Jean Piaget - Wikipedia

10/5/12
Jean Piaget - Wikipedia, the free encyclopedia
JeanPiaget
FromWikipedia,thefreeencyclopedia
JeanPiaget(Frenchpronunciation:[ pja]9August 189616September1980)wasaFrenchspeakingSwiss developmentalpsychologistandphilosopherknownfor hisepistemologicalstudieswithchildren.Hewasthe eldestsonofArthurPiaget(Swiss)andRebeccaJackson (French).Histheoryofcognitivedevelopmentand epistemologicalviewaretogethercalled"genetic epistemology". Piagetplacedgreatimportanceontheeducationof children.AstheDirectoroftheInternationalBureauof Education,hedeclaredin1934that"onlyeducationis capableofsavingoursocietiesfrompossiblecollapse, whetherviolent,orgradual."[2] PiagetcreatedtheInternationalCenterforGenetic EpistemologyinGenevain1955anddirectedituntil 1980.AccordingtoErnstvonGlasersfeld,JeanPiagetis "thegreatpioneeroftheconstructivisttheoryof knowing."[3]
JeanWilliamFritzPiaget
PiagetattheUniversityofMichigan,c.1968 Born 9August1896 Neuchtel,Switzerland 16September1980(aged84) Geneva,Switzerland DevelopmentalPsychology, Epistemology
Contents
1Personallife 2Careerhistory 2.1Piagetbeforepsychology 2.2Thesociologicalmodelof development 2.3Thesensorimotor/adaptivemodelof intellectualdevelopment 2.4Theelaborationofthelogicalmodelof intellectualdevelopment 2.5Thestudyoffigurativethought 3Theory 3.1Stages 3.2Thedevelopmentalprocess 3.3Geneticepistemology 3.4Schemata 3.4.1Thephysicalmicrostructureof
Died Fields
Knownfor Constructivism,Genetic epistemology,Theoryofcognitive development,Objectpermanence, Egocentrism Influences ImmanuelKant,HenriBergson, PierreJanet,JamesMarkBaldwin[1] Influenced BrbelInhelder,JeromeBruner, KennethKaye,LawrenceKohlberg, HowardGardner,ThomasKuhn, SeymourPapert,Umberto Eco[citationneeded]
en.wikipedia.org/wiki/Jean_Piaget
1/27
10/5/12
"schemes" 4Researchmethods 4.1Issuesandpossiblesolutions 4.2Developmentofnewmethods 4.2.1CriticismofPiaget'sresearch methods 4.3Developmentofresearchmethods 5Influence 5.1Developmentalpsychology 5.2Educationanddevelopmentof morality 5.3PiagetandtheCognitivists 5.4Historicalstudiesofthoughtand cognition 5.5Nonhumandevelopment 5.6Origins 5.7Primatology 5.8Philosophy 5.9Artificialintelligence 6Challenges 7Listofmajorworks 7.1Exemplars 7.2Superclassics 7.3Classics 7.4Majorworks 7.5Worksofsignificance 7.6Newtranslations 8Majorcommentariesandcritiques 8.1Exemplars 8.2Classics 8.3Majorworks 8.4Worksofsignificance 9ListofMajorAchievements 9.1Appointments 9.2Honorarydoctorates 10Quotations 11Seealso 11.1Collaborators 11.2Translators 12Notes 13References 14Externallinks
2/27
10/5/12
Personallife
Piagetwasbornin1896inNeuchtel,intheFrancophoneregionofSwitzerland.Hisfather,ArthurPiaget, wasaprofessorofmedievalliteratureattheUniversityofNeuchtel.Piagetwasaprecociouschildwho developedaninterestinbiologyandthenaturalworld.Hisearlyinterestinzoologyearnedhimareputation amongthoseinthefieldafterhehadpublishedseveralarticlesonmollusksbytheageof15.[4]Hewas educatedattheUniversityofNeuchtel,andstudiedbrieflyattheUniversityofZrich.Duringthistime,he publishedtwophilosophicalpapersthatshowedthedirectionofhisthinkingatthetime,butwhichhelater dismissedasadolescentthought.[5]Hisinterestinpsychoanalysis,atthetimeaburgeoningstrainof psychology,canalsobedatedtothisperiod.PiagetmovedfromSwitzerlandtoParis,Franceafterhis graduationandhetaughtattheGrangeAuxBellesStreetSchoolforBoys.TheschoolwasrunbyAlfred Binet,thedeveloperoftheBinetintelligencetest,andPiagetassistedinthemarkingofBinet'sintelligence tests.ItwaswhilehewashelpingtomarksomeoftheseteststhatPiagetnoticedthatyoungchildren consistentlygavewronganswerstocertainquestions.Piagetdidnotfocussomuchonthefactofthe children'sanswersbeingwrong,butthatyoungchildrenconsistentlymadetypesofmistakesthatolder childrenandadultsdidnot.Thisledhimtothetheorythatyoungchildren'scognitiveprocessesareinherently differentfromthoseofadults.Ultimately,hewastoproposeaglobaltheoryofcognitivedevelopmentalstages inwhichindividualsexhibitcertaincommonpatternsofcognitionineachperiodofdevelopment.In1921, PiagetreturnedtoSwitzerlandasdirectoroftheRousseauInstituteinGeneva. In1923,hemarriedValentineChtenaytogether,thecouplehadthreechildren,whomPiagetstudiedfrom infancy.In1929,JeanPiagetacceptedthepostofDirectoroftheInternationalBureauofEducationand remainedtheheadofthisinternationalorganizationuntil1968.Everyyear,hedraftedhis"Director's Speeches"fortheIBECouncilandfortheInternationalConferenceonPublicEducationinwhichhe explicitlyaddressedhiseducationalcredo. In1964,PiagetwasinvitedtoserveaschiefconsultantattwoconferencesatCornellUniversity(March11 13)andUniversityofCalifornia,Berkeley(March1618).Theconferencesaddressedtherelationshipof cognitivestudiesandcurriculumdevelopmentandstrivedtoconceiveimplicationsofrecentinvestigationsof children'scognitivedevelopmentforcurricula.[6] In1979hewasawardedtheBalzanPrizeforSocialandPoliticalSciences.
Careerhistory
HarryBeilindescribedJeanPiaget'stheoreticalresearchprogram[7]asconsistingoffourphases: 1. 2. 3. 4. thesociologicalmodelofdevelopment, thebiologicalmodelofintellectualdevelopment, theelaborationofthelogicalmodelofintellectualdevelopment, thestudyoffigurativethought.
Theresultingtheoreticalframeworksaresufficientlydifferentfromeachotherthattheyhavebeen characterizedasrepresentingdifferent"Piagets."Morerecently,JeremyBurmanrespondedtoBeilinand calledfortheadditionofaphasebeforehisturntopsychology:"thezeroethPiaget."[8]
3/27
10/5/12
Piagetbeforepsychology
BeforePiagetbecameapsychologist,hetrainedinnaturalhistoryand philosophy.Hereceivedhisdoctoratein1918fromtheUniversityof Neuchatel.HethenundertookpostdoctoraltraininginZurich(1918 1919),andParis(19191921).Thetheoristwerecognizetodayonly emergedwhenhemovedtoGeneva,toworkforEdouardClaparede asdirectorofresearchattheRousseauInstitute,in1922.
Thesociologicalmodelofdevelopment
BustofJeanPiagetintheParcdes Bastions,Geneva
Piagetfirstdevelopedasapsychologistinthe1920s.Heinvestigated thehiddensideofchildrensminds.Piagetproposedthatchildrenmovedfromapositionofegocentrismto sociocentrism.Forthisexplanationhecombinedtheuseofpsychologicalandclinicalmethodstocreatewhat hecalledasemiclinicalinterview.Hebegantheinterviewbyaskingchildrenstandardizedquestionsand dependingonhowtheyanswered,hewouldaskthemaseriesofnonstandardquestions.Piagetwaslooking forwhathecalled"spontaneousconviction"soheoftenaskedquestionsthechildrenneitherexpectednor anticipated.Inhisstudies,henoticedtherewasagradualprogressionfromintuitivetoscientificandsocially acceptableresponses.Piagettheorizedchildrendidthisbecauseofthesocialinteractionandthechallengeto youngerchildrensideasbytheideasofthosechildrenwhoweremoreadvanced. ThisworkwasusedbyEltonMayoasthebasisforthefamousHawthorneExperiments.[9]ForPiaget,italso ledtoanhonorarydoctoratefromHarvardin1936.[10]
Thesensorimotor/adaptivemodelofintellectualdevelopment
Inthisstage,Piagetdescribedintelligenceashavingtwocloselyinterrelatedparts.Thefirstpart,whichis fromthefirststage,wasthecontentofchildren'sthinking.Thesecondpartwastheprocessofintellectual activity.Hebelievedthisprocessofthinkingcouldberegardedasanextensionofthebiologicalprocessof adaptation.Adaptationhastwopieces:assimilationandaccommodation.Totesthistheory,Piagetobserved thehabitsinhisownchildren.Hearguedinfantswereengaginginanactofassimilationwhentheysuckedon everythingintheirreach.Heclaimedinfantstransformallobjectsintoanobjecttobesucked.Thechildren wereassimilatingtheobjectstoconformtotheirownmentalstructures.Piagetthenmadetheassumptionthat wheneveronetransformstheworldtomeetindividualneedsorconceptions,oneis,inaway,assimilatingit. Piagetalsoobservedhischildrennotonlyassimilatingobjectstofittheirneeds,butalsomodifyingsomeof theirmentalstructurestomeetthedemandsoftheenvironment.Thisistheseconddivisionofadaptation knownasaccommodation.Tostartout,theinfantsonlyengagedinprimarilyreflexactionssuchassucking, butnotlongafter,theywouldpickupactualobjectsandputthemintheirmouths.Whentheydothis,they modifytheirreflexresponsetoaccommodatetheexternalobjectsintoreflexactions.Becausethetwoare ofteninconflict,theyprovidetheimpetusforintellectualdevelopment.Theconstantneedtobalancethetwo triggersintellectualgrowth.
Theelaborationofthelogicalmodelofintellectualdevelopment
InthemodelPiagetdevelopedinstagethree,hearguedtheideathatintelligencedevelopsinaseriesofstages thatarerelatedtoageandareprogressivebecauseonestagemustbeaccomplishedbeforethenextcanoccur.
en.wikipedia.org/wiki/Jean_Piaget 4/27
10/5/12
thatarerelatedtoageandareprogressivebecauseonestagemustbeaccomplishedbeforethenextcanoccur. Foreachstageofdevelopmentthechildformsaviewofrealityforthatageperiod.Atthenextstage,thechild mustkeepupwithearlierlevelofmentalabilitiestoreconstructconcepts.Piagetconcludedintellectual developmentasanupwardexpandingspiralinwhichchildrenmustconstantlyreconstructtheideasformedat earlierlevelswithnew,higherorderconceptsacquiredatthenextlevel. ItisprimarilytheThirdPiagetthatwasincorporatedintoAmericanpsychologywhenPiaget'sideaswere "rediscovered"inthe1960s.[11]
Thestudyoffigurativethought
Piagetstudiedareasofintelligencelikeperceptionandmemorythatarententirelylogical.Logicalconcepts aredescribedasbeingcompletelyreversiblebecausetheycanalwaysgetbacktothestartingpoint.The perceptualconceptsPiagetstudiedcouldnotbemanipulated.Todescribethefigurativeprocess,Piagetuses picturesasexamples.Picturescantbeseparatedbecausecontourscannotbeseparatedfromtheformsthey outline.Memoryisthesameway.Itisnevercompletelyreversible.Duringthislastperiodofwork,Piagetand hiscolleagueInhelderalsopublishedbooksonperception,memory,andotherfigurativeprocessessuchas learning.[12][13][14]
Theory
