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相关概念视频

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...
123
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

79
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,...
79
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

559
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...
559
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
Cognitive Development During Adolescence01:18

Cognitive Development During Adolescence

56
During adolescence, individuals experience significant cognitive development that enhances their understanding of others' emotions and thoughts, known as cognitive empathy. This period is marked by an increased ability to adapt to others' perspectives and a more nuanced understanding of others' mental states, a skill that is foundational for social problem-solving and conflict avoidance. The development of cognitive empathy relies heavily on the theory of mind — the...
56
Information Processing Approach01:30

Information Processing Approach

44
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...
44

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相关实验视频

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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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不丹儿童的情境依赖性认知发展

Gustaf Gredebäck1, Nidup Dorji2, Umay Sen3

  • 1Uppsala University, Uppsala, Sweden. gustaf.gredeback@psyk.uu.se.

Scientific reports
|November 14, 2023
PubMed
概括

不丹儿童的认知发展受到家庭社会经济地位和文化背景的影响. 大多数佛教徒的孩子从宗教参与中受益,而印度教少数民族的孩子更受父母价值观的影响.

科学领域:

  • 发展心理学 发展心理学
  • 文化人类学 文化人类学
  • 儿科 儿科 儿科

背景情况:

  • 认知发展受到遗传和环境因素的复杂相互作用的影响.
  • 了解特定文化对儿童发展的影响对于有针对性的干预至关重要.
  • 不丹呈现了一个独特的背景,不同的种族和宗教团体影响了儿童抚养实践.

研究的目的:

  • 确定 3-5 岁的不丹儿童认知发育的风险和保护因素.
  • 探索文化和社会经济因素对少数民族和少数民族群体的影响差异.
  • 研究家庭环境,文化习惯和儿童认知能力之间的关系.

主要方法:

  • 利用SON-R非语言测试来评估504名不丹儿童的认知能力.
  • 进行了主要照顾者采访,以收集有关家庭社会经济地位 (SES) 和价值观的数据.
  • 采用混合方法方法分析定量认知得分和定性访谈数据.

主要成果:

  • 认知能力与家庭SES和族群归属 (佛教多数与印度教少数) 有着显著的关联.
  • 在大多数族群中,对佛教实践的更高参与与增强的认知能力相关.
  • 父母自主相关性值对少数民族的认知能力产生了更大的影响.

更多相关视频

A View of Their Own: Capturing the Egocentric View of Infants and Toddlers with Head-Mounted Cameras
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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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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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A View of Their Own: Capturing the Egocentric View of Infants and Toddlers with Head-Mounted Cameras
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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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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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结论:

  • 不丹儿童的认知发展取决于家庭的经济和教育背景.
  • 文化特异性风险和保护因素,根据分组 (多数/少数,文化/宗教) 不同,显著影响认知结果.
  • 社会事件和不同的文化实践在塑造认知轨迹方面发挥着至关重要的作用.