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A-not-B Error
The A-not-B error is an incomplete or absent schema of object permanence, normally observed during the sensorimotor stage of Jean Piaget's Theory of Cognitive Development. A typical A-not-B task goes like this: An experimenter hides an attractive toy under box "A" within the baby's reach. The baby searches for the toy, looks under box "A", and finds the toy. This activity is usually repeated several times (always with the researcher hiding the toy under box "A"), which means baby has the ability to pass the object permanence test. Then, in the critical trial, the experimenter moves the toy under box "B", also within easy reach of the baby. Babies of 10 months or younger typically make the perseveration error, meaning they look under box "A" even though they saw the researcher move the toy under box "B", and box "B" is just as easy to reach. Piaget called this phenomenon A-not-B error. This demonstrates a lack of, or incomplete, schema of object permanence, shows that the infant's co ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Schema (psychology)
In psychology and cognitive science, a schema (plural ''schemata'' or ''schemas'') describes a pattern of thought or behavior that organizes categories of information and the relationships among them. It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information, such as a mental schema or conceptual model. Schemata influence attention and the absorption of new knowledge: people are more likely to notice things that fit into their schema, while re-interpreting contradictions to the schema as exceptions or distorting them to fit. Schemata have a tendency to remain unchanged, even in the face of contradictory information. Schemata can help in understanding the world and the rapidly changing environment. People can organize new perceptions into schemata quickly as most situations do not require complex thought when using schema, since automatic thought is all that is r ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Object Permanence
Object permanence is the understanding that Physical object, objects continue to Existence, exist even when they cannot be Sense, sensed. This is a fundamental concept studied in the field of developmental psychology, the subfield of psychology that addresses the development of young children's social and mental capacities. There is not yet scientific consensus on when the understanding of object permanence emerges in human development. Jean Piaget, the Swiss psychologist who first studied object permanence in infants, argued that it is one of an infant's most important accomplishments, as, without this concept, objects would have no separate, permanent existence. In Piaget's theory of cognitive development, infants develop this understanding by the end of the "sensorimotor stage", which lasts from birth to about two years of age. Piaget thought that an infant's perception and understanding of the world depended on their Motor skill, motor development, which was required for the ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Jean Piaget
Jean William Fritz Piaget (, , ; 9 August 1896 – 16 September 1980) was a Swiss psychologist known for his work on child development. Piaget's theory of cognitive development and epistemological view are together called " genetic epistemology". Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual". His theory of child development is studied in pre-service education programs. Educators continue to incorporate constructivist-based strategies. Piaget created the International Center for Genetic Epistemology in Geneva in 1955 while on the faculty of the University of Geneva, and directed the center until his death in 1980. The number of collaborations that its founding made possible, and their impact, ultimately led to the Center being referred to in the scholarly literature as "Piaget's ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Piaget's Theory Of Cognitive Development
Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence. It was originated by the Swiss developmental psychologist Jean Piaget (1896–1980). The theory deals with the nature of knowledge itself and how humans gradually come to acquire, construct, and use it. Piaget's theory is mainly known as a developmental stage theory. In 1919, while working at the Alfred Binet Laboratory School in Paris, Piaget "was intrigued by the fact that children of different ages made different kinds of mistakes while solving problems". His experience and observations at the Alfred Binet Laboratory were the beginnings of his theory of cognitive development. He believed that children of different ages made different mistakes because of the “quality rather than quantity” of their intelligence. Piaget proposed four stages to describe the development process of children: sensorimotor stage, pre-operational stage, concrete operational st ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Perseveration
Perseveration, in the fields of psychology, psychiatry, and speech-language pathology, is the repetition of a particular response (such as a word, phrase, or gesture) regardless of the absence or cessation of a stimulus. It is usually caused by a brain injury or other organic disorder. Symptoms include "lacking ability to transition or switch ideas appropriately with the social context, as evidenced by the repetition of words or gestures after they have ceased to be socially relevant or appropriate", or the "act or task of doing so", and are not better described as stereotypy (a highly repetitive idiosyncratic behaviour). In a broader sense, it is used for a wide range of functionless behaviours that arise from a failure of the brain to either inhibit prepotent responses or to allow its usual progress to a different behavior, and includes impairment in set shifting and task switching in social and other contexts. [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Schema (psychology)
In psychology and cognitive science, a schema (plural ''schemata'' or ''schemas'') describes a pattern of thought or behavior that organizes categories of information and the relationships among them. It can also be described as a mental structure of preconceived ideas, a framework representing some aspect of the world, or a system of organizing and perceiving new information, such as a mental schema or conceptual model. Schemata influence attention and the absorption of new knowledge: people are more likely to notice things that fit into their schema, while re-interpreting contradictions to the schema as exceptions or distorting them to fit. Schemata have a tendency to remain unchanged, even in the face of contradictory information. Schemata can help in understanding the world and the rapidly changing environment. People can organize new perceptions into schemata quickly as most situations do not require complex thought when using schema, since automatic thought is all that is r ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Behaviorist
