and adaptable thinking in early adulthood. During this period, individuals learn to integrate personal beliefs with the recognition that other perspectives are equally valid. Exposure to the complexities of modern society, diverse experiences, and higher education contribute to this adaptive thought process,...
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Revisionist Views of Adolescent and Adult Cognition01:24

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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...
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Desarrollo cognitivo después de la operación de Fontan

G Wernovsky1, K M Stiles, K Gauvreau

  • 1Department of Cardiology, Children's Hospital, Harvard Medical School, Boston, MA, USA. wernovsky@email.chop.edu

Circulation
|August 23, 2000
PubMed
Resumen
Este resumen es generado por máquina.

Los resultados cognitivos y académicos de los pacientes con el procedimiento de Fontan están generalmente dentro de los rangos normales, aunque la cohorte se desempeña por debajo de la población general. Los factores de riesgo como el síndrome del corazón izquierdo hipoplástico impactan en los resultados del desarrollo neurológico.

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Área de la Ciencia:

  • Cardiología Pediátrica Cardiología pediátrica.
  • Pediatría del neurodesarrollo pediátrico.
  • Enfermedades Congénitas del Corazón Investigación de Enfermedades del Corazón.

Sus antecedentes:

  • Los pacientes con fisiología de un solo ventrículo enfrentan mayores riesgos de lesión del sistema nervioso central (SNC).
  • Estos riesgos están presentes tanto en el procedimiento preoperatorio como en el postoperatorio de Fontan.

Objetivo del estudio:

  • Para evaluar el funcionamiento cognitivo y académico a largo plazo de las personas que se sometieron al procedimiento de Fontan.
  • Para identificar los factores de riesgo asociados con los déficits del desarrollo neurológico en esta población de pacientes.

Principales métodos:

  • Un estudio de cohorte que involucra el cociente de inteligencia estandarizado (CI) y las pruebas de logro.
  • Se utilizaron revisiones de gráficos y cuestionarios de pacientes para recopilar datos clínicos históricos.
  • Se realizó un análisis estadístico para identificar los factores asociados con el rendimiento cognitivo y académico.

Principales resultados:

  • El coeficiente intelectual promedio a escala completa (95,7) y el puntaje de rendimiento compuesto (91,6) de la cohorte fueron más bajos que la población general.
  • Un coeficiente intelectual más bajo se asoció con un paro circulatorio antes del Fontan, síndrome hipoplástico del corazón izquierdo y bandaje de la arteria pulmonar.
  • Las bajas puntuaciones de logro se relacionaron con el síndrome hipoplástico del corazón izquierdo, diagnósticos complejos, arresto circulatorio previo y reoperación temprana con derivación cardiopulmonar.

Conclusiones:

  • Si bien muchos individuos paliados con el procedimiento de Fontan exhiben una función cognitiva y académica normal, el rendimiento general de la cohorte disminuye en comparación con la población general.
  • Las condiciones preexistentes específicas y los factores perioperatorios influyen significativamente en los resultados del desarrollo neurológico en pacientes con un solo ventrículo.