Jove
Visualize
联系我们
JoVE
x logofacebook logolinkedin logoyoutube logo
关于 JoVE
概览领导团队博客JoVE 帮助中心
作者
出版流程编辑委员会范围与政策同行评审常见问题投稿
图书馆员
用户评价订阅访问资源图书馆顾问委员会常见问题
研究
JoVE JournalMethods CollectionsJoVE Encyclopedia of Experiments存档
教育
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab Manual教师资源中心教师网站
使用条款与条件
隐私政策
政策

相关概念视频

Observational Learning01:12

Observational Learning

802
Albert Bandura's observational learning, also known as imitation or modeling, occurs when a person observes and imitates another's behavior. It is a quicker process than operant conditioning. A well-known example is the Bobo doll study, where children who saw an adult acting aggressively towards the doll were more likely to act aggressively when left alone, compared to those who observed a nonaggressive adult. Many psychologists view observational learning as a form of latent learning...
802
Non-Verbal Cues01:29

Non-Verbal Cues

253
Non-verbal communication extends beyond gestures and facial expressions to include vocal elements known as paralanguage. Paralanguage consists of non-verbal vocal cues such as pitch, loudness, speech rate, pauses, and non-verbal vocalizations like laughter, sighs, and moans. These elements not only accompany speech but also provide critical emotional and contextual information.The Role of Paralanguage in CommunicationParalanguage adds depth to spoken language by conveying emotions and...
253
Role of Shaping in Operant Conditioning01:19

Role of Shaping in Operant Conditioning

934
Shaping is a technique used in operant conditioning to train complex behaviors by rewarding successive approximations toward the target behavior. This method is necessary because organisms are unlikely to perform complex behaviors spontaneously. Instead, shaping breaks down the desired behavior into small, manageable steps.
The steps involved in shaping begin with reinforcing any response that resembles the desired behavior. For example, parents might praise a child for picking up one toy. As...
934
Observational Studies01:11

Observational Studies

10.7K
Observational studies are a type of analytical study where researchers observe events without any interventions. In other words, the researcher does not influence the response variable or the experiment's outcome.
There are three types of observational studies – Prospective, retrospective, and cross-sectional.
Prospective Study
Prospective studies, also known as longitudinal or cohort studies, are carried out by collecting future data from groups sharing similar characteristics. One...
10.7K
Naturalistic Observations02:30

Naturalistic Observations

16.9K
If you want to understand how behavior occurs, one of the best ways to gain information is to simply observe the behavior in its natural context. However, people might change their behavior in unexpected ways if they know they are being observed. How do researchers obtain accurate information when people tend to hide their natural behavior? As an example, imagine that your professor asks everyone in your class to raise their hand if they always wash their hands after using the restroom. Chances...
16.9K
Causes of Social Behavior I: Actions and Characteristics of Individuals01:30

Causes of Social Behavior I: Actions and Characteristics of Individuals

257
The actions and characteristics of others heavily influence the causes of social behaviors. Emotional expressions serve as powerful social signals, shaping behaviors and interactions in significant ways. Whether through direct observation or subconscious processing, individuals constantly adjust their responses based on the emotions and attributes of those around them.Emotional Cues and Social ResponsesFacial expressions, tone of voice, and body language provide crucial emotional cues that...
257

您也可能阅读

相关文章

通过共同作者、期刊和引用图与本文相关的文章。

排序
Same author

ManyNumbers 3: A Multi-Lab Study of Demographic Correlates of Early Number Knowledge.

Developmental science·2026
Same author

Addressing Emotional Dysregulation Within NDBI for Young Autistic Children: Outcomes and Factors Related to Change.

Behavioral sciences (Basel, Switzerland)·2025
Same author

A Career Dedicated to Gesture, Language, Learning, and Cognition: Susan Goldin-Meadow, 2021 Recipient of the Rumelhart Prize.

Topics in cognitive science·2025
Same author

Teachers' Gestures and How They Matter.

Topics in cognitive science·2024
Same author

Using Causative Methods to Determine System-Level Factors Driving the Uptake and Use of Evidence-Based Practices in a Public Early Intervention System.