Behaviorism is a systematic approach to understanding the behavior of humans and animals. It assumes that behavior is either a reflex evoked by the pairing of certain antecedent stimuli in the environment, or a consequence of that individual's history, including especially reinforcement and punishment contingencies, together with the individual's current motivational state and controlling stimuli. Although behaviorists generally accept the important role of heredity in determining behavior, they focus primarily on environmental events. Behaviorism emerged in the early 1900s as a reaction to depth psychology and other traditional forms of psychology, which often had difficulty making predictions that could be tested experimentally, but derived from earlier research in the late nineteenth century, such as when Edward Thorndike pioneered the law of effect, a procedure that involved the use of consequences to strengthen or weaken behavior. With a 1924 publication, John B. Wats ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Cognitive Model
A cognitive model is an approximation of one or more cognitive processes in humans or other animals for the purposes of comprehension and prediction. There are many types of cognitive models, and they can range from box-and-arrow diagrams to a set of equations to software programs that interact with the same tools that humans use to complete tasks (e.g., computer mouse and keyboard). Relationship to cognitive architectures Cognitive models can be developed within or without a cognitive architecture, though the two are not always easily distinguishable. In contrast to cognitive architectures, cognitive models tend to be focused on a single cognitive phenomenon or process (e.g., list learning), how two or more processes interact (e.g., visual search bsc1780 decision making), or making behavioral predictions for a specific task or tool (e.g., how instituting a new software package will affect productivity). Cognitive architectures tend to be focused on the structural properties of the m ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Cognitive Flexibility
Cognitive flexibility is an intrinsic property of a cognitive system often associated with the mental ability to adjust its activity and content, switch between different task rules and corresponding behavioral responses, maintain multiple concepts simultaneously and shift internal attention between them. The term ''cognitive flexibility'' is traditionally used to refer to one of the executive functions. In this sense, it can be seen as neural underpinnings of adaptive and flexible behavior. Most flexibility tests were developed under this assumption several decades ago. Nowadays, cognitive flexibility can also be referred to as a set of properties of the brain that facilitate flexible yet relevant switching between functional brain states. Cognitive flexibility varies during the lifespan of an individual. In addition, certain conditions such as obsessive–compulsive disorder are associated with reduced cognitive flexibility. Since cognitive flexibility is a vital component of ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Peekaboo
Peekaboo (also spelled peek-a-boo) is a form of play played with an infant. To play, one player hides their face, pops back into the view of the other, and says ''Peekaboo!'', sometimes followed by ''I see you!'' There are many variations: for example, where trees are involved, "Hiding behind that tree!" is sometimes added. Another variation involves saying "Where's the baby?" while the face is covered and "There's the baby!" when uncovering the face. Peekaboo uses the fundamental structure of all good jokes—surprise, balanced with expectation. Peekaboo is thought by developmental psychology, developmental psychologists to demonstrate an infant's inability to understand object permanence. Object permanence is an important stage of cognitive development for infants. In early sensorimotor stages, the infant is completely unable to comprehend object permanence. Psychologist Jean Piaget conducted experiments with infants which led him to conclude that this awareness was typicall ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Child Development
Child development involves the Human development (biology), biological, developmental psychology, psychological and emotional changes that occur in human beings between birth and the conclusion of adolescence. Childhood is divided into 3 stages of life which include early childhood, middle childhood, and late childhood (preadolescence). Early childhood typically ranges from infancy to the age of 6 years old. During this period, development is significant, as many of life's milestones happen during this time period such as first words, learning to crawl, and learning to walk. There is speculation that middle childhood/preadolescence or ages 6–12 are the most crucial years of a child's life. Adolescence is the stage of life that typically starts around the major onset of puberty, with markers such as menarche and spermarche, typically occurring at 12–13 years of age. It has been defined as ages 10 to 19 by the World Health Organization. In the course of development, the individu ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Human Development
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Human development may refer to: * Development of the human body * Developmental psychology * Human development (economics) * Human Development Index, an index used to rank countries by level of human development * Human evolution, the prehistoric process leading to the modern human species * ''Human Development'' (journal), a journal published by Karger See also * Human population growth Population growth is the increase in the number of people in a population or dispersed group. Actual global human population growth amounts to around 83 million annually, or 1.1% per year. The global population has grown from 1 billion in 1800 to ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
