From Cognitive Development to Intelligence: Translating Developmental Mental Milestones Into Intellect
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Piaget»S Genictic Epistemology; a Theoretical Critique of Ma.In Epistemic Concepts
1, PIAGET»S GENICTIC EPISTEMOLOGY; A THEORETICAL CRITIQUE OF MA.IN EPISTEMIC CONCEPTS LESLIE SMITH A thesis submitted at the University of Leicester for the degree of Doctor of Philosophy. December 1981 School of Education, University of Leicester. UMI Number: U323106 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Disscrrlation Publishing UMI U323106 Published by ProQuest LLC 2015. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 -îM-esri , .7 ' 11. Recognition.I'm pleased by it, of course, but it's pretty catastrophic when I see how I'm understood. JEAN PIAGET The great man who at any time seems to be launching some new line of thought is simply the point of intersection or synthesis of ideas which have been elaborated by a continuous process of cooperation. JEAN PIAGET From the amoeba to Einstein, the growth of knowledge is always the same. KARL POPPER How difficult it isi How much more difficult psychology is than physics. ALBERT EINSTEIN 111. Foreword My own view of the work of Jean Piaget is that it embodies an exciting, novel and challenging conception of human knowledge and that his theory possesses a comprehensive breadth of vision that makes it a major intellectual achievement, I mention ray personal view at the outset, not in the expectation that it is necessarily shared by others but rather because it is my personal view, one which is not a view that others have to share to want to read further in this study. -
How to Cite Complete Issue More Information About This Article
Estudos e Pesquisas em Psicologia ISSN: 1676-3041 ISSN: 1808-4281 Universidade do Estado do Rio De Janeiro Ratcliff, Marc J.; Tau, Ramiro A networking model. The case of the International Center for Genetic Epistemology Estudos e Pesquisas em Psicologia, vol. 18, no. 4, 2018, pp. 1215-1238 Universidade do Estado do Rio De Janeiro Available in: https://www.redalyc.org/articulo.oa?id=451859498011 How to cite Complete issue Scientific Information System Redalyc More information about this article Network of Scientific Journals from Latin America and the Caribbean, Spain and Journal's webpage in redalyc.org Portugal Project academic non-profit, developed under the open access initiative ARTIGOS A networking model. The case of the International Center for Genetic Epistemology Um modelo de rede. O caso do Centro Internacional de Epistemologia Genética Un modelo de red. El caso del Centro Internacional de Epistemología Genética Marc J. Ratcliff* University of Geneva - UNIGE, Genebra, Suíça Ramiro Tau** University of Geneva - UNIGE, Genebra, Suíça ABSTRACT The article reviews the process of conformation of the International Center for Genetic Epistemology (CIEG), which functioned at the University of Geneva between 1955 and 1986. This Center led by Jean Piaget had the collaboration of hundreds of researchers from around the world and from different disciplines. We will here review the configuration of the centripetal circuits that led to the constitution of an institution with a double centrality. On the one hand, taking into account the history of international scientific circulations, it is feasible to recognize in the CIEG a reference point from which the radial journeys of social exchanges with different scientific communities can be reconstructed. -
A Differential–Developmental Model (DDM): Mental Speed, Attention Lapses, and General Intelligence (G)
Commentary A Differential–Developmental Model (DDM): Mental Speed, Attention Lapses, and General Intelligence (g) Thomas R. Coyle Department of Psychology, University of Texas at San Antonio, San Antonio, TX 78249, USA; [email protected]; Tel.: +1-210-458-7407; Fax: +1-210-458-5728 Academic Editors: Andreas Demetriou and George Spanoudis Received: 23 December 2016; Accepted: 6 June 2017; Published: 12 June 2017 Abstract: The aim of this paper is to provide a parsimonious account of developmental and individual differences in intelligence (measured as g). The paper proposes a Differential– Developmental Model (DDM), which focuses on factors common to intelligence and cognitive development (e.g., mental speed and attention lapses). It also proposes a complementary method based on Jensen’s box, namely a chronometric