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相关概念视频

Language Development01:22

Language Development

314
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
314
Language and Cognition01:27

Language and Cognition

321
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
321
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

530
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...
530
Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

34
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,...
34
The Nativist Approach01:21

The Nativist Approach

33
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...
33
Information Processing Approach01:30

Information Processing Approach

30
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...
30

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相关实验视频

Updated: Jun 1, 2025

Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA
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语音处理和幼儿园儿童的基本数字知识之间的双向关系:一项纵向研究.

Xin Chen1, Chi Ma2, Zihan Yang2

  • 1School of Child Development and Education, China Women 's University, Beijing, 100101, China.

BMC psychology
|January 17, 2025
PubMed
概括
此摘要是机器生成的。

幼儿早期的语音意识和数字比较技能显示出双向关系. 基本的数字知识可以预测幼儿园儿童以后的语音处理发展.

关键词:
幼儿园幼儿园的孩子们纵向研究是一项纵向研究.数量知识知识 数量知识知识.声学意识的提高 声学意识语音记忆 - - 语音记忆是一种声学记忆.快速自动化命名方式

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科学领域:

  • 发展心理学 发展心理学
  • 认知科学 认知科学
  • 教育心理学教育心理学

背景情况:

  • 在儿童早期的语音处理和数字知识之间的关系是争论的.
  • 了解这种影响的方向性对于早期干预和教育至关重要.

研究的目的:

  • 研究幼儿园儿童声学处理和基本数知识之间的关系的发育方向性.
  • 检查语音意识,语音记忆和快速自动化命名对数字识别和比较的预测能力,反之亦然.

主要方法:

  • 长度研究追踪了82名中国5-6岁幼儿园儿童的情况.
  • 在两个时间点评估语音处理 (意识,记忆,命名) 和数字知识 (识别,比较).
  • 采用交叉差距的小组分析来确定预测关系.

主要成果:

  • 语音意识和数字比较表明了双向关联.
  • 早期的语音意识预测了以后的数字识别.
  • 早期的数字比较预测了以后的语音记忆.
  • 快速自动化命名没有显示与其他变量有显著的预测关系.

结论:

  • 这些发现为早期发育中的声学意识和数字比较之间的双向联系提供了新的证据.
  • 基本的数字知识似乎预测了幼儿的后来的语音处理技能,挑战了以前的假设.
  • 这些见解对设计有针对性的教育策略有影响,以支持这两个认知领域.