JeanPiagetdefinedhimselfasa'genetic'epistemologist,interestedintheprocessofthequalitative developmentofknowledge.AshesaysintheintroductionofhisbookGeneticEpistemology(ISBN9780 393005967):"Whatthegeneticepistemologyproposesisdiscoveringtherootsofthedifferentvarietiesof knowledge,sinceitselementaryforms,followingtothenextlevels,includingalsothescientificknowledge." Hebelievedanswersfortheepistemologicalquestionsathistimecouldbeanswered,orbetterproposed,if onelookedtothegeneticaspectofit,hencehisexperimentationswithchildrenandadolescents.Piaget consideredcognitivestructuresdevelopmentasadifferentiationofbiologicalregulations.Inoneofhislast books,EquilibrationofCognitiveStructures:TheCentralProblemofIntellectualDevelopment(ISBN978 022666781),heintendstoexplainknowledgedevelopmentasaprocessofequilibrationusingtwomain conceptsinhistheory,assimilationandaccommodation,asbelongingnotonlytobiologicalinteractionsbut alsotocognitiveones.
Stages
ThefourdevelopmentstagesaredescribedinPiaget'stheoryas: Sensorimotorstage:frombirthtoage2.Childrenexperiencetheworldthroughmovementandsenses (usefivesensestoexploretheworld).Duringthesensorimotorstagechildrenareextremelyegocentric, meaningtheycannotperceivetheworldfromothers'viewpoints.Thesensorimotorstageisdividedinto sixsubstages: 1. "simplereflexes 2. firsthabitsandprimarycircularreactions
5/27
10/5/12
3. 4. 5. 6.
secondarycircularreactions coordinationofsecondarycircularreactions tertiarycircularreactions,novelty,andcuriosityand internalizationofschemes."[15]
Simplereflexesisfrombirthto1monthold.Atthistimeinfantsusereflexessuchasrootingandsucking. Firsthabitsandprimarycircularreactionsisfrom1monthto4monthsold.Duringthistimeinfantslearnto coordinatesensationandtwotypesofscheme(habitandcircularreactions).Aprimarycircularreactionis whentheinfanttriestoreproduceaneventthathappenedbyaccident(ex:suckingthumb). Thethirdstage,secondarycircularreactions,occurswhentheinfantis4to8monthsold.Atthistimethey becomeawareofthingsbeyondtheirownbodytheyaremoreobjectoriented.Atthistimetheymight accidentallyshakearattleandcontinuetodoitforsakeofsatisfaction. Coordinationofsecondarycircularreactionsisfrom8monthsto12monthsold.Duringthisstagetheycando thingsintentionally.Theycannowcombineandrecombineschemesandtrytoreachagoal(ex:useastickto reachsomething).Theyalsounderstandobjectpermanenceduringthisstage.Thatis,theyunderstandthat objectscontinuetoexistevenwhentheycan'tseethem. Thefifthstageoccursfrom12monthsoldto18monthsold.Duringthisstageinfantsexplorenew possibilitiesofobjectstheytrydifferentthingstogetdifferentresults. SomefollowersofPiaget'sstudiesofinfancy,suchasKennethKaye[16]arguethathiscontributionwasasan observerofcountlessphenomenanotpreviouslydescribed,butthathedidn'tofferexplanationofthe processesinrealtimethatcausethosedevelopments,beyondanalogizingthemtobroadconceptsabout biologicaladaptationgenerally.Kaye's"apprenticeshiptheory"ofcognitiveandsocialdevelopmentrefuted Piaget'sassumptionthatminddevelopedendogenouslyininfantsuntilthecapacityforsymbolicreasoning allowedthemtolearnlanguage. Preoperationalstage:fromages2to7(magicalthinkingpredominatesmotorskillsareacquired). Egocentrismbeginsstronglyandthenweakens.Childrencannotconserveoruselogicalthinking. Concreteoperationalstage:fromages7to11(childrenbegintothinklogicallybutareveryconcretein theirthinking).Childrencannowconserveandthinklogicallybutonlywithpracticalaids.Theyareno longeregocentric. Formaloperationalstage:fromage1116andonwards(developmentofabstractreasoning).Children developabstractthoughtandcaneasilyconserveandthinklogicallyintheirmind.
Thedevelopmentalprocess
Piagetprovidednoconcisedescriptionofthedevelopmentprocessasawhole.Broadlyspeakingitconsisted ofacycle: Thechildperformsanactionwhichhasaneffectonororganizesobjects,andthechildisabletonote thecharacteristicsoftheactionanditseffects.
10/5/12
thecharacteristicsoftheactionanditseffects. Throughrepeatedactions,perhapswithvariationsorindifferentcontextsorondifferentkindsof objects,thechildisabletodifferentiateandintegrateitselementsandeffects.Thisistheprocessof "reflectingabstraction"(describedindetailinPiaget2001). Atthesametime,thechildisabletoidentifythepropertiesofobjectsbythewaydifferentkindsof actionaffectthem.Thisistheprocessof"empiricalabstraction". Byrepeatingthisprocessacrossawiderangeofobjectsandactions,thechildestablishesanewlevelof knowledgeandinsight.Thisistheprocessofforminganew"cognitivestage".Thisdualprocess allowsthechildtoconstructnewwaysofdealingwithobjectsandnewknowledgeaboutobjects themselves. However,oncethechildhasconstructedthesenewkindsofknowledge,heorshestartstousethemto createstillmorecomplexobjectsandtocarryoutstillmorecomplexactions.Asaresult,thechildstarts torecognizestillmorecomplexpatternsandtoconstructstillmorecomplexobjects.Thusanewstage begins,whichwillonlybecompletedwhenallthechild'sactivityandexperiencehavebeenre organizedonthisstillhigherlevel. Thisprocessmaynotbewhollygradual,butnewevidenceshowsthatthepassageintonewstagesismore gradualthanoncethought.Onceanewleveloforganization,knowledgeandinsightprovestobeeffective,it willquicklybegeneralizedtootherareasiftheyexist.Asaresult,transitionsbetweenstagescanseemtobe rapidandradical,butoftentimesthechildhasgraspedoneaspectofthenewstageofcognitivefunctioning butnotaddressedothers.Thebulkofthetimespentinanewstageconsistsofrefiningthisnewcognitive levelhoweveritisnotalwayshappeningquickly.Forexample,achildmaylearnthattwodifferentcolorsof PlayDohhavebeenfusedtogethertomakeoneball,basedonthecolor.However,ifsugarismixedinto wateroricedtea,thenthesugar"disappeared"andthereforedoesnotexist.Theselevelsofoneconceptof cognitivedevelopmentarenotrealizedallatonce,givingusagradualrealizationoftheworldaroundus.[17] Itisbecausethisprocesstakesthisdialecticalform,inwhicheachnewstageiscreatedthroughthefurther differentiation,integration,andsynthesisofnewstructuresoutoftheold,thatthesequenceofcognitivestages arelogicallynecessaryratherthansimplyempiricallycorrect.Eachnewstageemergesonlybecausethechild cantakeforgrantedtheachievementsofitspredecessors,andyettherearestillmoresophisticatedformsof knowledgeandactionthatarecapableofbeingdeveloped. Becauseitcoversbothhowwegainknowledgeaboutobjectsandourreflectionsonourownactions,Piaget's modelofdevelopmentexplainsanumberoffeaturesofhumanknowledgethathadneverpreviouslybeen accountedfor.Forexample,byshowinghowchildrenprogressivelyenrichtheirunderstandingofthingsby actingonandreflectingontheeffectsoftheirownpreviousknowledge,theyareabletoorganizetheir knowledgeinincreasinglycomplexstructures.Thus,onceayoungchildcanconsistentlyandaccurately recognizedifferentkindsofanimals,heorshethenacquirestheabilitytoorganizethedifferentkindsinto highergroupingssuchas"birds","fish",andsoon.Thisissignificantbecausetheyarenowabletoknow thingsaboutanewanimalsimplyonthebasisofthefactthatitisabirdforexample,thatitwilllayeggs. Atthesametime,byreflectingontheirownactions,thechilddevelopsanincreasinglysophisticated awarenessofthe"rules"thatgoverninvariousways.Forexample,itisbythisroutethatPiagetexplainsthis child'sgrowingawarenessofnotionssuchas"right","valid","necessary","proper",andsoon.Inother words,itisthroughtheprocessofobjectification,reflectionandabstractionthatthechildconstructsthe principlesonwhichactionisnotonlyeffectiveorcorrectbutalsojustified.
7/27
10/5/12
OneofPiaget'smostfamousstudiesfocusedpurelyonthediscriminativeabilitiesofchildrenbetweenthe agesoftwoandahalfyearsold,andfourandahalfyearsold.Hebeganthestudybytakingchildrenof differentagesandplacingtwolinesofsweets,onewiththesweetsinalinespreadfurtherapart,andonewith thesamenumberofsweetsinalineplacedmorecloselytogether.Hefoundthat,"Childrenbetween2years, 6monthsoldand3years,2monthsoldcorrectlydiscriminatetherelativenumberofobjectsintworows between3years,2monthsand4years,6monthstheyindicatealongerrowwithfewerobjectstohave "more"after4years,6monthstheyagaindiscriminatecorrectly"(CognitiveCapacityofVeryYoung Children,p.141).Initiallyyoungerchildrenwerenotstudied,becauseifatfouryearsoldachildcouldnot conservequantity,thenayoungerchildpresumablycouldnoteither.Theresultsshowhoweverthatchildren thatareyoungerthanthreeyearsandtwomonthshavequantityconservation,butastheygetoldertheylose thisquality,anddonotrecoverituntilfourandahalfyearsold.Thisattributemaybelostduetoatemporary inabilitytosolvebecauseofanoverdependenceonperceptualstrategies,whichcorrelatesmorecandywitha longerlineofcandy,orduetotheinabilityforafouryearoldtoreversesituations. Bytheendofthisexperimentseveralresultswerefound.First,youngerchildrenhaveadiscriminativeability thatshowsthelogicalcapacityforcognitiveoperationsexistsearlierthanacknowledged.Thisstudyalso revealsthatyoungchildrencanbeequippedwithcertainqualitiesforcognitiveoperations,dependingonhow logicalthestructureofthetaskis.Researchalsoshowsthatchildrendevelopexplicitunderstandingatage5 andasaresult,thechildwillcountthesweetstodecidewhichhasmore.Finallythestudyfoundthatoverall quantityconservationisnotabasiccharacteristicofhumans'nativeinheritance.
Geneticepistemology
AccordingtoJeanPiaget,geneticepistemology"attemptstoexplainknowledge,andinparticularscientific knowledge,onthebasisofitshistory,itssociogenesis,andespeciallythepsychologicaloriginsofthenotions andoperationsuponwhichitisbased"[5].Piagetbelievedhecouldtestepistemologicalquestionsbystudying thedevelopmentofthoughtandactioninchildren.AsaresultPiagetcreatedafieldknownasgenetic epistemologywithitsownmethodsandproblems.Hedefinedthisfieldasthestudyofchilddevelopmentasa meansofansweringepistemologicalquestions.
Schemata
ASchemaisastructuredclusterofconcepts,itcanbeusedtorepresentobjects,scenariosorsequencesof eventsorrelations.TheoriginalideawasproposedbyphilosopherImmanuelKantasinnatestructuresusedto helpusperceivetheworld.[18] Aschema(pl.schemata)isthementalframeworkthatiscreatedaschildreninteractwiththeirphysicaland socialenvironments.[19]Forexample,many3yearoldsinsistthatthesunisalivebecauseitcomesupinthe morningandgoesdownatnight.AccordingtoPiaget,thesechildrenareoperatingbasedonasimple cognitiveschemathatthingsthatmovearealive.Atanyage,childrenrelyontheircurrentcognitivestructures tounderstandtheworldaroundthem.Moreover,youngerandolderchildrenmayofteninterpretandrespond tothesameobjectsandeventsinverydifferentwaysbecausecognitivestructurestakedifferentformsat differentages.[20] Piaget(1953)describedthreekindsofintellectualstructures:behavioural(orsensorimotor)schemata, symbolicschemata,andoperationalschemata.
