Jean Piaget

Piaget’s Theory

The following theory of development, which is particularly concerned with the development of cognitive functions, is impossible to understand if one does not begin by analyzing in detail the biologic presuppositions from which it stems and the espistemological consequences in which it ends. Indeed, the fundamental postulate that is the basis of the ideas summarized here is that the same problems and the same types of explanations can be found in the three following processes: a. The adaptation of an organism to its environment during its growth, together with the interactions and autoregulations which characterize the development of the “epigenetic system.” (Epigenesis in its embryologic sense is always determined both internally and externally.) b. The adaptation of intelligence in the course of the construction of its own structures, which depends as much on progressive internal coordinations as on information acquired through experience. c. The establishment of cognitive or, more generally, epistemological relations, which consist neither of a simple copy of external objects nor of a mere unfolding of structures preformed inside the subject, but rather involve a set of structures progressively constructed by continuous interaction between the subject and the external world.

The child's conception of number

A stabilizing and support system for an augmenter cooling liner of a gas turbine engine is shown to include flange means which divide a cooling plenum formed between the cooling liner and an exhaust duct casing into a plurality of individual coolant chambers such that the pressure differential across the cooling liner can be closely controlled. The stabilizing and support system includes a plurality of stabilizers adapted to mount the cooling liner to the exhaust duct casing in such a manner as to define the cooling plenum therebetween. The stabilizers are captured on their outer ends by a stabilizer guide which permits relative thermal expansion to occur between the cooling liner and the exhaust duct casing, and each of the stabilizer guides is connected to a positioning band which is adapted to be mounted to the inside of the exhaust duct casing. In the preferred embodiment, the positioning band is provided with an integrally formed flange which defines a restricted inlet to each of the cooling chambers.

Intellectual Evolution from Adolescence to Adulthood

Growing out of a child’s cognitive developmental history, formal operations become established at about the age of 12–15 years. Reflected in his ability to reason hypothetically and independently on concrete states of affairs, these structures may be represented by reference to combinatorial systems and to 4-groups. The essence of the logic of cultured adults and the basis for elementary scientific thought are thereby provided. The rate at which a child progresses through the developmental succession may vary, especially from one culture to another. Different children also vary in terms of the areas of functioning to which they apply formal operations, according to their aptitudes and their professional specializations. Thus, although formal operations are logically independent of the reality content to which they are applied, it is best to test the young person in a field which is relevant to his career and interests. We are relatively well informed about the important changes that take place in cognitive function and structure at adolescence. Such changes show how much this essential phase in ontogenic development concerns all aspects of mental and psychophysiological evolution and not only the more ‘instinctive’, emotional or social aspects to which one often limits one’s consideration. In contrast, however, we know as yet very little about the period which separates adolescence from adulthood and we feel that the decision of the Institution FONEME to draw the attention of various research workers to this essential problem is extremely well founded. In this paper we would first like to recall the principal characteristics of the intellectual changes that occur during the period from 12–15 Intellectual Evolution from Adolescence to Adulthood1

The child's conception of geometry

This volume from Piagets laboratory in Geneva deals primarily with the development of notions of measurement and geometrical concepts like coordinates, angles, and areas. It is a companion piece to The Childs Conception of Space.

The origin of the idea of chance in children

This translation aims to provide interested psychologists and mathematics educators with a new catalyst for research in cognitive development. It should also prove useful to the mathematics teacher at the precollegiate level who has an interest in the theory of cognitive development and who teaches probability in the classroom. It is, in fact, one of the few works by Piaget that the beginner can read profitably, without needing too much help from the critics, because it gives a relatively clear example of the development of his techniques and thought.

The essential Piaget

Here, truly, is the essential Piaget_a distillation of the eminent Genevans extraordinary legacy to modern psychological knowledge. This generous selection of the most important of Piagets writings, spanning a period of some seventy years, organizes the core of his remarkable contribution in a way that clarifies and illuminates his aims, ideas, and underlying themes.

The growth of logical thinking from childhood to adolescence : an essay on the construction of formal operational structures

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Studies in Reflecting Abstraction

Introduction: Reflecting Abstraction in Context (Robert L. Campbell) Part 1: The Abstraction of Logico-arithmetic Relations. Preface: Logico-arithmetical or Algebraic Abstraction. 1. Abstraction, Differentiation, and Integration in the Use of Elementary Arithmetic Operations. 2. The Construction of Common Multiples. 3. The Inversion of Arithmetic Operations. 4. Abstraction Generalization During Transfers of Units. 5. Problems of Class Inclusion and Logical Implication. 7. The Form and Logical Implication. 8. The Formation of Analogies. 9. From Concrete Forms of the Klein Group to the INRC Group. Part 2: The Abstraction of Order. 9. Additive and Exponential Series. 10. Conditions on Reading off Complex Additive Series. 11. Ordering Practical Activity. 12. Changes in Ordering or Necessary Backtracking. Conclusion of Part Two. Part 3: The Abstraction of Spatial Relationships. 13. Relations Between the Surface Area and the Perimeter of Rectangles. 14. The Movements of a Suspended Projectile. 15. Diagonals. 16. The Displacement of a Reference Point in a System of Cyclic Movements. 17. Abstraction from Displacements and from their Coordinates. 18. Rotations and Translations. 19. The Rotation of a Bar Around a Pivot During the Sensorimotor Period. Conclusion of Part 3. General Conclusions: I. Projection. II. The Creation of Novelties Specific to Reflecting Abstraction. III. Equilibration, the Source of Noveltles, and Relationships Between the Intentions and Extensions of Structures. IV. Empirical and Reflecting Abstraction.

Essay on Necessity

Necessity, which is placed in relation to the interpretation of the subject’s schemes, is approached from a psychogenetic perspective, including several references to the history of scientific thought. The stages in the formation of necessity are parallel to those of the ‘possible’, each giving the other mutual support during psychogenesis, which can be construed as an alternation of access (onto new possibilities) and of closure (in systems which are the grounds of necessity). Moreover, the force of necessity increases with its stages of development, and the evolution of the necessary constitutes, with that of the ‘possible’, a general framework which determines the formation of operational structures.

The Affective Unconscious and the Cognitive Unconscious

I would like to thank first the American Psychoanalytic Association for having invited me to speak at this congress. It is a great honor and I am very flattered. This invitation has a scientific importance that I would like to underline. There was a time when no contact existed between psychoanalysts and “academic psychologists.” Since then, scientific psychologists—who have an advantage over you in that they don’t belong to a particular school—have understood the importance of Freudian psychoanalysis and have incorporated, more or less prudently and successfully, its central ideas into their theories of behavior. But apart from some famous exceptions (D. Rapaport, P. Wolff, Spitz, Cobliner, and Anthony) psychoanalysts have seldom made use of their experimental results. You have invited me to speak to you today about the possible links between psychoanalytic and cognitive theories. Although I have always been rather heretical as regards dogmas, I did at one time undertake a didactic psychoanalysis in order to more fully understand the theory, and I therefore appreciate your invitation all the more, and thank you for it once again.