device. The device systematically varies task complexity, and separates two components of mental speed that differentially predict intelligence and cognitive development (reaction time and movement time). The paper reviews key assumptions of DDM, preliminary findings relevant to DDM, and future research on DDM. Keywords: cognitive development; differential–developmental model (DDM); Jensen’s box; intelligence; mental speed; attention lapses; reaction time; movement time 1. Introduction All models are wrong, but some are useful. ([1], p. 202). The aim of this paper is to provide a parsimonious account of developmental and individual difference in intelligence (measured as g). 1 To this end, the paper proposes a Differential– Developmental Model (DDM), which focuses on factors common to cognitive development and intelligence (e.g., mental speed and attention lapses). The model attempts to bridge the two disciplines at the heart of the Special Issue: differential psychology, which focuses on individual differences in intelligence, and cognitive development, which focuses on age differences in intelligence. -
Psychology and Classifications of the Sciences Fernando Vidal ICREA (Catalan Institution for Research and Advanced Studies)
Psychology and Classifications of the Sciences Fernando Vidal ICREA (Catalan Institution for Research and Advanced Studies) Translated by Jacob Krell Psychologie: piste l’homme et, close et figée, lui inflige une autopsie. — Michel Leiris, Langage tangage1 he history of psychology as an autonomous discipline is driven not only by its theoretical, methodological, and institutional developments but also by the elab oration of the concept of psychology itself and by theorizations of its position among Tother domains of knowledge. Classificatory schemes of the sciences have a preeminent function in such a context. They imply a reflection that exceeds the problems proper to any one discipline, and precisely because they both reflect situations of fact and embody metascientific ideals, they contribute not only to the project of identifying domains of knowledge but also to the process of defining them. This is what Francis Bacon (1561–1626) noted in theNovum Organum (1620) when he observed that “[t]he received division of the sciences [is] suitable only for the received totality of the sciences,” and that “we find in the intellectual as in the terrestrial globe cultivated tracts and wilderness side by side.” 2 1 Michel Leiris, Langage, tangage ou ce que les mots me disent (Paris: Gallimard, 1995). 2 Francis Bacon, Novum Organum, in The Instauratio Magna, Part II: Novum Organum and Associated Texts, ed. Graham Rees with Maria Wakely (Oxford: Clarendon Press, 2004), 27. A good introduction to the topic of 2 republics of letters For psychology, classifications of the sciences have had a twofold significance.3 On the one hand, from the moment psychology sought to institute itself as an autonomous science, it began to conceptualize its inclusion within the general order of the sciences, and this process turned out to be one of its best modes of selflegitimation. -
Developmental Psychology - Houcan Zhang, Xiaochun Miao
PSYCHOLOGY – Vol. I - Developmental Psychology - Houcan Zhang, Xiaochun Miao DEVELOPMENTAL PSYCHOLOGY Houcan Zhang Beijing Normal University, PRC, China Xiaochun Miao East China Normal University, Shanghai, PRC, China Keywords: Developmental psychology, cognitive development, longitudinal study, cross design method, genetic epistemology, behaviorism, behavioral genetics, cross- sectional study, life-span development, issue of nature and nurture, psychoanalysis Contents 1. Introduction 2. Brief History 3. Schools of Developmental Psychology 4. New Developments 5. The Future of Developmental Psychology Glossary Bibliography Biographical Sketches Summary Developmental psychology is a branch of modern psychology that studies the ontogenetic development of individual human beings, which includes all stages of development from the prenatal until old age and death. There have been two major discussions in the theoretical issues of human development: 1) the interplay between biological inheritance and social environment, and 2) whether psychological development is continuous (quantitative) or discontinuous (qualitative). The longitudinal and cross-sectional methods are two preferred designs in the study of human development, but, combining the advantages