8/27
10/5/12
Behaviouralschemata:organizedpatternsofbehaviourthatareusedtorepresentandrespondto objectsandexperiences. Symbolicschemata:internalmentalsymbols(suchasimagesorverbalcodes)thatoneusestorepresent aspectsofexperience. Operationalschemata:internalmentalactivitythatoneperformsonobjectsofthought.[21] AccordingtoPiaget,childrenusetheprocessofassimilationandaccommodationtocreateaschemaormental frameworkforhowtheyperceiveand/orinterpretwhattheyareexperiencing.Asaresult,theearlyconcepts ofyoungchildrentendtobemoreglobalorgeneralinnature.[22] Similarly,GallagherandReid(1981)maintainedthatadultsviewchildrensconceptsashighlygeneralized andeveninaccurate.Withaddedexperience,interactions,andmaturity,theseconceptsbecomerefinedand moredetailed.Overall,makingsenseoftheworldfromachildsperspectiveisaverycomplexandtime consumingprocess.[23] Schemataare: Criticallyimportantbuildingblockofconceptualdevelopment Constantlyintheprocessofbeingmodifiedorchanged Modifiedbyongoingexperiences Ageneralizedidea,usuallybasedonexperienceorpriorknowledge.[22] Theseschemataareconstantlybeingrevisedandelaborateduponeachtimethechildencountersnew experiences.Indoingthischildrencreatetheirownuniqueunderstandingoftheworld,interprettheirown experiencesandknowledge,andsubsequentlyusethisknowledgetosolvemorecomplexproblems.Ina neurologicalsense,thebrain/mindisconstantlyworkingtobuildandrebuilditselfasittakesin, adapts/modifiesnewinformation,andenhancesunderstanding.[22] Thephysicalmicrostructureof"schemes" InhisBiologyandKnowledge(1967+/French1965),Piagettentativelyhintedatpossiblephysical embodimentsforhisabstract"scheme"entities.Atthetime,therewasmuchtalkandresearchaboutRNAas suchanagentoflearning,andPiagetconsideredsomeoftheevidence.However,hedidnotofferanyfirm conclusions,andconfessedthatthiswasbeyondhisareaofexpertise.Piagetdiedin1980,andbythenthe RNAtheoryhadlostitsappeal.
Researchmethods
Piagetwantedtorevolutionizethewayresearchmethodswereconducted.Althoughhestartedresearching withhiscolleaguesusingatraditionalmethodofdatacollection,hewasnotfullysatisfiedwiththeresultsand wantedtokeeptryingtofindnewwaysofresearchingusingacombinationofdata,whichincluded: naturalisticobservation,psychometrics,andthepsychiatricclinicalexamination,inordertohavealessguided formofresearchthatwouldproducemoregenuineresults.AsPiagetdevelopednewresearchmethods,he wroteabookcalledTheLanguageandThoughtoftheChild,whichaimedtosynthesizethemethodshewas
10/5/12
wroteabookcalledTheLanguageandThoughtoftheChild,whichaimedtosynthesizethemethodshewas usinginordertostudytheconclusionchildrendrewfromsituationsandhowtheyarrivedtosuchconclusion. Themainideawastoobservehowchildrenrespondedandarticulatedcertainsituationswiththeirown reasoning,inordertoexaminetheirthoughtprocesses(Mayer,2005). Piagetadministeredatestin15boyswithagesrangingfrom1014yearsoldinwhichheaskedparticipants todescribetherelationshipbetweenamixbouquetofflowersandabouquetwithflowersofthesamecolor. Thepurposeofthisstudywastoanalyzethethinkingprocesstheboyshadandtodrawconclusionsaboutthe logicprocessestheyhadused,whichwasapsychometrictechniqueofresearch.Piagetalsousedthe psychoanalyticmethodinitiallydevelopedbySigmundFreud.Thepurposeofusingsuchmethodwasto examinetheunconsciousmind,aswellastocontinueparallelstudiesusingdifferentresearchmethods. PsychoanalysiswaslaterrejectedbyPiaget,ashethoughtitwasinsufficientlyempirical(Mayer,2005). Piagetarguedthatchildrenandadultsusedspeechfordifferentpurposes.Inordertoconfirmhisargument,he experimentedanalyzingachildsinterpretationofastory.Intheexperiment,thechildlistenedtoastoryand thentoldafriendthatsamestoryinhis/herownwords.Thepurposeofthisstudywastoexaminehow childrenverbalizeandunderstandeachotherwithoutadultintervention.Piagetwantedtoexaminethelimits ofnaturalisticobservation,inordertounderstandachildsreasoning.Herealizedthedifficultyofstudying children'sthoughts,asitishardtoknowifachildispretendingtobelievetheirthoughtsornot.Piagetwasthe pioneerresearchertoexaminechildrensconversationsinasocialcontextstartingfromexaminingtheir speechandactionswherechildrenwerecomfortableandspontaneous(Kose,1987).
Issuesandpossiblesolutions
Afterconductingmanystudies,Piagetwasabletofindsignificantdifferencesinthewayadultsandchildren reasonhowever,hewasstillunabletofindthepathoflogicreasoningandtheunspokenthoughtschildren had,whichcouldallowhimtostudyachildsintellectualdevelopmentovertime(Mayer,2005).Inhisthird book,TheChildsConceptionoftheWorld,Piagetrecognizedthedifficultiesofhispriortechniquesandthe importanceofpsychiatricclinicalexamination.Theresearcherbelievedthatthewayclinicalexaminations wereconductedinfluencedhowachildsinnerrealitiessurfaced.Childrenwouldlikelyrespondaccordingto thewaytheresearchisconducted,thequestionsasked,orthefamiliaritytheyhavewiththeenvironment.The clinicalexaminationconductedforhisthirdbookprovidesathoroughinvestigationintoachildsthinking process.Anexampleofaquestionusedtoresearchsuchprocesswas:"Canyouseeathought?"(Mayer, 2005,p.372).
Developmentofnewmethods
Piagetrecognizedthatpsychometrictestshaditslimitations,aschildrenwerenotabletoprovidethe researcherwiththeirdeepestthoughtsandinnerintellect.Itwasalsodifficulttoknowiftheresultsofchild examinationreflectedwhatchildrenbelievedorifitisjustapretendsituation.Forexample,itisverydifficult toknowwithcertaintyifachildwhohasaconversationwithatoybelievesthetoyisaliveorifthechildis justpretending.Soonafterdrawingconclusionsaboutpsychometricstudies,Piagetstarteddevelopingthe clinicalmethodofexamination.Theclinicalmethodincludedquestioningachildandcarefullyexamining theirresponsesinordertoobservehowthechildreasonedaccordingtothequestionsaskedandthen examinethechildsperceptionoftheworldthroughtheirresponses.Piagetrecognizedthedifficultiesof interviewingachildandtheimportanceofrecognizingthedifferencebetween"liberated"versus
10/27
10/5/12
"spontaneous"responses(Mayer,2005,p.372). CriticismofPiaget'sresearchmethods "ThedevelopmentaltheoryofJeanPiagethasbeencriticizedonthegroundsthatitisconceptuallylimited, empiricallyfalse,orphilosophicallyandepistemologicallyuntenable."(Loureno&Machado,1996,p.143) Piagetrespondedtocriticismbyacknowledgingthatthevastmajorityofcriticsdidnotunderstandthe outcomeshewishedtoobtainfromhisresearch(Loureno&Machado,1996). AsPiagetbelieveddevelopmentwasauniversalprocess,hisinitialsamplesizeswereinadequate,particularly intheformulationofhistheoryofinfantdevelopment.[24]Piagetstheoriesofinfantdevelopmentwerebased onhisobservationsofhisownthreechildren.Whilethisclearlypresentsproblemswiththesamplesize, Piagetalsoprobablyintroducedconfoundingvariablesandsocialdesirabilityintohisobservationsandhis conclusionsbasedonhisobservations.ItisentirelypossiblePiagetconditionedhischildrentorespondina desirablemanner,so,ratherthanhavinganunderstandingofobjectpermanence,hischildrenmighthave learnedtobehaveinamannerthatindicatedtheyunderstoodobjectpermanence.Thesamplewasalsovery homogenous,asallthreechildrenhadasimilargeneticheritageandenvironment.Piagetdid,however,have largersamplesizesduringhislateryears.
Developmentofresearchmethods
Piagetwantedtoresearchinenvironmentsthatwouldallowchildrentoconnectwithsomeexistingaspectsof theworld.TheideawastochangetheapproachdescribedinhisbookTheChildsConceptionoftheWorld andmoveawayfromthevaguequestioninginterviews.ThisnewapproachwasdescribedinhisbookThe ChildsConceptionofPhysicalCausality,wherechildrenwerepresentedwithdilemmasandhadtothinkof possiblesolutionsontheirown.Later,aftercarefullyanalyzingpreviousmethods,Piagetdevelopeda combinationofnaturalisticobservationwithclinicalinterviewinginhisbookJudgmentandReasoninginthe Child,whereachild'sintellectwastestedwithquestionsandclosemonitoring.Piagetwasconvincedhehad foundawaytoanalyzeandaccessachildsthoughtsabouttheworldinaveryeffectiveway.(Mayer,2005) Piagetsresearchprovidedacombinationoftheoreticalandpracticalresearchmethodsandithasoffereda crucialcontributiontothefieldofdevelopmentalpsychology(Beilin,1992)."Piagetisoftencriticized becausehismethodofinvestigation,thoughsomewhatmodifiedinrecentyears,isstilllargelyclinical".He observesachild'ssurroundingsandbehavior.Hethencomesupwithahypothesistestingitandfocusingon boththesurroundingsandbehaviorafterchangingalittleofthesurrounding.(Phillips,1969)
Influence
Despitehisceasingtobeafashionablepsychologist,themagnitudeofPiaget'scontinuinginfluencecanbe measuredbytheglobalscaleandactivityoftheJeanPiagetSociety,whichholdsannualconferencesand attractsverylargenumbersofparticipants.Histheoryofcognitivedevelopmenthasprovedinfluentialin manydifferentareas: Developmentalpsychology EducationandMorality Historicalstudiesofthoughtandcognition
11/27
10/5/12
Evolution Philosophy Primatology ArtificialIntelligence(AI)
Developmentalpsychology
Piagetiswithoutdoubtoneofthemostinfluentialdevelopmentalpsychologists,influencingnotonlythework ofLevVygotskyandofLawrenceKohlbergbutwholegenerations ofeminentacademics.Althoughsubjectinghisideastomassive scrutinyledtoinnumerableimprovementsandqualificationsofhis originalmodelandtheemergenceofaplethoraofneoPiagetianand postPiagetianvariants,Piaget'soriginalmodelhasprovedtobe remarkablyrobust(LourenoandMachado1996).
Educationanddevelopmentofmorality
Duringthe1970sand1980s,Piaget'sworksalsoinspiredthe transformationofEuropeanandAmericaneducation,includingboth theoryandpractice,leadingtoamorechildcenteredapproach.In ConversationswithJeanPiaget,hesays:"Education,formost people,meanstryingtoleadthechildtoresemblethetypicaladultof hissociety...butformeandnooneelse,educationmeansmaking creators...Youhavetomakeinventors,innovatorsnotconformists" (Bringuier,1980,p.132).
PhotooftheJeanPiagetFoundation withPierreBovet(18781965)first row(withlargebeard)andJean Piaget(18961980)firstrow(onthe right,withglasses)infrontofthe RousseauInstitute(Geneva),1925
