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相关概念视频

Cognitive Learning01:21

Cognitive Learning

247
Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
247
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.
Conservation and Constancy of Quantity
A significant cognitive milestone in the...
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Hindsight Biases01:12

Hindsight Biases

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Hindsight bias leads you to believe that the event you just experienced was predictable, even though it really wasn’t. In other words, you knew all along that things would turn out the way they did. Can you relate this to the phrase "Hindsight is 20/20" now? 
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Information Processing Approach01:30

Information Processing Approach

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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

123
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...
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Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

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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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相关实验视频

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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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使用情节性特异性诱导来改善儿童的未来思维.

Annick F N Tanguay1, Olivia Gardam1, Jane Archibald1

  • 1School of Psychology, Faculty of Social Sciences, University of Ottawa, Ottawa, ON, Canada.

Frontiers in psychology
|November 6, 2023
PubMed
概括
此摘要是机器生成的。

儿童的插曲性未来思维 (EFT) 可以使用儿童友好的插曲性特异性诱导 (ESI) 程序暂时改善. 在ESI鼓励详细的事件建设,增强未来的思考任务在幼儿.

关键词:
认知发展 认知发展拖延了满足的时间.这是一种情节性记忆 (episodic memory).插曲性特异性诱导的插曲性特异性诱导.思考未来的想法 思考未来的想法计划 计划 计划 计划 计划 计划预期记忆是一种前性记忆.

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相关实验视频

Last Updated: Jul 11, 2025

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科学领域:

  • 认知发展 认知发展
  • 发展心理学 发展心理学

背景情况:

  • 情节性未来思维 (EFT) 对长期福祉至关重要.
  • 在儿童中加强EFT是一个关键的发展目标.
  • 改善EFT的现有方法在儿童和成人之间有所不同.

研究的目的:

  • 为了适应儿童的情节性特异性诱导 (ESI).
  • 调查ESI是否可以改善儿童的EFT表现.
  • 建立关于EFT增强的发展和成人研究的桥梁.

主要方法:

  • 开发并测试了一种适合儿童的ESI程序.
  • 66名儿童 (6-7岁) 被随机分配到ESI或对照条件中.
  • 参与者完成了EFT任务,评估未来的记忆力,事件想象力,延迟满足和计划.

主要成果:

  • 在ESI成功地促进了详细的事件构建.
  • 在ESI组的孩子们在回忆/想象事件中显示了更多的细节.
  • 干预的效果小于预期,可能是由于认知负载或发育阶段.

结论:

  • 经过调整的ESI显示了增强儿童EFT的潜力.
  • 需要进一步的研究来优化幼儿的ESI.
  • 认知需求和发育因素可能会影响EFT干预的有效性.