Stages Of Cognitive Development Research Articles

The Relationship Between Thought and Language Based on Language Determinism and the Theory of Children’s Cognitive Development Stage

The Relationship Between Thought and Language Based on Language Determinism and the Theory of Children’s Cognitive Development Stage

Neural representational similarity between symbolic and non-symbolic quantities predicts arithmetic skills in childhood but not adolescence.

Mathematical knowledge is constructed hierarchically from basic understanding of quantities and the symbols that denote them. Discrimination of numerical quantity in both symbolic and non-symbolic formats has been linked to mathematical problem-solving abilities. However, little is known of the extent to which overlap in quantity representations between symbolic and non-symbolic formats is related to individual differences in numerical problem solving and whether this relation changes with different stages of development and skill acquisition. Here we investigate the association between neural representational similarity (NRS) across symbolic and non-symbolic quantity discrimination and arithmetic problem-solving skills in early and late developmental stages: elementary school children (ages 7-10 years) and adolescents and young adults (AYA, ages 14-21 years). In children, cross-format NRS in distributed brain regions, including parietal and frontal cortices and the hippocampus, was positively correlated with arithmetic skills. In contrast, no brain region showed a significant association between cross-format NRS and arithmetic skills in the AYA group. Our findings suggest that the relationship between symbolic-non-symbolic NRS and arithmetic skills depends on developmental stage. Taken together, our study provides evidence for both mapping and estrangement hypotheses in the context of numerical problem solving, albeit over different cognitive developmental stages.

DramaQA: Character-Centered Video Story Understanding with Hierarchical QA

Despite recent progress on computer vision and natural language processing, developing a machine that can understand video story is still hard to achieve due to the intrinsic difficulty of video story. Moreover, researches on how to evaluate the degree of video understanding based on human cognitive process have not progressed as yet. In this paper, we propose a novel video question answering (Video QA) task, DramaQA, for a comprehensive understanding of the video story. The DramaQA focuses on two perspectives: 1) Hierarchical QAs as an evaluation metric based on the cognitive developmental stages of human intelligence. 2) Character-centered video annotations to model local coherence of the story. Our dataset is built upon the TV drama "Another Miss Oh" and it contains 17,983 QA pairs from 23,928 various length video clips, with each QA pair belonging to one of four difficulty levels. We provide 217,308 annotated images with rich character-centered annotations, including visual bounding boxes, behaviors and emotions of main characters, and coreference resolved scripts. Additionally, we suggest Multi-level Context Matching model which hierarchically understands character-centered representations of video to answer questions. We release our dataset and model publicly for research purposes, and we expect our work to provide a new perspective on video story understanding research.

Post-error adjustment among children aged 7 years with a familial high risk of schizophrenia or bipolar disorder: A population-based cohort study.

The cognitive control system matures gradually with age and shows age-related sex differences. To gain knowledge concerning error adaptation in familial high-risk groups, investigating error adaptation among the offspring of parents with severe mental disorders is important and may contribute to the understanding of cognitive functioning in at-risk individuals. We identified an observational cohort through Danish registries and measured error adaptation using an Eriksen flanker paradigm. We tested 497 7-year-old children with a familial high risk of schizophrenia (N = 192) or bipolar disorder (N = 116) for deficits in error adaptation compared with a control group (N = 189). We investigated whether error adaptation differed between high-risk groups compared with controls and sex differences in the adaptation to errors, irrespective of high-risk status. Overall, children exhibited post-error slowing (PES), but the slowing of responses did not translate to significant improvements in accuracy. No differences were detected between either high-risk group compared with the controls. Boys showed less PES and PES after incongruent trials than girls. Our results suggest that familial high risk of severe mental disorders does not influence error adaptation at this early stage of cognitive control development. Error adaptation behavior at age 7 years shows specific sex differences.

Desenvolvimento cognitivo e a atividade de programação com crianças

O presente estudo está vinculado a uma pesquisa que objetiva investigar o processo de construção da noção de algoritmo na atividade de programação realizada por crianças. Apresentamos, aqui, a análise de nove experimentos para a investigação de processos cognitivos envolvidos na atividade de movimentar um robô concreto [...]. Em uma primeira etapa, foram realizadas provas cognitivas, baseada no método clínico-piagetiano para a verificação do estádio do desenvolvimento intelectual de cada sujeito e uma segunda etapa onde os sujeitos resolveram problemas para fazer movimentar um objeto tangível. O experimento foi gravado em vídeo e analisado com auxílio do software de análise qualitativa MAXQDA2020®. Como conclusões preliminares, podemos indicar relações entre os estádios de desenvolvimento cognitivo infantil e o uso de diferentes estratégias de resolução de problemas envolvendo a construção de algoritmos para a programação de um robô. Palavras-chave: Desenvolvimento Cognitivo; Atividade de Programação; Epistemologia Genética; Robótica Educacional.