Histheoryofcognitivedevelopmentcanbeusedasatoolintheearlychildhoodclassroom.Accordingto Piaget,childrendevelopedbestinaclassroomwithinteraction. Piagetdefinedknowledgeastheabilitytomodify,transform,and"operateon"anobjectoridea,suchthatitis understoodbytheoperatorthroughtheprocessoftransformation.[25]Learning,then,occursasaresultof experience,bothphysicalandlogical,withtheobjectsthemselvesandhowtheyareactedupon.Thus, knowledgemustbeassimilatedinanactiveprocessbyalearnerwithmaturedmentalcapacity,sothat knowledgecanbuildincomplexitybyscaffoldedunderstanding.Understandingisscaffoldedbythelearner throughtheprocessofequilibration,wherebythelearnerbalancesnewknowledgewithprevious understanding,therebycompensatingfor"transformation"ofknowledge.[25] Learning,then,canalsobesupportedbyinstructorsinaneducationalsetting.Piagetspecifiedthatknowledge cannottrulybeformeduntilthelearnerhasmaturedthementalstructurestowhichthatlearningisspecific, andtherebydevelopmentconstrainslearning.Nevertheless,knowledgecanalsobe"built"bybuildingon simpleroperationsandstructuresthathavealreadybeenformed.Basingoperationsofanadvancedstructure onthoseofsimplerstructuresthusscaffoldslearningtobuildonoperationalabilitiesastheydevelop.Good teaching,then,isbuiltaroundtheoperationalabilitiesofthestudentssuchthattheycanexcelintheir operationalstageandbuildonpreexistingstructuresandabilitiesandthereby"build"learning.[25] EvidenceoftheeffectivenessofacontemporarycurriculardesignbuildingonPiaget'stheoriesof
12/27
10/5/12
developmentalprogressionandthesupportofmaturingmentalstructurescanbeseeninGriffinandCase's "NumberWorlds"curriculum.[26]Thecurriculumworkstowardbuildinga"centralconceptualstructure"of numbersenseinyoungchildrenbybuildingonfiveinstructionalprocesses,includingaligningcurriculumto thedevelopmentalsequencingofacquisitionofspecificskills.Byoutliningthedevelopmentalsequenceof numbersense,aconceptualstructureisbuildandalignedtoindividualchildrenastheydevelop. Piaget'sinfluenceisstrongestinearlyeducationandmoraleducation. Piagetbelievedintwobasicprinciplesrelatingtomoraleducation:thatchildrendevelopmoralideasinstages andthatchildrencreatetheirconceptionsoftheworld.AccordingtoPiaget,"thechildissomeonewho constructshisownmoralworldview,whoformsideasaboutrightandwrong,andfairandunfair,thatarenot thedirectproductofadultteachingandthatareoftenmaintainedinthefaceofadultwishestothecontrary" (Gallagher,1978,p.26).Piagetbelievedthatchildrenmademoraljudgmentsbasedontheirownobservations oftheworld. Piaget'stheoryofmoralitywasradicalwhenhisbook,TheMoralJudgmentoftheChild,waspublishedin 1932fortworeasons:hisuseofphilosophicalcriteriatodefinemorality(asuniversalizable,generalizable,and obligatory)andhisrejectionofequatingculturalnormswithmoralnorms.Piaget,drawingonKantiantheory, proposedthatmoralitydevelopedoutofpeerinteractionandthatitwasautonomousfromauthoritymandates. Peers,notparents,wereakeysourceofmoralconceptssuchasequality,reciprocity,andjustice. Piagetattributeddifferenttypesofpsychosocialprocessestodifferentformsofsocialrelationships, introducingafundamentaldistinctionbetweendifferenttypesofsaidrelationships.Wherethereisconstraint becauseoneparticipantholdsmorepowerthantheothertherelationshipisasymmetrical,and,importantly, theknowledgethatcanbeacquiredbythedominatedparticipanttakesonafixedandinflexibleform.Piaget referstothisprocessasoneofsocialtransmission,illustratingitthroughreferencetothewayinwhichthe eldersofatribeinitiateyoungermembersintothepatternsofbeliefsandpracticesofthegroup.Similarly, whereadultsexerciseadominatinginfluenceoverthegrowingchild,itisthroughsocialtransmissionthat childrencanacquireknowledge.Bycontrast,incooperativerelations,powerismoreevenlydistributed betweenparticipantssothatamoresymmetricalrelationshipemerges.Undertheseconditions,authenticforms ofintellectualexchangebecomepossibleeachpartnerhasthefreedomtoprojecthisorherownthoughts, considerthepositionsofothers,anddefendhisorherownpointofview.Insuchcircumstances,where childrensthinkingisnotlimitedbyadominantinfluence,Piagetbelieved"thereconstructionofknowledge", orfavorableconditionsfortheemergenceofconstructivesolutionstoproblems,exists.Heretheknowledge thatemergesisopen,flexibleandregulatedbythelogicofargumentratherthanbeingdeterminedbyan externalauthority.Inshort,cooperativerelationsprovidethearenafortheemergenceofoperations,whichfor Piagetrequirestheabsenceofanyconstraininginfluence,andismostoftenillustratedbytherelationsthat formbetweenpeers(formoreontheimportanceofthisdistinctionseeDuveen&Psaltis,2008Psaltis& Duveen,2006,2007).ThisdistinctionacquiredcentralimportanceinJrgenHabermas'writingson communicativeaction.[citationneeded]
PiagetandtheCognitivists
TheCognitivistsincludePiaget,Vygotsky,andBruner.Cognitivist(learningtheory)isthetheorythat humansgenerateknowledgeandmeaningthroughsequentialdevelopmentofanindividualscognitive abilities,suchthementalprocessesofrecognize,recall,analyze,reflect,apply,create,understand,and evaluate.TheCognitivists'(e.g.Piaget),[27][28]Bruner:[29][30][31]Vygotsky[32]learningprocessisadoptive
10/5/12
evaluate.TheCognitivists'(e.g.Piaget),[27][28]Bruner:[29][30][31]Vygotsky[32]learningprocessisadoptive learningoftechniques,procedures,organization,andstructuretodevelopinternalcognitivestructurethat strengthenssynapsesinthebrain.Thelearnerrequiresassistancetodeveloppriorknowledgeandintegrate newknowledge.Thepurposeineducationistodevelopconceptualknowledge,techniques,procedures,and algorithmicproblemsolvingusingVerbal/LinguisticandLogical/Mathematicalintelligences.Thelearner requiresscaffoldingtodevelopschemaandadoptknowledgefrombothpeopleandtheenvironment.The educators'roleispedagogicalinthattheinstructormustdevelopconceptualknowledgebymanagingthe contentoflearningactivities.Thistheoryrelatestoearlystagesoflearningwherethelearnersolveswell definedproblemsthroughaseriesofstageswithassistancefromaninstructor.JeanPiagetsCognitive DevelopmentTheorysequencedlearningaccordingtoinfancy[age02:sensormotor],preschool[age27: preoperational],childhood[age711:concreteoperational]andadolescence[age11+:formaloperational]. AccordingtoPiaget,theabilitytolearnaconceptisrelatedtoachildsstageofintellectualdevelopment. Throughaseriesofstages,Piagetexplainsthewaysinwhichcharacteristicsareconstructedthatleadto specifictypesofthinking.Thisfocusonscaffoldedearlylearningandsequentialdevelopmentofmental processesdefinestheCognitivists'learningtheory.
Historicalstudiesofthoughtandcognition
HistoricalchangesofthoughthavebeenmodeledinPiagetianterms.Broadlyspeakingthesemodelshave mappedchangesinmorality,intellectuallifeandcognitivelevelsagainsthistoricalchanges(typicallyinthe complexityofsocialsystems). Notableexamplesinclude: MichaelHoraceBarnes'studyofthecoevolutionofreligiousandscientificthinking[33] PeterDamerow'stheoryofprehistoricandarchaicthought[34] KieranEgan'sstagesofunderstanding[35] JamesW.Fowler'sstagesoffaithdevelopment SuzyGablik'sstagesofarthistory[36] ChristopherHallpike'sstudiesofchangesincognitionandmoraljudgmentinprehistorical,archaicand classicalperiods...(Hallpike1979,2004) LawrenceKohlberg'sstagesofmoraldevelopment DonLepan'stheoryoftheoriginsofmodernthoughtanddrama[37] CharlesRadding'stheoryofthemedievalintellectualdevelopment[38] JrgenHabermas'sreworkingofhistoricalmaterialism.
Nonhumandevelopment
NeoPiagetianstageshavebeenappliedtothemaximumstageattainedbyvariousanimals.Forexample spidersattainthecircularsensorymotorstage,coordinatingactionsandperceptions.Pigeonsattainthe sensorymotorstage,formingconcepts.[citationneeded]
Origins
14/27
10/5/12
TheoriginsofhumanintelligencehavealsobeenstudiedinPiagetianterms.Wynn(1979,1981)analysed AcheulianandOldowantoolsintermsoftheinsightintospatialrelationshipsrequiredtocreateeachkind.On amoregenerallevel,Robinson'sBirthofReason(http://www.prometheus.org.uk)(2005)suggestsalarge scalemodelfortheemergenceofaPiagetianintelligence.
Primatology
Piaget'smodelsofcognitionhavealsobeenappliedoutsidethehumansphere,andsomeprimatologistsassess thedevelopmentandabilitiesofprimatesintermsofPiaget'smodel.[39]
Philosophy
SomehavetakenintoaccountofPiaget'swork.Forexample,thephilosopherandsocialtheoristJrgen HabermashasincorporatedPiagetintohiswork,mostnotablyinTheTheoryofCommunicativeAction.The philosopherThomasKuhncreditedPiaget'sworkwithhelpinghimtounderstandthetransitionbetween modesofthoughtwhichcharacterizedhistheoryofparadigmshifts.[40]Yet,thatsaid,itisalsonotedthatthe implicationsofhislaterworkdoindeedremainlargelyunexamined.[41]Shortlybeforehisdeath(September, 1980),Piagetwasinvolvedinadebateabouttherelationshipsbetweeninnateandacquiredfeaturesof language,attheCentreRoyaumontpouruneSciencedel'Homme,wherehediscussedhispointofviewwith thelinguistNoamChomskyaswellasHilaryPutnamandStephenToulmin.
Artificialintelligence
Piagetalsohadaconsiderableeffectinthefieldofcomputerscienceandartificialintelligence.Seymour PapertusedPiaget'sworkwhiledevelopingtheLogoprogramminglanguage.AlanKayusedPiaget's theoriesasthebasisfortheDynabookprogrammingsystemconcept,whichwasfirstdiscussedwithinthe confinesoftheXeroxPaloAltoResearchCenter,orXeroxPARC.Thesediscussionsledtothedevelopment oftheAltoprototype,whichexploredforthefirsttimealltheelementsofthegraphicaluserinterface(GUI), andinfluencedthecreationofuserinterfacesinthe1980sandbeyond. GaryDrescher'sMadeUpMinds:AConstructivistApproachtoArtificialIntelligence[42]
Challenges
Piaget'stheory,howevervitalinunderstandingchildpsychology,didnotgowithoutscrutiny.Amainfigure whoseideascontradictedPiaget'sideaswastheRussianpsychologistLevVygotsky.Vygotskystressedthe importanceofachild'sculturalbackgroundasaneffecttothestagesofdevelopment.Becausedifferent culturesstressdifferentsocialinteractions,thischallengedPiaget'stheorythatthehierarchyoflearning developmenthadtodevelopinsuccession.VygotskyintroducedthetermZoneofproximaldevelopmentas anoveralltaskachildwouldhavetodevelopthatwouldbetoodifficulttodevelopalone. Also,thesocalledneoPiagetiantheoriesofcognitivedevelopmentmaintainedthatPiaget'stheorydoesnot dojusticeeithertotheunderlyingmechanismsofinformationprocessingthatexplaintransitionfromstageto stageorindividualdifferencesincognitivedevelopment.Accordingtothesetheories,changesininformation processingmechanisms,suchasspeedofprocessingandworkingmemory,areresponsibleforascensionfrom stagetostage.Moreover,differencesbetweenindividualsintheseprocessesexplainwhysomeindividuals