of both, a cross-design paradigm has been proposed. UNESCO – EOLSS The study of human development started with John Locke in England and Jean-Jacques Rousseau in France. Other influential contributors to the field were Charles Darwin, Wilhelm Preyer, G. Stanley Hall, Louis W. Stern, Karl and Charlotte Buhler, Alfred Binet, Lewis Terman,SAMPLE Sigmund Freud, John B.CHAPTERS Watson, B.F. Skinner, Albert Bandura, Arnold Gesell, Jean Piaget, Eric Erikson, and Lev Vygotsky. The major theories that have shaped developmental psychology are psychoanalysis (Freud), behaviorism (Watson), genetic epistemology (Piaget), and the theory of the historical-cultural developmental process of the mind (Vygotsky). -
Binet's Error: Developmental Change and Individual Differences In
Journal of Intelligence Article Binet’s Error: Developmental Change and Individual Differences in Intelligence Are Related to Different Mechanisms Mike Anderson School of Psychology & Exercise Science, Murdoch University, Murdoch 6150, Australia; [email protected]; Tel.: +61-8-9360-2186 Academic Editors: Andreas Demetriou and George Spanoudis Received: 23 February 2017; Accepted: 30 May 2017; Published: 9 June 2017 Abstract: In common with most, if not all, papers in this special issue, I will argue that understanding the nature of developmental change and individual differences in intelligence requires a theory of the mechanisms underlying both factors. Insofar as these mechanisms constitute part of the fundamental architecture of cognition, this is also an exercise in unifying the discipline and research on intelligence in both children and adults. However, I argue that a variety of data support a theory suggesting that developmental change is the province of mechanisms commonly regarded as components of executive functioning or cognitive control, whereas individual differences are constrained by the speed of information processing. Perhaps paradoxically, this leads to the conclusion that Binet’s fundamental insight—that children’s increasing ability to solve problems of increasing difficulty could generate a single scale of intelligence—is wrong. Compounding the paradox, this means that mental age and IQ are not simply two different ways of expressing the same thing, but are related to two different dimensions of g itself. -
ED309084.Pdf
DOCUMENT RESUME ED 309 084 SE 050 740 TITLE "Contributions of Piaget to Science Education." Science Education. Science Curriculum Concept Paper #2. INSTITLTION Oregon State Dept. of Education, Salem. PUB DATE Jun 89 NOTE 13p.; For another concept paper see SE 050 739. PUB TYPE Reports - Descriptive (141) -- Reference Materials - Bibliographies (131) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Cognitive Development; Educational Objectives; Elementary School Science; Elementary Secondary Education; *Epistemology; *Intelligence; *Piagetian Theory; Science Curriculum; *Science Education; *Science Teachers; Secondary School Science ABSTRACT This paper discusses the implications of Piaget's theory to science education. The first section of the paper, "What Science Teachers Need To Know: Scientific Knowledge and Its Source," describes three sources of students' knowledge and corresponding educational practices. The second section, "Functions of Intelligence," discusses the concept of knowledge and provides a table comparing the traditional ideas, Piaget's science of knowledge, and its educational implications of eight functions of intelligence, including perception, learning, error, problems, imitation, language, imagery, and memory. The third section, "Conclusions," discusses the understanding of several Piagetian terms, teaching implications, and the goals of science education. The last section, "References," is an annotated bibliography on functions of intelligence, development of students' activity, developmental psychology, genetic epistemology, structures, education, and other works. A total of 42 references are listed. (YP) **********************************1.*****************************/F****** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** "PERMISSION TO REPRODUCE THIS U S. DEPARTMENT OF EDUCATION Office of Educational Revarch and Improvement MATERIAL HAS BEEN GRANTED BY DUCATIONAL RESOURCES INFORMATION CENTER (EPIC) S. -
Departure from Empiricism Towards Theory in Search for Balance in Psychology of Human Development
