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相关概念视频

Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

32
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...
32
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

553
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...
553
Information Processing Approach01:30

Information Processing Approach

38
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...
38
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

76
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,...
76
Piaget's Stage 4 of Cognitive Development01:19

Piaget's Stage 4 of Cognitive Development

60
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.
Abstract Reasoning and Hypothetical-Deductive Thinking
Unlike the concrete operational...
60
Reasoning01:30

Reasoning

78
Reasoning is the action of thinking about something in a logical, sensible way. It is integral to problem-solving, decision-making, and critical thinking. Reasoning can be inductive or deductive. Reasoning involves transforming information into conclusions, which is essential for problem-solving, decision-making, and critical thinking.
Inductive reasoning involves deriving generalizations from specific observations. This type of reasoning helps form beliefs about the world. For example,...
78

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相关实验视频

Updated: Jul 6, 2025

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
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执行功能如何影响儿童对数学和科学中的反直觉概念的推理?

Iroise Dumontheil1,2, Hannah R Wilkinson1,2, Emily K Farran1,3

  • 1Centre for Educational Neuroscience, Birkbeck, University of London, London, UK.

Journal of cognitive enhancement : towards the integration of theory and practice
|January 8, 2024
PubMed
概括

执行功能 (EF) 帮助老年儿童反直觉推理,而Stop & Think (S&T) 干预特别有利于年幼的儿童.

关键词:
孩子 孩子 孩子 孩子反直觉推理的推理.执行职能 执行职能 执行职能数学 数学 是一个数学.错误的观念 错误的观念科学科学科学 科学科学 科学科学

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科学领域:

  • 认知心理学 认知心理学
  • 教育心理学教育心理学
  • 神经科学是一个神经科学.

背景情况:

  • 反直觉的科学和数学概念挑战了日常经验.
  • 执行功能 (EF),特别是抑制控制 (IC),对于理解复杂概念至关重要.
  • 停止和思考 (S&T) 计划培养了IC技能,并且在提高学业表现方面表现有前途.

研究的目的:

  • 调查EFs在反直觉推理中的作用.
  • 检查科学技术培训如何调节EF和反直觉推理之间的关系.
  • 在不同年龄组中区分EFs和S&T培训的影响.

主要方法:

  • 372名儿童 (3年和5年) 的样本被分配到S&T,主动对照或常规护理.
  • 参与者完成了工作记忆 (WM),智商,智商和反直觉推理干预前后的评估.
  • 进行了横截面和干预分析,以评估EF和科技培训的影响.

主要成果:

  • 5年级的儿童显示出反直觉推理和EF,特别是口头WM之间的横截面关联.
  • 科学技术干预改善了三年级儿童的反直觉推理,但不是五年级儿童.
  • EF 措施没有预测哪些孩子将从 S&T 干预中获益最大.

结论:

  • 个人对EF的差异对年幼儿童的反直觉推理不那么重要.
  • 年长的孩子在EF和反直觉推理之间表现出更强的联系,并且可以将S&T策略应用于学术科目.
  • 这些发现澄清了S&T干预增强数学和科学学习的具体机制.