10/5/12
stagetostage.Moreover,differencesbetweenindividualsintheseprocessesexplainwhysomeindividuals developfasterthanotherindividuals(Demetriou,1998). Curiously,Piagethadpublishedanovelattheageof20,beforehe'dbegunanyresearchinpsychology,in whichhestatedwhatwouldlaterbethe"conclusions"fromdecadesofstudyingthedevelopmentof intelligenceinchildren.[43] Overtime,alternativetheoriesofChildDevelopmenthavebeenputforward,andempiricalfindingshave donealottounderminePiaget'stheories.ForexampleEstherThelenandcolleagues[44]foundthatbabies wouldnotmaketheAnotBerroriftheyhadsmallweightsaddedtotheirarmsduringthefirstphaseofthe experimentthatwerethenremovedbeforethesecondphaseoftheexperiment.Thisminorchangeshouldnot impactbabies'understandingofobjectpermanence,sothedifferencethatthismakestobabies'performance ontheAnotBtaskcannotbeexplainedbyPiagetiantheory.Thelenandcolleaguesalsofoundthatvarious otherfactorsalsoinfluencedperformanceontheAnotBtask(includingstrengthofmemorytrace,salienceof targets,waitingtimeandstance),andproposedthatthiscouldbebetterexplainedusingadynamicsystems theoryapproachthanusingPiagetiantheory.AlisonGopnikandBettyRepacholi[45]foundthatbabiesas youngas18monthsoldcanunderstandthatotherpeoplehavedesires,andthatthesedesirescouldbevery differenttotheirowndesires.ThisstronglycontradictsPiaget'sviewthatchildrenareveryegocentricatthis age.
Listofmajorworks
Inthelistbelow,thefollowingdefinitionshavebeenused: Exemplars:Morethan5,000citationsinGoogleScholar SuperClassics:Morethan2,500citationsinGoogleScholar Classics:Morethan1,000citationsinGoogleScholar MajorWorks:Morethan500citationsinGoogleScholar WorksofSignificance:Morethan250citationsinGoogleScholar ThereferenceshavebeenpresentedinorderoftheirimpactaccordingtoGoogleScholar.
Exemplars
TheOriginsofIntelligenceinChildren(NewYork:InternationalUniversityPress,1952)[Lanaissance del'intelligencechezl'enfant(1936),alsotranslatedasTheOriginofIntelligenceintheChild(London: RoutledgeandKeganPaul,1953)]. TheMoralJudgmentoftheChild(http://archive.org/details/moraljudgmentoft005613mbp)(London: KeganPaul,Trench,TrubnerandCo.,1932)[Lejugementmoralchezl'enfant(1932)].
Superclassics
Theconstructionofrealityinthechild(NewYork:BasicBooks,1954)[Laconstructiondurelchez l'enfant(1950),alsotranslatedasTheChild'sConstructionofReality(London:RoutledgeandKegan Paul,1955)].
16/27
10/5/12
Play,DreamsandImitationinChildhood(NewYork:Norton,1962)[Laformationdusymbolechez l'enfantimitation,jeuetreve,imageetreprsentation(1945)]. TheLanguageandThoughtoftheChild(London:Routledge&KeganPaul,1962)[LeLangageetla pensechezl'enfant(1923)]. WithInhelder,B.,ThePsychologyoftheChild(NewYork:BasicBooks,1962)[Lapsychologiede l'enfant(1966,orig.pub.asanarticle,1950)]. WithInhelder,B.,TheGrowthofLogicalThinkingfromChildhoodtoAdolescence(NewYork:Basic Books,1958)[Delalogiquedel'enfantlalogiquedel'adolescent(1955)]. TheChild'sConceptionoftheWorld(London:RoutledgeandKeganPaul,1928)[LaReprsentation dumondechezl'enfant(1926,orig.pub.asanarticle,1925)]. ThePsychologyofIntelligence(London:RoutledgeandKeganPaul,1951)[Lapsychologiede l'intelligence(1947)].
Classics
WithInhelder,B.,TheChild'sConceptionofSpace(NewYork:W.W.Norton,1967). "Piaget'stheory"inP.Mussen(ed.),HandbookofChildPsychology,Vol.1.(4thed.,NewYork: Wiley,1983). TheChild'sConceptionofNumber(London:RoutledgeandKeganPaul,1952)[Lagenesedunombre chezl'enfant(1941)]. Structuralism(NewYork:Harper&Row,1970)[LeStructuralisme(1968)]. Geneticepistemology(NewYork:W.W.Norton,1971). Theearlygrowthoflogicinthechild(London:RoutledgeandKeganPaul,1964)[Lagenesedes structureslogiqueselementaires(1959)].
Majorworks
BiologyandKnowledge(Chicago:UniversityofChicagoPress,1971)[Biologieetconnaissanceessai surlesrelationsentrelesrgulationsorganiquesetlesprocessuscognitifs(1967)]. Scienceofeducationandthepsychologyofthechild(NewYork:OrionPress,1970)[Psychologieet pdagogie(1969)]. Thechild'sconceptionofphysicalcausality(London:KeganPaul,1930)[Lacausalitephysiquechez l'enfant(1927)]. Intellectualevolutionfromadolescencetoadulthood(Cambridge:CambridgeUniv.Press,1977) [L'evolutionintellectuelleentrel'adolescenceetl'ageadulte(1970)]. Sixpsychologicalstudies(NewYork:RandomHouse,1967)[Sixtudesdepsychologie(1964)]. TheEquilibrationofCognitiveStructures:TheCentralProblemofIntellectualDevelopment(Chicago: UniversityofChicagoPress,1985)[L'equilibrationdesstructurescognitives(1975),previously translatedasThedevelopmentofthought:Equilibrationofcognitivestructures(1977)]. Child'sConceptionofGeometry(NewYork,BasicBooks,1960)[LaGomtriespontanedel'enfant (1948)]. Developmentandlearning. Tounderstandistoinvent:Thefutureofeducation(NewYork:GrossmanPublishers,1973)[tr.ofOu val'education(1971)andLedroital'educationdanslemondeactuel(1948)].
10/5/12
MassimoPiattelliPalmarini(ed.),Languageandlearning:thedebatebetweenJeanPiagetandNoam Chomsky(Cambridge,Mass.:HarvardUniversityPress,1980)[Theoriesdulanguage,theoriesde l'apprentissage(1979)]. ThePrinciplesofGeneticEpistemology(NewYork:BasicBooks,1972)[L'pistmologiegntique (1950)].
Worksofsignificance
TheGraspofConsciousness:Actionandconceptintheyoungchild(London:RoutledgeandKegan Paul,1977)[Laprisedeconscience(1974)]. TheMechanismsofPerception(NewYork:BasicBooks,1969)[Lesmcanismesperceptifs:modles probabilistes,analysegntique,relationsavecl'intelligence(1961)]. PsychologyandEpistemology:TowardsaTheoryofKnowledge(Harmondsworth:Penguin,1972) [Psychologieetepistmologie(1970). TheChild'sConceptionofTime(London:RoutledgeandKeganPaul,1969)[Ledveloppementdela notiondetempschezl'enfant(1946)] LogicandPsychology(Manchester:ManchesterUniversityPress,1953). Memoryandintelligence(NewYork:BasicBooks,1973)[Memoireetintelligence(1968)] TheOriginoftheIdeaofChanceinChildren(London:RoutledgeandKeganPaul,1975)[Lagense del'idedehasardchezl'enfant(1951)]. Mentalimageryinthechild:astudyofthedevelopmentofimaginalrepresentation(London: RoutledgeandKeganPaul,1971)[L'imagementalechezl'enfant:tudessurledveloppementdes reprsentationsimagines(1966)]. IntelligenceandAffectivity.TheirRelationshipduringChildDevelopment(PaloAlto:AnnualReviews, 1981)[Lesrelationsentrel'intelligenceetl'affectivitdansledveloppementdel'enfant(1954)]. WithGarcia,R.PsychogenesisandtheHistoryofScience(NewYork:ColumbiaUniversityPress, 1989)[Psychogenseethistoiredessciences(1983). WithBeth,E.W.,MathematicalEpistemologyandPsychology(Dordrecht:D.Reidel,1966) [pistmologiemathmatiqueetpsychologie:Essaisurlesrelationsentrelalogiqueformelleetla penserelle](1961).
Newtranslations
Piaget,J.(1995).SociologicalStudies.London:Routledge. Piaget,J.(2000)."CommentaryonVygotsky".NewIdeasinPsychology18:24159. Piaget,J.(2001).StudiesinReflectingAbstraction.Hove,UK:PsychologyPress.
Majorcommentariesandcritiques
Piagetinspiredinnumerablestudiesandevennewareasofinquiry.Thefollowingisalistofthemajor critiquesandcommentaries,organizedusingthesamecitationbasedmethodasthelistofhisownmajor works(above).TheserepresentthemostimportantandinfluentialpostPiagetianwritingsintheirrespective subdisciplines.
18/27
10/5/12
Exemplars
Vygotsky,L.(1963).Thoughtandlanguage.[12630citations]
Classics
Papert,S.(1980).Mindstorms:Children,Computers,andPowerfulIdeas.[4089] Minsky,M.(1988).Thesocietyofmind.[3950] Kohlberg,L.(1969).StageAndSequence:TheCognitiveDevelopmentalApproachToSocialization. [3118] Flavell,J.(1963).ThedevelopmentalpsychologyofJeanPiaget.[2333] Gibson,E.J.(1973).Principlesofperceptuallearninganddevelopment.[1903] Hunt,J.McV.(1961).IntelligenceandExperience.[617+395+384+111+167+32=1706] Meltzoff,A.N.&Moore,M.K.(1977).Imitationoffacialandmanualgesturesbyhumanneonates. [1497] Case,R.(1985).Intellectualdevelopment:Birthtoadulthood.[1456] Fischer,K.W.(1980).Atheoryofcognitivedevelopment:Thecontrolandconstructionofhierarchies ofskills.[1001]
Majorworks
Bates,E.(1976).Languageandcontext:Theacquisitionofpragmatics.[959] Ginsberg,H.P.&Opper,S.(1969).Piaget'stheoryofintellectualdevelopment.[931] Singley,M.K.&Anderson,J.R.(1989).Thetransferofcognitiveskill.[836] Duckworth,E.(1973).Thehavingofwonderfulideas.[775] Youniss,J.(1982).Parentsandpeersinsocialdevelopment:ASullivanPiagetperspective.[763] PascualLeone,J.(1970).AmathematicalmodelforthetransitionruleinPiaget'sdevelopmentalstages. [563] Schaffer,H.R.&Emerson,P.E.(1964).Thedevelopmentofsocialattachmentsininfancy.[535]
Worksofsignificance
Shatz,M.&Gelman,R.(1973).TheDevelopmentofCommunicationSkills:Modificationsinthe SpeechofYoungChildrenasaFunctionofListener.MonographsoftheSocietyforResearchinChild Development,38(5),pp.137.[470] Broke,H.(1971).Interpersonalperceptionofyoungchildren:EgocentrismorEmpathy? DevelopmentalPsychology,5(2),pp.263269.[469] Wadsworth,B.J.(1989).Piaget'stheoryofcognitiveandaffectivedevelopment[421] KarmiloffSmith,A.(1992).BeyondModularity.[419] Bodner,G.M.(1986).Constructivism:Atheoryofknowledge.[403] Shantz,C.U.(1975).TheDevelopmentofSocialCognition.[387] Diamond,A.&GoldmanRakic,P.S.(1989).Comparisonofhumaninfantsandrhesusmonkeyson Piaget'sABtask:evidencefordependenceondorsolateralprefrontalcortex.ExperimentalBrain Research,74(1),pp.2440.[370]
10/5/12
Research,74(1),pp.2440.[370] Gruber,H.&Voneche,H.(1982).TheEssentialPiaget.[348] Walkerdine,V.(1984).Developmentalpsychologyandthechildcentredpedagogy:Theinsertionof Piagetintoearlyeducation.[338] Kamii,C.&DeClark,G.(1985).Youngchildrenreinventarithmetic:ImplicationsofPiaget'stheory [335] Riegel,K.F.(1973).Dialecticoperations:Thefinalperiodofcognitivedevelopment[316] Bandura,A.&McDonald,F.J.(1963).Influenceofsocialreinforcementandthebehaviorofmodelsin shapingchildren'smoraljudgment.JournalofAbnormalandSocialPsychology,67(3),pp.274281. [314] Karplus,R.(1980).Teachingforthedevelopmentofreasoning.[312] Brainerd,C.(1978).Thestagequestionincognitivedevelopmentaltheory.[311] Brainerd,C.(1978).Piaget'stheoryofintelligence.[292] Gilligan,C.(1997).Moralorientationandmoraldevelopment[285] Diamond,A.(1991).Neuropsychologicalinsightsintothemeaningofobjectconceptdevelopment [284] Braine,M.D.S.,&Rumain,B.(1983).Logicalreasoning.[276] JohnSteiner,V.(2000).Creativecollaboration.[266] PascualLeone,J.(1987).OrganismicprocessesforneoPiagetiantheories:Adialecticalcausalaccount ofcognitivedevelopment.[261] Hallpike,C.R.(1979).Thefoundationsofprimitivethought[261] Furth,H.(1969).PiagetandKnowledge[261] Gelman,R.&Baillargeon,R.(1983).AreviewofsomePiagetianconcepts.[260] O'Loughlin,M.(1992).Rethinkingscienceeducation:Beyondpiagetianconstructivism.Towarda socioculturalmodelofteachingandlearning.[252]