Studia Psychologiczne. t. 55 (2017), z. 2, s. 13–24 PL ISSN 0081-685X DOI: 10.2478/V1067-010-0171-8 Adam Niemczyński Katowice School of Economics and Jagiellonian University DEPARTURE FROM EMPIRICISM TOWARDS THEORY IN SEARCH FOR BALANCE IN PSYCHOLOGY OF HUMAN DEVELOPMENT The author marks a disproportionally small amount of work on theory in comparison to the ample production of empirical information in contemporary psychology. To restore the balance between the two, it seems nec- essary to reply to the possessive doctrine of empiricism by revealing its theory of knowledge and to matching it with the scientific worldview of positivism. The positivistic climate in science of the late nineteenth century swept up all the aspirations of nascent modern psychology. Brentano and Wundt were the first to attempt to emancipate themselves from the empiricism theory of cognition but psychology failed to followed suit. The same epistemology underlies the developmental psychology of human ontogeny being conducive to concep- tualisations in biological terms. Piaget turned out to be ingenious in his invention to elaborate the very same empiricist epistemology. Szuman also stayed under its influence, although his work on the role of upbringing in child development clearly has the power of argument for emancipation from biology. Vygotsky seems to be equivocal in this respect, too. The attempts of Brentano and Wundt consisted in arguing for the irreducibility of the mind to physiology of living organism. There is a continuous need in developmental psychology to reject the reduction of the mind to the adaptive functions of the human organism. Emancipation from the doctrine of empiricism may open the way to reaching a balance between psychological theory and research on the human mind and personality development. -
Bfm:978-94-010-9321-7/1.Pdf
STUDIES IN GENETIC EPISTEMOLOGY XXIII EPISTEMOLOGY AND PSYCHOLOGY OF FUNCTIONS SYNTHESE LIBRARY MONOGRAPHS ON EPISTEMOLOGY, LOGIC, METHODOLOGY, PHILOSOPHY OF SCIENCE, SOCIOLOGY OF SCIENCE AND OF KNOWLEDGE, AND ON THE MATHEMATICAL METHODS OF SOCIAL AND BEHAVIORAL SCIENCES Managing Editor: JAAKKO HINTIKKA, Academy of Finland and Stanford University Editors: ROBER T S. COHEN, Boston University DONALD DAVIDSON, University of Chicago GABRIEL NUCHELMANS, University of Leyden WESLEY C. SALMON, University of Arizona VOLUME 83 STUDIES IN GENETIC EPISTEMOLOGY Published under the direction of JEAN PIAGET Professor of the Faculte des Sciences at Geneva XXIII EPISTEMOLOGY AND PSYCHOLOGY OF FUNCTIONS By JEAN PIAGET, JEAN-BLAISE GRIZE, ALINA SZEMINSKA, AND VINH BANG With the Collaboration of Catherine Fot, Marianne Meylan-Backs, Francine Orsini Andrula Papert-Christophides, Elsa Schmid-Kitzikis and Hermine Sinclair D. REIDEL PUBLISHING COMPANY DORDRECHT-HOLLAND/BOSTON-U .S.A. Libnuy of Congress Cataloging in Publication Data Epistemology and psychology of functions. (Studies in genetic epistemology; 23) (Synthese library; v. 83) Translation of Epistemologie et psychologie de la fonction. Includes bibliographical references and indexes. I. Cognition in children. 2. Knowledge, Theory of. 3. Functions. I. Piaget, Jean, 1896- II. Series: Etudes d'epistemologie genetique ; 23. BF723.C5E613 155.4'13 77-6792 ISBN-13: 978-90-277-1242-4 e-ISBN-13: 978-94-010-9321-7 DOl: 10.1007/978-94-010-9321-7 ETUDES D'EPlSTEMOLOGIE GENETIQUE X Xlii EPlSTEMOLOGIE ET PSYCHOLOGIE DE LA FONCTION First published by Presses Universitaires de France, 1968 Translated from the French by F. Xavier Castellanos and Vivian D. Anderson Published by D. Reidel Publishing Company, P.O. -
The Educational Implications of Piaget's Theory And
DOCONENT BEMIRE ED 192 349 TB 800 003 AUTHOR De Lisio.Richard TITLE The Educational Implications of Piaget'sTheory and Assessment Techniques. INSTITUTION ERIC Clearinghouse on Tests,Measurement, and Evaluation, Princeton, N.J. SPONS AGENCY National Inst. of Education(DHFV), Washington, D.C. REPORT NO EPIC-TM-68 PUB DATE Nov 79 NOTE 40p. AVAILABLE FROM EPIC Clearinghouse on Tests, Measurement,and Evaluation, Educational TestingService, Princeton, NJ 08541 (S5.00I. EDRS PRICE MF01/PCO2 Plus Postage, DESCRIPTORS Abstract Reasoning: AnnotatedBibliographies; Children: *Cognitive Development:Cognitive Measurement: Conservation (Concept): Developmental Stages: Educational Obiectives: *Educational Practice: Educational Research: ElementarySecondary Education: Environmental Influences:Intellectual Development: Intelligence