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相关概念视频

Piaget's Stage 2 of Cognitive Development01:14

Piaget's Stage 2 of Cognitive Development

233
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, blending...
233
Revisionist Views of Adolescent and Adult Cognition01:24

Revisionist Views of Adolescent and Adult Cognition

99
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...
99
Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

325
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 Knowledge
325
Piaget's Stage 3 of Cognitive Development01:17

Piaget's Stage 3 of Cognitive Development

653
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...
653
The Nativist Approach01:21

The Nativist Approach

128
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...
128
Piaget's Stage 1 of Cognitive Development01:14

Piaget's Stage 1 of Cognitive Development

786
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.
Exploration...
786

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相关实验视频

Updated: Sep 11, 2025

The Modified Temptation Resistance Task: A Paradigm to Elicit Children's Strategic Lie-telling
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The Modified Temptation Resistance Task: A Paradigm to Elicit Children's Strategic Lie-telling

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孩子和故意的无知.

Francesca Bonalumi1, Azzurra Ruggeri1

  • 1School of Social Sciences and Technology, Department of Educational Sciences, Technical University Munich, Maarstraße 20-22, 80335, Munich, Germany; Central European University, Department of Cognitive Science, Quellenstraße 51, 1100 Vienna, Austria.

Current opinion in psychology
|August 13, 2025
PubMed
概括

孩子有时会避开信息,这种行为被称为故意无知. 这项研究探讨了它的发育根源,并提出了一个框架来理解为什么孩子们避开知识,帮助定制干预措施.

科学领域:

  • 认知发展 认知发展
  • 心理学 心理学 心理学
  • 信息规避 避免提供信息

背景情况:

  • 人类认知的特点是对知识的追求.
  • 避免信息,或故意无知,是成年人常见的行为.
  • 儿童故意无知的发育起源尚未得到充分理解.

研究的目的:

  • 识别儿童故意无知的发展途径.
  • 提出一个框架来评估儿童避免信息的动机.
  • 为年轻人群体提供有关知识获取的干预信息.

主要方法:

  • 文献审查以确定发育途径.
  • 开发一个分级框架来评估动机.
  • 在信息回避中分析认识论,情感和工具性权衡.

主要成果:

  • 鉴定出了两种不同的故意无知的发展途径.
  • 提出了一个框架来评估儿童避免信息的动机.
  • 该框架考虑了认识,情感和工具因素.

结论:

  • 了解故意无知的发展对于认知科学至关重要.

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Last Updated: Sep 11, 2025

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  • 拟议的框架有助于评估儿童避免信息的动机.
  • 这些发现可以指导教育工作者和卫生专业人员支持儿童的学习.