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相关概念视频

Language Development01:22

Language Development

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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...
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Cause and Effect01:53

Cause and Effect

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While variables are sometimes correlated because one does cause the other, it could also be that some other factor, a confounding variable, is actually causing the systematic movement in our variables of interest. For instance, as sales in ice cream increase, so does the overall rate of crime. Is it possible that indulging in your favorite flavor of ice cream could send you on a crime spree? Or, after committing crime do you think you might decide to treat yourself to a cone?
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Correlation and Causation01:27

Correlation and Causation

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Statistical tests can calculate whether there is a relationship, or correlation, between independent and dependent variables. An indirect relationship of the variables signifies a correlation, while a direct relationship shows causation. If it is determined that no connection exists between the variables, then the correlation is a coincidence.
Correlation versus Causation
If the dependent variable increases or decreases when the independent variable increases, there is a positive or negative...
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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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Piaget's Theory of Cognitive Development from Childhood into Adulthood01:25

Piaget's Theory of Cognitive Development from Childhood into Adulthood

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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.
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Criteria for Causality: Bradford Hill Criteria - II01:28

Criteria for Causality: Bradford Hill Criteria - II

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The Bradford Hill criteria serve as guidelines for establishing causative links in epidemiological research. Beyond Strength, Consistency, Specificity, and Temporality, key criteria also include Biological Gradient, Plausibility, Coherence, Experiment, and Analogy. These principles assist scientists in assessing the likelihood of causation in complex biological contexts. Below is a summary of these concepts:
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相关实验视频

Updated: Jan 9, 2026

Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
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儿童如何将因果动词映射到整个发育过程中的不同原因.

David Rose1, Siying Zhang2, Shaun Nichols3

  • 1Department of Psychology, Stanford University, Stanford, CA, USA. davdrose@stanford.edu.

Nature human behaviour
|December 5, 2025
PubMed
概括
此摘要是机器生成的。

孩子们学会将有关原因的语言与事件发生的方式联系起来. 四岁的孩子可以区分直接的行为和间接的原因,很早就能理解因果关系.

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相关实验视频

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Defining the Role Of Language in Infants' Object Categorization with Eye-tracking Paradigms
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科学领域:

  • 认知心理学 认知心理学
  • 发展心理学 发展心理学
  • 语言学的语言学.
  • 因果关系的哲学.

背景情况:

  • 因果关系理论往往侧重于直接的身体接触.
  • 人类对因果关系的理解超出了直接相互作用的范围.
  • 语言和概念化原因之间的关系还没有完全被理解.

研究的目的:

  • 研究儿童如何学会将因果关系的语言表达式映射到不同类型的原因.
  • 检查理解"引起"的发展与描述直接行动的动词.
  • 探索儿童对因果缺席的理解.

主要方法:

  • 在三个实验中测试了691名儿童和270名成年人.
  • 实验1:在4岁的儿童中,评估了"引起"到远端原因的映射和"破坏"到近端原因的映射.
  • 实验2和3:研究了4岁儿童的"导致"缺席的映射,以及他们使用与缺席相关的解释.

主要成果:

  • 四岁的孩子正确地将"引起"映射到远端原因和动作动词,如"断裂"到近端原因.
  • 在这个年龄段的孩子还没有将"原因"与因果缺席进行映射.
  • 然而,4岁的孩子在解释结果时确实使用了与缺席相关的术语 ("为什么"问题).

结论:

  • 儿童对因果关系的理解是通过将语言映射到事件类型来发展的.
  • 语义和务实因素在获得这些因果映射方面发挥着至关重要的作用.
  • 直接和间接的因果关系以及缺席的作用之间的区别在不同的发育阶段出现.