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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

602
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.
602
Cognitive Learning01:21

Cognitive Learning

227
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...
227
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

51
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,...
51
Problem-Solving01:29

Problem-Solving

142
Effective problem-solving consists of two steps: 1. identifying the problem and 2. selecting the appropriate problem-solving strategy (i.e., a plan of action used to find a solution). Humans use four problem-solving strategies:
142
Normal and Tangetial Components: Problem Solving01:24

Normal and Tangetial Components: Problem Solving

176
Consider a man with a mass of 70 kg seated in a chair connected to a pin support through a member BC. If the man maintains an upright position, the task is to determine the horizontal and vertical reactions of the chair on the man when the member makes a 45° angle with the horizontal. At this moment, the man has a speed of 5 m/s, increasing at a rate of 1 m/s².
176
The Nativist Approach01:21

The Nativist Approach

34
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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Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
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在幼儿中解决因果关系问题.

Mariel K Goddu1, Eunice Yiu2, Alison Gopnik2

  • 1Department of Psychology, University of California - Berkeley, Berkeley 94704, USA; Department of Philosophy, Stanford University, Palo Alto 94305, USA; Institut für Philosophie, Freie Universität Berlin, Berlin 14195, Germany; Centre for Advanced Study in the Humanities: Human Abilities, Berlin 10969, Germany.

Cognition
|September 28, 2024
PubMed
概括
此摘要是机器生成的。

幼儿早就表现出因果关系推理. 幼儿和学龄前儿童可以推断抽象的因果规则,并应用它们来解决新问题,将推理与因果学习联系起来.

关键词:
因果推理原因推理人类发展 人类发展解决问题的解决方法关系推理是关系推理.

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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
  • 因果推理因果推理

背景情况:

  • 了解因果关系推理是认知发展的关键.
  • 幼儿时期是发展解决问题的技能的关键时期.

研究的目的:

  • 调查幼儿的因果关系推理能力.
  • 确定幼儿和学龄前儿童是否可以使用关系推理来设计新的干预措施并实现新的结果.

主要方法:

  • 两项实验与24-30个月大的幼儿和三岁的学龄前儿童进行.
  • 孩子们观察到一个机械不透明的机器改变物体大小.
  • 然后,孩子们被要求使用机器解决新的问题.

主要成果:

  • 幼儿和学龄前儿童迅速推断出关系因果关系的规则.
  • 孩子们成功地应用了推断的规则来解决与陌生对象的新问题.
  • 表演展示了抽象因果关系的概括.

结论:

  • 幼儿在关系推理方面表现出令人惊的早期能力.
  • 复杂的因果推理在童年早期就显而易见.
  • 研究结果表明,早期的关系推理和积极的因果学习之间存在着密切的联系.