Factors:Intelligence Tests; *Learning Theories; LogicalThinking: Moral Development: Research Needs: ResearchReviews (Publications): *Research Utilization:Teacher Education: Teaching Methods: *ThoughtProcesses IDENTIFIERS Piaget (Jean) :*Piagetian Tests: *Piagetian Theory: Spatial Ability ABSTRACT A review of Piaget's theory and researchon children's cognitive development ispresented, including a discussion ot the psychological structures ofintelligence, developmental constructivism, and the evolution of knowledgeas a subject-object relation. Piaget's assessment techniquesare summarized, including moral development, number censervation,spatial operations, anda comparison between intelligence quotiertand Piaget's assessment of -
Jean Piaget's Genetic Epistemology As a Theory of Knowledge Based
Athens Journal of Humanities & Arts - Volume 8, Issue 3, July 2021 – Pages 209-230 Jean Piaget’s Genetic Epistemology as a Theory of Knowledge Based on Epigenesis By Zelia Ramozzi-Chiarottino* This article aims to highlight Jean Piaget’s theory of knowledge and situate it in this context since its beginnings in Ancient Greece where, in Plato, we already find this seminal idea: knowledge is acquired in successive and upward moments (dialektikê), starting from an opinion on the sensible world (doxa) towards the épistêmê of the intelligible world, the world of Ideas or concepts. Piaget’s Theory of Knowledge, we believe, was determined by four moments: 1) his research as a malacologist under the guidance of Godet and Raymond, 2) the acquaintance with Kant’s philosophy at age of 21, 3) his internship at the Binet/Simon laboratory, 4) his studies on the Limnaea Stagnalis. His core idea: it is possible for human beings to attain the necessary and universal knowledge due to the exchange processes of their organisms with the environment, which give rise to the epigenetic ontogenesis of their specific organic mental structures, framed for the specific act of knowing. Epigenetic ontogenesis begins with the infans first actions in the world, from the very moment of birth. Around two years of age, these actions will be represented and organized in groups linked to empirical experience, until the brain be able to perform the operations of the Abelian Group. The physiological development ends here, and the logico-mathematical knowledge becomes possible. Introduction The title of this article may be a surprise to many, since Jean Piaget has always been recognized as a gifted psychologist (but not a biologist). -
Mapping Mind-Brain Development: Towards a Comprehensive Theory
Journal of Intelligence Review Mapping Mind-Brain Development: Towards a Comprehensive Theory George Spanoudis 1,* and Andreas Demetriou 2,3 1 Psychology Department, University of Cyprus, 1678 Nicosia, Cyprus 2 Department of Psychology, University of Nicosia, 1700 Nicosia, Cyprus; [email protected] 3 Cyprus Academy of Science, Letters, and Arts, 1700 Nicosia, Cyprus * Correspondence: [email protected]; Tel.: +357-22892969 Received: 20 January 2020; Accepted: 20 April 2020; Published: 26 April 2020 Abstract: The relations between the developing mind and developing brain are explored. We outline a theory of intellectual development postulating that the mind comprises four systems of processes (domain-specific, attention and working memory, reasoning, and cognizance) developing in four cycles (episodic, realistic, rule-based, and principle-based representations, emerging at birth, 2, 6, and 11 years, respectively), with two phases in each. Changes in reasoning relate to processing efficiency in the first phase and working memory in the second phase. Awareness of mental processes is recycled with the changes in each cycle and drives their integration into the representational unit of the next cycle. Brain research shows that each type of processes is served by specialized brain networks. Domain-specific processes are rooted in sensory cortices; working memory processes are mainly rooted in hippocampal, parietal, and prefrontal cortices; abstraction and alignment processes are rooted in parietal, frontal, and prefrontal and medial cortices. Information entering these networks is available to awareness processes. Brain networks change along the four cycles, in precision, connectivity, and brain rhythms. Principles of mind-brain interaction are discussed. Keywords: brain; mind; development; intelligence; mental and brain changes; brain networks 1.