ListofMajorAchievements
Appointments
192125ResearchDirector(Chefdestravaux),InstitutJeanJacquesRousseau,Geneva 192529ProfessorofPsychology,SociologyandthePhilosophyofScience,UniversityofNeuchatel 192939ProfesseurextraordinaireoftheHistoryofScientificThought,UniversityofGeneva 192967Director,InternationalBureauofEducation,Geneva 193271Director,InstituteofEducationalSciences,UniversityofGeneva 193851ProfessorofExperimentalPsychologyandSociology,UniversityofLausanne 193951ProfessorofSociology,UniversityofGeneva 194071ProfesseurordinaireofExperimentalPsychology,UniversityofGeneva 195264ProfessorofGeneticPsychology,Sorbonne,Paris 195457President,InternationalUnionofScientificPsychology 195580Director,InternationalCentreforGeneticEpistemology,Geneva 197180EmeritusProfessor,UniversityofGeneva
20/27
10/5/12
Honorarydoctorates
1936Harvard 1946Sorbonne 1949UniversityofBrazil 1949Bruxelles 1953Chicago 1954McGill 1958Warsaw 1959Manchester 1960Oslo 1960Cambridge 1962Brandeis 1964Montreal 1964AixMarseille 1966Pennsylvania[46] 1966?Barcelona[47] 1970Yale[48]
Quotations
"Intelligenceiswhatyouusewhenyoudon'tknowwhattodo."[citationneeded] "Intelligenceorganizestheworldbyorganizingitself."[49] "Theprincipalgoalofeducationintheschoolsshouldbecreatingmenandwomenwhoarecapableof doingnewthings,notsimplyrepeatingwhatothergenerationshavedone."[50]
Seealso
Activelearning Cognitiveacceleration Cognitivism(learningtheory) Constructivistepistemology Developmentalpsychology Fluidandcrystallizedintelligence Inquirybasedlearning Kohlberg'sstagesofmoraldevelopment Psychosocialdevelopment Waterleveltask
Collaborators
LeoApostel
21/27
10/5/12
EdgarAscher EvertBeth MagaliBovet GuyCellrier PaulFraisse RolandoGarca PierreGrco JeanBlaiseGrize GilHenriques BrbelInhelder BenoitMandelbrot AlbertMorf PierreOlron SeymourPapert MauriceReuchlin HerminaSinclairdeZwart AlinaSzeminska HuVinhBang
Translators
EleanorR.Duckworth WolfeMays
Notes
1. ^J.M.Baldwin, MentalDevelopmentintheChildandtheRaceMacmillan,1895. 2. ^"InternationalBureauofEducationDirectors"search.eb.com(http://search.eb.com/eb/article9059885) Munari,Alberto(1994)."JEANPIAGET(18961980)" (http://www.ibe.unesco.org/fileadmin/user_upload/archive/publications/ThinkersPdf/piagetf.pdf). Prospects:the quarterlyreviewofcomparativeeducationXXIV(1/2):311327. http://www.ibe.unesco.org/fileadmin/user_upload/archive/publications/ThinkersPdf/piagetf.pdf. 3. ^vonGlasersfeld,E.(1990)."Anexpositionofconstructivism:Whysomelikeitradical". JournalforResearch InMathematicsEducationMonograph4:1929&195210.ISSN08839530(//www.worldcat.org/issn/0883 9530).JSTOR749910(http://www.jstor.org/stable/749910).(p.22)HeisalsoanavidQueenfan,citingFreddie Mercuryasakeyinfluenceuponhisearlywork. 4. ^"JeanPiaget"(http://www.biography.com/people/jeanpiaget9439915),Biography.Accessed28February2012 5. ^ABriefBiographyofJeanPiaget(http://www.piaget.org/aboutPiaget.html),JeanPiagetSociety(Societyfor thestudyofknowledgeanddevelopment) 6. ^VerneN.Rockcastle(1964,p.xi),theconferencedirector,wroteintheconferencereportoftheJeanPiaget conferencesaboutPiaget:"AlthoughfewofushadanypersonalcontactwithPiagetpriortotheconference,those whoattendedcametohavethedeepestandwarmestregardforhimbothasascientistandasaperson.Hissenseof humorthroughouttheconferencewasasortofinternationalgluethatflavoredhislecturesandpunctuatedhis informalconversation.Tositatthetablewithhimduringamealwasnotonlyanintellectualpleasurebutapure socialdelight.Piagetwascompletelyunsophisticatedinspiteofhisinternationalstature.Wecouldhardlybelieve itwhenhecamepreparedfortwoweeks'staywithonlyhis'serviette'andasmallSwissairbag.AnAmerican
10/5/12
7. 8. 9.
10.
11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.
26. 27. 28. 29. 30. 31. 32. 33.
itwhenhecamepreparedfortwoweeks'staywithonlyhis'serviette'andasmallSwissairbag.AnAmerican wouldhavehatatleasttwolargesuitcases.WhenPiagetleftBerkeley,hehadhisserviette,thesmallSwissairbag, andathird,largerbagcrammedwithbotanicalspecimens.'Wheredidyougetthatbag?'weasked.'Ihaditinone oftheothers,'hereplied." ^Beilin,H.(1992)."Piaget'senduringcontributiontodevelopmentalpsychology". DevelopmentalPsychology28 (2):191204.doi:10.1037/00121649.28.2.191(http://dx.doi.org/10.1037%2F00121649.28.2.191). ^Burman,J.T.(2011).ThezeroethPiaget. Theory&Psychology,21(1),130135. doi:10.1177/0959354310361407(http://dx.doi.org/10.1177%2F0959354310361407) ^Hsueh,Y.(2001).BasingmuchofthereasoningupontheworkofJeanPiaget,19271936.Archivesde Psychologie,69(268269),3962Hsueh,Y.(2002).TheHawthorneExperimentsandtheintroductionofJean PiagetinAmericanIndustrialPsychology,19291932.HistoryofPsychology,5(2),163189.doi:10.1037/1093 4510.5.2.163(http://dx.doi.org/10.1037%2F10934510.5.2.163) ^Hsueh,Y.(2004)."Heseesthedevelopmentofchildren'sconceptsuponabackgroundofsociology":Jean Piaget'shonorarydegreeatHarvardUniversityin1936. HistoryofPsychology,7(1),pp.2044. doi:10.1037/10934510.7.1.20(http://dx.doi.org/10.1037%2F10934510.7.1.20) ^Hsueh,Y.(2005).Thelostandfoundexperience:Piagetrediscovered.TheConstructivist,16(1).[1] (http://wenku.baidu.com/view/8110860302020740be1e9b30.html) ^Guthrie,JamesW."Piaget,Jean(18961980)."EncyclopediaofEducation.2nded.Vol.5.NewYork,NY: MacmillanReferenceUSA,2003.1894898. ^"Piaget,Jean."EncyclopdiaBritannica.2008.EncyclopdiaBritannicaOnline.3November2008 search.eb.com(http://search.eb.com/eb/article9059885) ^Valsiner,J.(2005)."ParticipatinginPiaget". Society42(2):5761.doi:10.1007/BF02687400 (http://dx.doi.org/10.1007%2FBF02687400). ^Santrock,JohnW.Children.9.NewYork,NY:McGrawHill,1998. ^K.Kaye, TheMentalandSocialLifeofBabies.U.ChicagoPress,1982. ^PatricaH.Miller TheoriesofDevelopmentalPsychology5thEdition,WorthPublishers2009 ^MichaelW.Eysenck,&Mark.TKeane.(2010). CognitivePsychology:AStudent'sHandbook,(6th.).East Sussex:PsychologyPress.Retrievedfrompsypress.com(http://www.psypress.com/ek6/). ^Naested,I.,Potvin,B.,&Waldron,P.(2004).Understandingthelandscapeofteaching.Toronto,Ontario: PearsonEducationCanada. ^Shaffer,D.R.,Wood,E.,&Willoughby,T.(2005).Developmentalpsychology:Childhoodandadolescence. Toronto,Ontario:NelsonEducationCanada. ^Piaget,J.(1953).Theoriginofintelligenceinthechild.NewFetterLane,NewYork:Routledge&KeganPaul. ^ a b cAuger,W.F.,&Rich,S.J.(2007).Curriculumtheoryandmethods:Perspectivesonlearningandteaching. Mississauga,Ontario:JohnWiley&SonsCanada. ^Gallagher,J.M.,&Reid,D.K.(1981).ThelearningtheoryofPiagetandInhelder.Austin,Texas:ProEd. ^Siegel,L.S.(1993).Amazingnewdiscovery:Piagetwaswrong!CanadianPsychology,34(3):234249. ^ a b cPiaget,J.(1964).Developmentandlearning.InR.E.Ripplea&V.N.Rockcastle(Eds.), Piaget Rediscovered:AReportontheConferenceofCognitiveStudiesandCurriculumDevelopment(pp.720).Ithaca, NY:CornellUniversity. ^Griffin,S.A.(2004).BuildingnumbersensewithNumberWorlds:amathematicsprogramforyoung children. EarlyChildhoodResearchQuarterly,19,173180. ^Piaget,J(1926). Thelanguageandthoughtofthechild.London:Routledge&Kegan. ^Piaget,J(1936). Lanaissancedelintelligencechezlenfant.[Emergenceofintelligenceinthechild. Neuchatel:DelachauxetNiesl. ^Bruner,J.S.(1960). Theprocessofeducation.Cambridge,MA:HarvardUniversityPress. ^Bruner,J.S.(1971). Therelevanceofeducation.NewYork,NY:Norton. ^Wood,D(1986). Astudyofthinking.NewBrunswick,NJ:TransactionPress. ^Vygotsky,L.(1962). Thoughtandlanguage. ^Barnes,MichaelHorace(2000). Stagesofthought:thecoevolutionofreligiousthoughtandscience.Oxford [Oxfordshire]:OxfordUniversityPress.ISBN0195133897.
23/27
10/5/12
34.
35. 36. 37. 38. 39. 40.
41.
42. 43. 44.
45.
46.
47. 48. 49. 50.
[Oxfordshire]:OxfordUniversityPress.ISBN0195133897. ^Damerow,P.(1998)."PrehistoryAndCognitiveDevelopment"(http://books.google.com/? id=haCAIME9vnEC&pg=PA247&dq=Prehistory+and+cognitive+development). Piaget,Evolution,and Development(Routledge).ISBN9780805822106.http://books.google.com/? id=haCAIME9vnEC&pg=PA247&dq=Prehistory+and+cognitive+development.Retrieved24March2008. ^KieranEgan(1997). Theeducatedmind:HowCognitiveToolsShapeOurUnderstanding.Chicago:University ofChicagoPress.ISBN0226190366. ^Gablik,Suzi(1977). Progressinart.NewYork:Rizzoli.ISBN0847800822.. ^LePan,Don(1989). ThecognitiverevolutioninWesternculture.NewYork:Macmillan.ISBN033345796X. ^Radding,Charles(1985). Aworldmadebymen:cognitionandsociety,4001200.ChapelHill:Universityof NorthCarolinaPress.ISBN0807816647. ^McKinney,MichaelL.Parker,SueTaylor(1999). Originsofintelligence:theevolutionofcognitive developmentinmonkeys,apes,andhumans.Baltimore:JohnsHopkinsUniversityPress.ISBN0801860121. ^Burman,J.T.(2007)."PiagetNo'Remedy'forKuhn,ButtheTwoShouldbeReadTogether:Commenton Tsou's'Piagetvs.KuhnonScientificProgress'". Theory&Psychology17(5):721732. doi:10.1177/0959354307079306(http://dx.doi.org/10.1177%2F0959354307079306). ^Burman,J.T.(2008).ExperimentinginrelationtoPiaget:Educationisachaperonedprocessofadaptation. PerspectivesonScience,16(2),160195.doi:10.1162/posc.2008.16.2.160 (http://dx.doi.org/10.1162%2Fposc.2008.16.2.160) ^Drescher,Gary(1991). MadeUpMinds:AConstructivistApproachtoArtificialIntelligence.Boston:MIT Press.pp.236.ISBN9780262041201. ^K.Kaye, PsychologyToday,November1980,p.102. ^Spencer,J.P.Clearfield,M.Corbetta,D.Ulrich,B.Buchanan,P.Schner,G.(2006)."MovingTowarda GrandTheoryofDevelopment:InMemoryofEstherThelen". ChildDevelopment77(6):15211538. doi:10.1111/j.14678624.2006.00955.x(http://dx.doi.org/10.1111%2Fj.14678624.2006.00955.x). PMID17107442(//www.ncbi.nlm.nih.gov/pubmed/17107442). ^Repacholi,BettyAlisonGopnik(1997)."Earlyreasoningaboutdesires:Evidencefrom14and18montholds" (http://psycnet.apa.org/journals/dev/33/1/12/). DevelopmentalPsychology3:1221.doi:10.1037/0012 1649.33.1.12(http://dx.doi.org/10.1037%2F00121649.33.1.12).http://psycnet.apa.org/journals/dev/33/1/12/. Retrieved29October2011. ^Thelistiscertainonlyto1966.Thesourceisp.xviiiofF.Bresson&M.deMontmollin,1966, Psychologieet pistmologiegntique:thmesPiagtiens(HommageJeanPiagetavecunebibliographiecompltedeses oeuvres).Paris:Dunod.(Note:Thislistprovides"Varsovie"insteadofWarsaw,asthisistheFrenchnameforthe capitalofPoland.) ^Reportedin1971,inAnuariodepsicologa,aspartoftheproceedingsofacelebrationofPiaget's70thbirthday, raco.cat(http://www.raco.cat/index.php/AnuarioPsicologia/issue/view/4930/showToc) ^Notedonp.196ofKessen,W.(1996).AmericanPsychologyjustbeforePiaget. PsychologicalScience,7(4), 196199.jstor.org(http://www.jstor.org/pss/40062944) ^ LaConstructionduRelChezl'EnfantbyJeanPiaget(1937) ^Piaget,J.(1953) TheOriginsofIntelligenceinChildren.London:RoutledgeandKeganPaul.
