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相关概念视频

Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

636
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.
636
Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

125
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...
125
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

82
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,...
82
Observational Learning01:12

Observational Learning

188
Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
188
The Nativist Approach01:21

The Nativist Approach

65
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...
65
Steps in the Modeling Process01:14

Steps in the Modeling Process

217
Albert Bandura's theory of observational learning identifies four critical processes: attention, retention, motor reproduction, and reinforcement or motivation.
Attention is the first necessary component for observational learning. It involves focusing on what the model is doing and saying. For example, if you decide to take a drawing class to enhance your skills, you need to pay close attention to the instructor's words and hand movements. The characteristics of the model significantly...
217

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相关实验视频

Updated: Jul 12, 2025

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

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幼儿与物体的互动:作为实践的游戏和作为游戏的实践

Jeffrey J Lockman1, Catherine S Tamis-LeMonda2

  • 1Tulane University.

Annual review of developmental psychology
|October 20, 2023
PubMed
概括

孩子们通过将现实世界的技能与想象力的游戏交织在一起来学习使用物体. 这种综合开发增强了从婴儿期到儿童时期的对象探索和技能获取.

科学领域:

  • 认知发展 认知发展
  • 发展心理学 发展心理学
  • 人与物体的互动 - 人与物体的互动

背景情况:

  • 对象是人类文化和想象力的核心,为儿童提供独特的发展挑战和机会.
  • 现有的关于手工技能和游戏发展的研究往往是孤立的,限制了对物体交互的全面理解.

研究的目的:

  • 调查幼儿如何学习在物理和想象中的环境中利用物体.
  • 提出一个新的框架,整合手工技能和游戏开发,以全面地看待对象交互.

主要方法:

  • 这项研究综合了关于手工技能和游戏发展的现有文献.
  • 它分析了儿童真实和想象中的物体使用的发展平行线.
  • 该框架强调了这些发展的体现性,互惠性和交织性.

主要成果:

  • 孩子们的真实和想象中的对象互动显示了平行发展轨迹.
  • 儿童越来越多地超越了设计的功能,扩展了超越自我的互动,并超越了现在.
  • 游戏和对象技能的发展在整个童年中相互加强.

结论:

  • 儿童手工技能的发展和想象力的游戏深深地交织在一起,相互影响.
关键词:
手工技巧手工技巧的人工技能.发动机发展 发动机发展对象操纵,对象操纵,对象操纵.游戏 游戏 游戏 游戏 游戏假装玩,假装玩,假装玩.一个假装的假装.使用工具使用工具.

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Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses
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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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Last Updated: Jul 12, 2025

Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization
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Experience is Instrumental in Tuning a Link Between Language and Cognition: Evidence from 6- to 7- Month-Old Infants' Object Categorization

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Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses
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  • 一种体现和综合的方法为理解儿童发展提供了重要的理论,经验和翻译意义.
  • 这个框架提供了一个统一的视角,孩子如何掌握对象操纵和象征表示.