Administration and policy in mental health·2024
Same author

How Prior Knowledge, Gesture Instruction, and Interference After Instruction Interact to Influence Learning of Mathematical Equivalence.

Cognitive science·2024
Same journal

Memory for a dinosaur exhibit: retrieval-based practice vs. restudy.

Journal of experimental child psychology·2026
Same journal

The interplay between Theory of Mind inferencing and visual attention in narrative comprehension in autistic preschoolers.

Journal of experimental child psychology·2026
Same journal

Executive function and preschoolers' responses to severe transgressions: implications for early forgiveness.

Journal of experimental child psychology·2026
Same journal

Shared cognitive risk factors underlying rapid automatized naming deficits for the comorbidity of developmental dyslexia and attention deficit hyperactivity disorder: A computational parameter estimation via Bundesen's theory of visual attention.

Journal of experimental child psychology·2026
Same journal

Do young children understand the objectivity of reality?

Journal of experimental child psychology·2026
Same journal

Learning words by ear or by eye: effects of modality on lexical configuration and lexicalization.

Journal of experimental child psychology·2026
查看所有相关文章

相关实验视频

Updated: Jan 10, 2026

Author Spotlight: Deciphering the Cognitive and Neural Mechanisms of Gesture in Communication
07:18

Author Spotlight: Deciphering the Cognitive and Neural Mechanisms of Gesture in Communication

Published on: January 26, 2024

1.3K

通过学习者特征对形状分类进行观察和制作手势.

Nicole M Hendrix1, Susan Wagner Cook2, Kristen N Missall3

  • 1Emory University School of Medicine, Atlanta, GA, USA.

Journal of experimental child psychology
|November 23, 2025
PubMed
概括
此摘要是机器生成的。

在口语教学中添加手势并没有显著改善幼儿早期的空间学习. 学习收益与年龄和词汇量有关,而不是教学方法,这表明个人差异最重要.

关键词:
幼儿早期的童年 早期的童年一个手势,一个手势.个人间的差异.空间技能 空间技能 空间技能

更多相关视频

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

7.2K
Creating Objects and Object Categories for Studying Perception and Perceptual Learning
14:38

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

12.2K

相关实验视频

Last Updated: Jan 10, 2026

Author Spotlight: Deciphering the Cognitive and Neural Mechanisms of Gesture in Communication
07:18

Author Spotlight: Deciphering the Cognitive and Neural Mechanisms of Gesture in Communication

Published on: January 26, 2024

1.3K
Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
07:31

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms

Published on: February 8, 2019

7.2K
Creating Objects and Object Categories for Studying Perception and Perceptual Learning
14:38

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

Published on: November 2, 2012

12.2K

科学领域:

  • 认知发展 认知发展
  • 教育心理学教育心理学
  • 空间认知 空间认知

背景情况:

  • 早期的空间能力显示出基于性别和社会经济背景等因素的个体间差异.
  • 教学中的特定任务追踪可能会支持早期的空间技能,但它的有效性取决于孩子的特点和现有的策略.

研究的目的:

  • 评估观察或观察/制作的跟踪是否与单独的口语指令相比,增强了形状识别学习.
  • 为了确定测试前/测试后的表现是否随着孩子的特征而变化.
  • 检查口语/手势策略的变化及其与表现和状态的关系.

主要方法:

  • 121名儿童 (44-72个月) 在三个条件下接受了关于三角形/矩形属性的指导:仅说话,观察手势或观察/制作手势.
  • 孩子们完成了测试前和测试后的形状排序任务.
  • 从测试前到测试后,分析了口语和手势策略.

主要成果:

  • 所有的孩子在形状识别方面都得到了改善,无论他们的状况如何.
  • 绩效的提高与年龄和接受性词汇相关,而不是教学条件.
  • 趋势表明了潜在的性别差异,女孩从制作手势中受益,而男孩在各种条件中表现相似.

结论:

  • 姿态对于早期的空间学习并非普遍有益;其影响受到儿童个体特征和特定任务环境的调节.
  • 早期空间学习中的教学有效性是复杂的,取决于干预本身以外的因素组合.