Assimilate The Qur'an's View with Science and Technology Perspectives

Integration in the education of Muslims has become an agenda among Islamic intellectuals and activists. Where secular humanism and atheistic modernism leave Muslims with a legacy of educational dichotomy. Many contemporary Islamic educational institutions have been established since then, each with some distinctive integration models. Many Muslims advance the true integration of the Qur'an worldview in the Science and Technology curriculum whose students are at a critical stage of cognitive development, affective, spiritual, social, and ethical. This research presents qualitative reports that analyze several samples of integration models in a number of Islamic schools in Indonesia. In an effort to understand the Science and Technology Perspective this article assesses the worldview that has brought science and technology to its current stage. This research proposes a model for Islamic school education in which science and technology undergo thoughtful but holistic reconstruction, reinterpretation, and diversion of frameworks, and are organically infused with the Qur'an, and enrich 'Islamic studies' with good grounding and Science.

Effect of Argumentative Discourse based Intervention on Argumentation Ability: A Study of Demographic Factors

Argumentation can be viewed as an important activity in science education aiming at a better understanding of science topics. This article is drawn from doctoral research aiming to assess the effect of an argumentative coursebased intervention on argumentation ability in complement with other variables. This section highlights how students with demographic variations differ in their argumentation ability and how do they respond to the intervention. The population of the study comprised of school students in their transition stage of cognitive development from concrete to abstract thinking; correspondingly, Grade 5 students were selected. An argumentative discourse framework was developed for the contents of the school Science subject adapting to the Toulmin model. 18 weeks of intervention was provided, including 4 weeks introductory training phase followed by a pretest of argumentation ability. Analysis revealed that demographics like gender, age order among siblings, family type, and achievement level play their innate role in determining argumentation ability, and students respond to the intervention correspondingly.

Correlation Between Thinking Ability and Cognitive Learning Outcomes of 7th-grade Students at SMPN 2 Surakarta

Thinking ability is a basic thing that every student has. Concrete and thinking abilities are part of the cognitive development stage. This study aimed to identify the correlation between concrete and abstract thinking abilities with cognitive learning outcomes. This study design was a non-experimental correlation in quantitative research. All 7th-grade students of SMPN 2 Surakarta in the 2019/2020 academic year were used as subject in this study. One sample class was selected using Cluster Random Sampling. Data on thinking ability and cognitive learning outcomes were collected using an online test method via a google form. The analysis techniques were correlation product moment on SPSS and scalogram on Rasch Model Analysis. This study found that there is a positive correlation between concrete and abstract thinking abilities with cognitive learning outcomes, students who dominate the abstract thinking abilities have better learning outcomes than the student who dominates the concrete thinking abilities.

DramaQA: 계층적 질의응답과 함께하는 등장인물 중심 비디오 스토리 이해

Despite recent progress on computer vision and natural language processing, developing a machine that can understand video story is still hard to achieve due to the intrinsic difficulty of video story. Moreover, researches on how to evaluate the degree of video understanding based on human cognitive process have not progressed as yet. In this paper, we propose a novel video question answering (Video QA) task, DramaQA, for a comprehensive understanding of the video story. The DramaQA focuses on two perspectives: 1) Hierarchical QAs as an evaluation metric based on the cognitive developmental stages of human intelligence. 2) Character-centered video annotations to model local coherence of the story. Our dataset is built upon the TV drama Another Miss Oh and it contains 17,983 QA pairs from 23,928 various length video clips, with each QA pair belonging to one of four difficulty levels. We provide 217,308 annotated images with rich character-centered annotations, including visual bounding boxes, behaviors and emotions of main characters, and coreference resolved scripts. Additionally, we suggest Multi-level Context Matching model which hierarchically understands character-centered representations of video to answer questions. We release our dataset and model publicly for research purposes, and we expect our work to provide a new perspective on video story understanding research.

El desarrollo cognoscitivo de la parábola según Bruner, con el empleo de software educativo

Para Bruner es indispensable tener una experiencia personal con la información que se desea aprender de manera significativa, los tres tipos de experiencias para obtener el conocimiento corresponden a groso modo, a las tres formas de representación: activa, icónica y simbólica. La presente investigación tiene como objetivo conocer si el empleo de un software educativo conduce por cada una de las etapas del desarrollo cognoscitivo propuestas por Bruner. La estrategia de enseñanza propuesta por el autor a través del software educativo Wiris, incluye el desarrollo de sistemas de representación, como medios para el tratamiento de información y la apropiación del conocimiento de la parábola.
 A través de la observación científica controlada, el investigador se integra al grupo de estudio y lo examina por dentro y por fuera; empleando la técnica de observación y registrando los resultados en la bitácora que contiene información con detalles útiles para la interpretación y análisis. Los resultados de la investigación validan que el uso del software educativo Wiris en el aprendizaje de la parábola conduce al estudiante por las tres experiencias que le permite el desarrollo cognoscitivo propuesto por Bruner.

