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相关概念视频

The Nativist Approach01:21

The Nativist Approach

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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...
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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,...
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Schemas01:42

Schemas

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A schema is a mental construct consisting of a cluster or collection of related concepts (Bartlett, 1932). There are many different types of schemata, and they all have one thing in common: schemata are a method of organizing information that allows the brain to work more efficiently. When a schema is activated, the brain makes immediate assumptions about the person or object being observed.
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Framing Effects03:26

Framing Effects

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Information is everywhere and its presentation—such as how and when items are presented—can impact our perceptions and decisions surrounding the info. This broad concept umbrellas framing effects—influences that occur due to the way information is framed in its appearance, whether it’s purely the order or the specific wording of a message. Let’s take a look at numerous ways in which two versions of something can objectively say the same thing, yet we respond in...
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The Representativeness Heuristic02:13

The Representativeness Heuristic

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The representative heuristic describes a biased way of thinking, in which you unintentionally stereotype someone or something. For example, you may assume that your professors spend their free time reading books and engaging in intellectual conversation, because the idea of them spending their time playing volleyball or visiting an amusement park does not fit in with your stereotypes of professors.
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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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相关实验视频

Updated: Jun 21, 2025

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
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Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Published on: October 3, 2018

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局限性支持孩子们的事件表现.

Yue Ji1, Anna Papafragou2

  • 1Department of English, School of Foreign Languages, Beijing Institute of Technology.

Developmental psychology
|July 8, 2024
PubMed
概括
此摘要是机器生成的。

幼儿理解事件的局限性,区分具有终点的事件和没有终点的事件. 这种认知能力支持他们学习语言和概念化经验.

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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
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The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition

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相关实验视频

Last Updated: Jun 21, 2025

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
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Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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The Spatial Memory Game: Testing the Relationship Between Spatial Language, Object Knowledge, and Spatial Cognition
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科学领域:

  • 认知科学 认知科学
  • 发展心理学 发展心理学
  • 语言学的语言学.

背景情况:

  • 自然语言将事件分为telic (内在的终点) 和atelic (没有内在的终点).
  • 有证据表明,4-5岁的孩子对这些微妙的区别有部分理解.

研究的目的:

  • 调查幼儿是否利用时间概念的局限性来描述事件结构.
  • 为了确定儿童是否认知地将事件描述为有界或无界的时间实体.

主要方法:

  • 与4-5岁的英语儿童进行非语言任务.
  • 实验1:事件分类任务以评估边界性计算.
  • 实验2:区分事件的边界与完成.
  • 实验3:对边界事件的终点与中点进行事件中断的评估.

主要成果:

  • 孩子们在一个分类任务中计算了事件局限性.
  • 他们成功地区分了事件局限性和事件完成.
  • 儿童对中断的评价因事件局限性而有所不同,特别是在终点.

结论:

  • 幼儿用基本的抽象时间性质来表现事件.
  • 这些认知时间性质可能有助于获得语言方面的区别.
  • 这种理解构建了儿童对动态体验的概念化和处理.