References
Aqueci,F.(2003). Ordineetrasformazione:morale,mente,discorsoinPiaget.AcirealeRoma:Bonanno.ISBN 8877961481. AmannGainotti,M.Ducret,J.J.(1992)."JeanPiaget,discipleofPierreJanet:Influenceofbehaviorpsychology andrelationswithpsychoanalysis". InformationPsychiatrique68:598606. Beilin,H.(1992)."Piaget'senduringcontributiontodevelopmentalpsychology". DevelopmentalPsychology28 (2):191204.doi:10.1037/00121649.28.2.191(http://dx.doi.org/10.1037%2F00121649.28.2.191).
24/27
10/5/12
Beilin,H.(1994).JeanPiaget'senduringcontributiontodevelopmentalpsychology.Acenturyofdevelopmental psychology(pp.257290).Washington,DCUS:AmericanPsychologicalAssociation. Bringuier,J.C.(1980). ConversationswithJeanPiaget(B.M.Gulati,Trans.).Chicago:UniversityofChicago Press.(Originalworkpublished1977)ISBN0226075036. Chapman,M.(1988). Constructiveevolution:OriginsanddevelopmentofPiaget'sthought.Cambridge: CambridgeUniversityPress.ISBN0521367123. Commons,M.L.Goodheart,E.A.Pekker,A.Dawson,T.L.Draney,K.Adams,K.M.(2008)."UsingRasch ScaledStageScoresToValidateOrdersofHierarchicalComplexityofBalanceBeamTaskSequences". Journalof AppliedMeasurement9(2):18299.PMID18480514(//www.ncbi.nlm.nih.gov/pubmed/18480514). Demetriou,A.(1998).Cognitivedevelopment.InA.Demetriou,W.Doise,K.F.M.vanLieshout(Eds.), Life spandevelopmentalpsychology(pp.179269).London:Wiley. Demetriou,A.,Mouyi,A.,&Spanoudis,G.(2010).Thedevelopmentofmentalprocessing.Nesselroade,J.R. (2010).Methodsinthestudyoflifespanhumandevelopment:Issuesandanswers.InW.F.Overton(Ed.), Biology,cognitionandmethodsacrossthelifespan.Volume1oftheHandbookoflifespandevelopment(pp.36 55),Editorinchief:R.M.Lerner.Hoboken,NJ:Wiley. Duveen,G.&Psaltis,C.(2008).Theconstructiveroleofasymmetriesinsocialinteraction.InU.Mueller,J.I. M.Carpendale,N.Budwig&B.Sokol(Eds.), Sociallifeandsocialknowledge:Towardaprocessaccountof development.Mahwah,NJ:LawrenceErlbaum. Flavell,J.(1967). ThedevelopmentalpsychologyofJeanPiaget.NewYork:D.VanNostrandCompany.ISBN0 442024134. Fowler,J.W.(1981). Stagesoffaith:Thepsychologyofhumandevelopmentandthequestformeaning.San Francisco:Harper&Row.ISBN0060628669. Gattico,E.(2001). JeanPiaget.Milano:BrunoMondadori.ISBN884249741X. Hallpike,C.R.(1979). Thefoundationsofprimitivethought.Oxford:OxfordUniversityPress.ISBN019 8231962. Ivey,A.(1986). Developmentaltherapy.SanFrancisco:JosseyBass.ISBN1555420222. Kamii,C.(1985). Youngchildrenreinventarithmetic:ImplicationsofPiaget'stheory.NewYork:Teachers CollegePress. Kesselring,T.(1999). JeanPiaget.Mnchen:Beck.ISBN3406445128. Kassotakis,M.&Flouris,G.(2006) & ,thens. Kitchener,R.(1986). Piaget'stheoryofknowledge:Geneticepistemology&scientificreason.NewHaven:Yale UniversityPress.ISBN0300035799. Kose,G.(1987)."Aphilosopher'sconceptionofPiaget:Piagetiantheoryreconsidered". Theoretical& PhilosophicalPsychology7(1):5257.doi:10.1037/h0091442(http://dx.doi.org/10.1037%2Fh0091442). Loureno,O.Machado,A.(1996)."IndefenseofPiaget'stheory:Areplytotencommoncriticisms". PsychologicalReview103(1):143164.doi:10.1037/0033295X.103.1.143(http://dx.doi.org/10.1037%2F0033 295X.103.1.143). Mayer,S.(2005)."TheearlyevolutionofJeanPiaget'sclinicalmethod". HistoryofPsychology8(4):362382. doi:10.1037/10934510.8.4.362(http://dx.doi.org/10.1037%2F10934510.8.4.362).PMID17152748 (//www.ncbi.nlm.nih.gov/pubmed/17152748). Messerly,J.G.(1992). Piaget'sconceptionofevolution:BeyondDarwinandLamarck.Lanham,MD:Rowman& Littlefield.ISBN0847682439. Phillips,JohnL.(1969). TheOriginofIntellect:Piaget'sTheory.SanFrancisco:W.H.Freeman.ISBN07167 05796. Psaltis,C.Duveen,G.(2006)."Socialrelationsandcognitivedevelopment:Theinfluenceofconversationtype andrepresentationsofgender". EuropeanJournalofSocialPsychology36(3):407430.doi:10.1002/ejsp.308 (http://dx.doi.org/10.1002%2Fejsp.308). Psaltis,C.Duveen,G.(2007)."Conversationtypesandconservation:Formsofrecognitionandcognitive development". BritishJournalofDevelopmentalPsychology25(1):79102.doi:10.1348/026151005X91415 (http://dx.doi.org/10.1348%2F026151005X91415). Ripple,R.E.,&Rockcastle,V.N.(Eds.)(1964). Piagetrediscovered.Areportoftheconferenceoncognitive studiesandcurriculumdevelopment.CornellUniversity:SchoolofEducation.
10/5/12
studiesandcurriculumdevelopment.CornellUniversity:SchoolofEducation. Robinson,R.J.(2005). Thebirthofreason.PrometheusResearchGroup.(Availableonlineatprometheus.org.uk (http://www.prometheus.org.uk)) Smith,L.(Ed.)(1992). JeanPiaget:Criticalassessments(4Vols.).London:Routledge.ISBN0415044081. Smith,L.(1993). Necessaryknowledge:Piagetianperspectivesonconstructivism.Hove,UK:Lawrence Erlbaum.ISBN0863772706. Smith,L.(Ed.)(1996). CriticalreadingsonPiaget.London:Routledge.ISBN0415133173. Smith,L.(2001).JeanPiaget.InJ.A.Palmer(Ed.), 50modernthinkersoneducation:FromPiagettothe present.London:Routledge. Traill,R.R.(2000) PhysicsandPhilosophyoftheMind.Melbourne:Ondwelle.ISBN0957773714 Traill,R.R.(2005a) .........Melbourne:Ondwelle.ondwelle.com(http://www.ondwelle.com/OSM01.pdf) Traill,R.R.(2005b/2008) ThinkingbyMolecule,Synapse,orboth?FromPiaget'sSchema,tothe Selecting/EditingofncRNA.Melbourne:Ondwelle.ondwelle.com(http://www.ondwelle.com/OSM02.pdf)[Also inFrench:ondwelle.com(http://www.ondwelle.com/FrSM02.pdf) Vidal,F.(1994). PiagetbeforePiaget.Cambridge,MA:HarvardUniversityPress.ISBN0674667166. Vonche,J.J.(1985).Geneticepistemology:Piaget'stheory.InT.Husn&T.N.Postlethwaite(Eds.inchief), Internationalencyclopediaofeducation(Vol.4).Oxford:Pergamon. Wynn,T.(1979)."TheintelligenceoflaterAcheuleanhominids". Man(ns)14:371391. Wynn,T.(1981)."TheintelligenceofOldowanhominids". JournalofHumanEvolution10(7):529541. doi:10.1016/S00472484(81)800462(http://dx.doi.org/10.1016%2FS00472484%2881%29800462).
Externallinks
JeanPiagetSociety(http://www.piaget.org/),societyforthestudyofknowledgeanddevelopment. TheJeanPiagetArchives(http://www.unige.ch/piaget/Presentations/presentg.html),withfull bibliography. JeanPiaget@Teaching&LearningDevelopmentalPsychology (http://www.DevPsy.org/topics/piaget.html),Piagetasascientistwithresourcesforclasses. JeanPiaget'sGeneticEpistemology:AppreciationandCritique (http://hubcap.clemson.edu/~campber/piaget.html)byRobertCampbell(2002),extensivesummaryof workandbiography. Piaget'sTheLanguageandThoughtoftheChild(1926)(http://www.butlerbowdon.com/piaget languageandthoughtofthechild)abriefintroduction TheMoralJudgmentoftheChild(http://www.archive.org/details/moraljudgmentoft005613mbp)by JeanPiaget(1932) TheConstructionofRealityintheChild (http://www.marxists.org/reference/subject/philosophy/works/fr/piaget2.htm)byJeanPiaget(1955) Piaget'sroleintheInternationalBureauofEducation (http://www.ibe.unesco.org/organization/director/Piaget/Dir_Piaget.htm)andtheInternational ConferenceonEducation(http://www.ibe.unesco.org/policy/ice.htm) GeneticEpistemology(http://www.marxists.org/reference/subject/philosophy/works/fr/piaget.htm)by JeanPiaget(1968) CommentsonVygotsky(http://www.marxists.org/archive/vygotsky/works/comment/piaget.htm)by JeanPiaget(1962) Piaget'sDevelopmentTheory(http://www.learningandteaching.info/learning/piaget.htm) Piaget'sDevelopmentalTheory:AnOverview(http://video.google.com/videoplay? docid=9014865592046332725),a4minuteclipfromadocumentaryfilmusedprimarilyinhigher
10/5/12
docid=9014865592046332725),a4minuteclipfromadocumentaryfilmusedprimarilyinhigher education. FoundationJeanPiagetforresearchinpsychologyandepistemology (http://www.fondationjeanpiaget.ch/)Frenchversiononlydiffusetotheworldcommunitywritings andtalksoftheSwissscientist. HumanNervousSystemmodelinaccordancewithPiaget'sLearningTheory (http://www.regispetit.com/snha.htm)Frenchversiononly JeanPiagetandNeuchtel(http://www.jeanpiaget.ch/indexen.html)Thesiteismaintainedbythe InstituteofPsychologyandEducation,NeuchtelUniversity PiagetBiografia(http://www.psicoloucos.com/JeanPiaget/biografiadejeanpiaget.html)Portuguese versiononly JeanPiaget's1931essay"TheSpiritofSolidarityinChildrenandInternationalCooperation" (http://www.jstor.org/stable/10.1086/659425)(republishedintheSpring2011issueofSchools:Studies inEducation) Retrievedfrom"http://en.wikipedia.org/w/index.php?title=Jean_Piaget&oldid=515587107" Categories: 1896births 1980deaths PeoplefromNeuchtel 20thcenturyphilosophers Childdevelopment Childpsychologists Cognitivescientists Enactivecognition Developmentalpsychologists Epistemologists ErasmusPrizewinners Mathematicalcognitionresearchers Swisseducationists SwissFrenchpeople Swissphilosophers SwissProtestants Swisspsychologists UniversityofGenevafaculty UniversityofParisfaculty PeopleassociatedwiththeUniversityofZurich BurialsatCimetiredesRois Consciousnessresearchersandtheorists UniversityofNeuchtelalumni Thispagewaslastmodifiedon2October2012at07:16. TextisavailableundertheCreativeCommonsAttributionShareAlikeLicenseadditionaltermsmay apply.SeeTermsofusefordetails. WikipediaisaregisteredtrademarkoftheWikimediaFoundation,Inc.,anonprofitorganization.
27/27