Non-Linearity of Intelligence Effects and the Threshold Model of Formal-Operative Intelligence

There is ample evidence that numerous effects of intelligence are non-linear. Nevertheless, psychometric research is almost exclusively restricted to the linear approach. The article presents a non-linear model, dubbed threshold model of formal-operative intelligence. The model is based on Piaget’s stages of cognitive development. Using Transparency International’s Corruption Perceptions Index as an example, it is shown that countries are only able to curb corruption if their national intelligence exceeds a certain threshold. In the lower intelligence range it does not matter whether a country is very far below or directly on the threshold. Intelligence only comes into play when the threshold is exceeded. In the context of Piaget’s developmental psychology this means: The decisive question is whether a sufficiently large proportion of the population has reached the stage of formal-operative thinking. It is shown that the threshold model has far greater explanatory power than the linear approach, and that this applies to a broad range of quite diverse variables. The importance of intelligence is much greater than many believe.

World History and Societal Evolution: Historical Periods and Psychological Stages

This essay combines historical research with developmental psychology and Piagetian Cross-Cultural Psychology. It will be shown that the empirical data that evidence major psychological differences between premodern and modern peoples can be applied to the study of history generally. The differences in mind, language, worldview, religion, literature, and sciences between pre-civilized peoples, archaic kingdoms, ancient civilizations, and modern industrial society can be connected to distinct differences in developmental stage. Data are presented that reveal a continuous rise in the final cognitive stage of adults through the four historical periods. Ancient Egypt lies in the middle between nature peoples and post-axial civilizations, in terms of developmental stages. The post-axial civilizations again are more developed than the archaic kingdoms, but less than modern industrial civilization. Stages of cognitive development can help us understand the distinctions of cultural development that historians make when comparing these cultures. Indeed, such a developmental approach may revolutionize the study of history.

Формирование компенсаторной и прагматической компетенций студентов языковых направлений подготовки с помощью когнитивно-вербальной деятельности

The research objective includes identifying the role of verbal cognitive activity when forming linguistic students’ compensatory and pragmatic competences. The article analyses correlation of linguistic competences and speech activity (language usage) from the viewpoint of foreign language teaching. Specificity of the competences manifestation depending on a type of thinking is revealed. Scientific originality of the research involves justifying the thesis that students’ verbal cognitive activity stimulation allows simultaneous development of their pragmatic and compensatory competences taking into account similarity of intellectual models. The authors introduce a definition of verbal cognitive activity and reveal the educational potential of the case-study method. The research findings are as follows: the authors identify the stages of verbal cognitive activity development with a focus on forming students’ compensatory and pragmatic competences on the basis of the case-study technology.

Focussing on 'mental hygiene' along with 'hand hygiene' in the times of COVID-19.

Focussing on 'mental hygiene' along with 'hand hygiene' in the times of COVID-19.

Pembelajaran Matematika Berbasis STEM: Implementasi Variasi Pengembangan Model Pembelajaran STEM di Sekolah Dasar

STEM is a learning approach that integrates science, technology, engineering and mathematics in the problem-solving based activities. The integration of the four scientific disciplines in STEM project activities uses the Engineering Design Process (EDP) stage. This stage is a cycle in the form of repeated steps and might change until a problem-solving solution is identified. The difference of elementary school students’ characteristics and stages of cognitive development as well as the absences of a specific STEM curriculum causes teachers who are new to STEM find it difficult in implementing the existing model. Therefore, it is necessary to develop the stages of the STEM learning model in accordance with the characteristics of teachers and students. This stage was developed with the aim of making STEM easier to apply and easily connecting problems with product development from the STEM project. The variation of the STEM learning model developed includes the stages: create, identify, ideate, plan, build, and communicate. The STEM Learning Model design developed will make it easier for teachers to implement STEM in classroom learning.