Jean Piaget - Wikipedia

Загружено:

Сведения о документе

Исходное описание:

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Jean Piaget - Wikipedia

Загружено:

Авторское право:

Доступные форматы

10/5/12

Jean Piaget - Wikipedia, the free encyclopedia

PiagetattheUniversityofMichigan,c.1968 Born 9August1896 Neuchtel,Switzerland 16September1980(aged84) Geneva,Switzerland DevelopmentalPsychology, Epistemology

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Theresultingtheoreticalframeworksaresufficientlydifferentfromeachotherthattheyhavebeen characterizedasrepresentingdifferent"Piagets."Morerecently,JeremyBurmanrespondedtoBeilinand calledfortheadditionofaphasebeforehisturntopsychology:"thezeroethPiaget."[8]

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

secondarycircularreactions coordinationofsecondarycircularreactions tertiarycircularreactions,novelty,andcuriosityand internalizationofschemes."[15]

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Evolution Philosophy Primatology ArtificialIntelligence(AI)

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

MassimoPiattelliPalmarini(ed.),Languageandlearning:thedebatebetweenJeanPiagetandNoam Chomsky(Cambridge,Mass.:HarvardUniversityPress,1980)[Theoriesdulanguage,theoriesde l'apprentissage(1979)]. ThePrinciplesofGeneticEpistemology(NewYork:BasicBooks,1972)[L'pistmologiegntique (1950)].

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

26. 27. 28. 29. 30. 31. 32. 33.

Jean Piaget - Wikipedia, the free encyclopedia

35. 36. 37. 38. 39. 40.

42. 43. 44.

47. 48. 49. 50.

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Jean Piaget - Wikipedia, the free encyclopedia

Вам также может понравиться