ANALISIS PEMAHAMAN SISWA SMA DI KOTA PONTIANAK MENGENAI MATERI GENETIKA

This research aimed to find out students’ conceptions and the student‘s factors that causing misconceptions on genetics material of XII grade science class at Pontianak City Senior High School of 2018/2019 Academic Year. The method used in this research was descriptive with survey form. The research sample was determined using a random sampling technique of 100 people. The research was conducted with the giving of twenty-four questions of diagnostic test in the form of essay which include four concepts that were genetics material, cell division, Mendel’s genetic law and mutation. The result showed that the students’ understanding was still low, with the percentage of 27.55%. Meanwhile, students who have misconceptions and not understanding were equal to 33.21% and 39.25% respectively. The result also showed that high frequencies misconceptions were Mendel’s genetic law and low frequencies misconceptions were mutation. The student‘s thinking factors causing misconceptions come from intuitive thinking (31%), incomplete reasons (27.5%), student ability (24.2%), cognitive development stage (8.8%), preconception (6,6%) and associative thinking (3.3%). Meanwhile, misconceptions come from humanistic thinking were not found

Scientific websites for children: Nurturing children’s scientific literacy through the conflation of multiple semiotic resources

Nowadays, knowledge dissemination among children is no longer limited to the classroom and course or information books. It also includes websites explicitly addressed to youngsters who have a different stage of cognitive development and background knowledge compared to adults. However, they are also the first to live in today’s multimodal hypertext environment and have a multimodal and multimedial communicative competence. In web-based educational hypermedia, education and entertainment often converge, relying on different semiotic resources. In point of fact, the term ‘edutainment’ is frequently used to describe such a combination. Edutainment websites are also one of the main accesses to science for children. In particular, explanations of scientific phenomena are frequently intertwined with different kinds of visual material, partly evoking science books. The aim of this paper is to shed light on the verbal-visual interplay in three scientific websites designed for children in English, whose express aim is to popularize scientific knowledge.

Effectiveness of “Hand Hygiene Fun Month” for Kindergarten Children: A Pilot Quasi-Experimental Study

Early childhood is a formative period during which healthy habits are developed, including proper hand hygiene practices. The aim of this quasi-experimental study was to determine the effectiveness of a 4-week series of educational sessions that consider the cognitive developmental stage of children on increasing their knowledge and promoting hand hygiene practices. The intervention group (n = 33) observed the hand hygiene program, whereas another group served as the waitlist control (n = 20). Creative activities were planned for the illustration of hand hygiene concepts in terms of “right moments”, “right steps”, and “right duration”. Hand sanitizer coverage was evaluated using a hand scanner. After the intervention, the experimental group had higher knowledge level toward hand hygiene than the control group (p < 0.001). Significant improvements in hand hygiene performance at the left palm and dorsum (p < 0.05), right palm (p < 0.05), and overall hand coverage (p < 0.05) were observed in the experimental group. The study demonstrated that the knowledge and proper hand hygiene (HH) practice of children can be positively influenced by the use of an age-appropriate education program. The results of this study have implications for school health educators and parents for promoting HH practices among children at home and at the school level.

Piaget's Theory and Stages of Cognitive Development- An Overview

Piaget's Theory and Stages of Cognitive Development- An Overview

Learning Styles and Development of Cognitive Skills in Mathematics Learning

Modern schoolchildren are the new digital generation and their preferences for working with information are based on of the dominant sensory modality which can be visual, auditory, and tactile/ kinesthetic. Therefore, to organize effective mathematics teaching it is necessary to use a personalized system of teaching techniques, instructional methods, and educational technologies taking into account the way students process information from the outside world. In light of neuropedagogy achievements and the idea of the dynamic balance, the purpose of the article is to provide evidence for the current need for taking into account the students’ perceptual learning styles which reflect the nature of interhemispheric interaction in the process of cognitive learning development in mathematics learning. The article is also aimed at establishing a scientific rationale for a classification of teaching methods for development of general learning skills, logical operations, and problem solving skills in mathematics learning based on the criteria of “dominant hemisphere” and “learning style”. The research methods are content analysis of scientific, educational and methodological literature to review the methods for cognitive skill development; testing the students’ level of general learning skills and the level of verbal reasoning; modeling method, Google questioning of teachers from different regions of the Russian Federation, qualitative analysis of the empirical data. The scientific novelty of the study is the obtained results: empirical data in respect to personalized learning technologies used by Russian teachers; identifying the stages of cognitive skill development in mathematics learning based on the perceptual learning styles of students; establishing a scientific rationale for a classification of techniques for development of general learning skills according to the criteria of “type of learning in accordance with the dominant hemisphere”; developing the criteria for assessing cognitive skills on the basis of the students’ learning styles. The theoretical significance of the study lies in its contribution to the mathematics methodology in regard to personalized learning technologies, the techniques for developing cognitive skills in mathematics learning taking into account students’ learning styles and applying the ideas of neuropedagogy and the idea of the dynamic balance in teaching mathematics..