The Learning Theory of Piaget and Inhelder
The Learning Theory of Piaget and Inhelder

Author: Jeanette McCarthy Gallagher

Publisher: iUniverse

Published: 2002

Total Pages: 364

ISBN-13: 0595260853

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The first compilation of research and concepts from genetic epistemology that directly addresses issues related to learning, The Learning Theory of Piaget and Inhelder emphasizes Piaget’s biological model and the importance of regulatory mechanisms, rather than stage theory. Consequently, the impact of feedback from observables in modifying the actions of a person engaged in an activity—an idea directly related to traditional learning theory—is a key concept in this book. Furthermore, this text uniquely addresses Barbel Inhelder’s important contributions to the Genevan School, particularly with respect to her empirical investigations of teaching-learning interactions and student strategizing. The book also summarizes Piaget’s latest thinking on equilibration as well as the Geneven studies on contradiction, awareness, reflexive abstraction, and correspondence as they relate directly or indirectly to learning of all children, including children with disabilities. Most significantly, this volume incorporates essential aspects of Piaget’s biological model that were previously available only in untranslated works. Finally, easily accessible speeches on developmental psychology, the theory of stages, problems of equilibration and creativity given by Piaget and Inhelder are included in their entirety. The foreword to the book was written by Piaget and Inhelder.

Piaget and His School
Piaget and His School

Author: C. Zwingmann

Publisher: Springer Science & Business Media

Published: 2012-12-06

Total Pages: 375

ISBN-13: 3642463231

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Inhelder in her introduction. The reason for this unity is that explanatory adequacy can be attained only by exploring the formative and constructive aspects of development. To explain a psychologic reaction or a cognitive mechanism (at all levels, including that of scientific thought) is not simply to describe them, but to comprehend the processes by which they were formed; failing that, one can but note results without grasping their meaning. JEAN PlACET VI Man distinguishes himself from other creatures primarily by his abstract reasoning capacity and his ability to communicate his knowledge by highly complex symbolic processes. What is called "humanity" and progress is to a large degree a measure of his consciousness and the deployment of his creative potentials. There are few scientists who have explored the universe of cogni tion, and contributed to the understanding of the realm of knowledge, with greater genius, care, and scientific intuition than Jean Piaget and his longtime collaborator Barbel Inhelder. Professor Inhelder and her assistant Dr. Harold Chipman realized this book in spite of the heavy load of research, teaching, and administra tive duties in a rapidly expanding Institute. It is therefore a particular pleasure for me to presen t this book.

Learning and the Development of Cognition
Learning and the Development of Cognition

Author: Barbel Inhelder

Publisher: Psychology Press

Published: 2014-08-01

Total Pages: 376

ISBN-13: 1317673875

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How do children learn and how are new modes of thought developed? These questions have for years been of paramount interest to psychologists and others concerned with the cognitive development of the child. In this major work, originally published in 1974 and reporting on over ten years’ research of the Geneva School, the authors carried the pioneering investigations of Jean Piaget to a new and remarkable level. As Piaget said in his foreword to the book: ‘The novelty of the findings, the clarity of the theoretical interpretation, and the sometimes even excessive caution of the conclusions enable the reader to separate clearly the experimental results from the authors’ theoretical tenets.’ The authors’ learning experiments with children were designed to examine the processes that lead to the acquisition of certain key concepts, such as conservation of matter and length. Detailed study of the progress of each individual subject revealed a number of features characteristic of situations that create conflicts in the child’s mind and certain regularities in the way these conflicts are resolved. Such data threw new light on the dynamics of the development of cognitive structures as well as on basic mechanisms of learning at the time.

Mental Imagery in the Child
Mental Imagery in the Child

Author: Jean Piaget

Publisher: Psychology Press

Published: 1997

Total Pages: 424

ISBN-13: 9780415168939

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First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

Piaget Today
Piaget Today

Author: Bärbel Inhelder

Publisher: Psychology Press

Published: 1987

Total Pages: 312

ISBN-13: 9780863770470

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The contributors bring their different orientations to the study of child development and genetic epistemology to show the continuing value of Piaget's theory and its fruitfulness in providing insights which permit the advancement of science.

The Epigenesis of Mind
The Epigenesis of Mind

Author: Susan Carey

Publisher: Psychology Press

Published: 2014-01-14

Total Pages: 351

ISBN-13: 1317784642

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Reflecting the focus of a Jean Piaget Symposium entitled Biology and Knowledge: Structural Constraints on Development, this volume presents many of the emergent themes discussed. Among these themes are: Structural constraints on cognitive development and learning come in many shapes and forms and involve appeal to more than one level of analysis. To postulate innate knowledge is not to deny that humans can acquire new concepts. It is unlikely that there is only one learning mechanism, even if one prefers to work with general as opposed to domain-specific mechanisms. The problems of induction with respect to concept acquisition are even harder than originally thought.

Working with Piaget
Working with Piaget

Author: Anastasia Tryphon

Publisher: Psychology Press

Published: 2013-05-13

Total Pages: 228

ISBN-13: 1134839308

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For fifty years Bärbel Inhelder (1913-1997) was the research companion of Jean Piaget. In this unique volume, published in her honour, leading international researchers examine the various aspects of her work and ideas and her contribution to developmental psychology. Following an initial chapter establishing Inhelder's stature as an independent researcher in her own right, the various research topics that she explored are reviewed and discussed with specific reference to her own perspective and in the chronological order in which she approached them. While the book explores Inhelder's work with her more famous colleague, it also highlights areas of research in which her ideas were at variance with those of Piaget, such as mental imagery, and areas in which her innovations have not been fully recognised, such as her discovery of the formal operations stage - an event usually attributed to Piaget - and her introduction of longitudinal studies in the field of cognitive development. Her research, viewpoint and contribution in other fields such as mental retardation, learning, and cross-cultural issues in development are also discussed. The final chapter, written by Inhelder herself, deals with experimental reasoning in children and adolescents and provides a glimpse of her creativity.

Play, Dreams And Imitation In Childhood
Play, Dreams And Imitation In Childhood

Author: Piaget, Jean

Publisher: Routledge

Published: 2013-07-04

Total Pages: 310

ISBN-13: 1136318119

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First published in 1999. This volume is the third of a series devoted to the first years of the child’s development, the two others being concerned with the beginnings of intelligence and the child’s construction of reality (La naissance de intelligence chez Venfant and La construction du réel chez Venfant). Although this book contains frequent references to the two other volumes, which deal with the same three children and study the relationships between their mental activities, it nevertheless constitutes in itself an independent and complete study

Piaget's Theory
Piaget's Theory

Author: Harry Beilin

Publisher: Psychology Press

Published: 2013-04-15

Total Pages: 357

ISBN-13: 1134994214

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This volume marks the 20th Anniversary Symposium of the Jean Piaget Society. Some of the American contributors were among the first to introduce Piaget to developmental and educational psychology in the United States, while some of the international contributors worked with Piaget to develop his program of genetic epistemology and continue to make significant contributions to it. Within this volume the possibility of Piaget's paradigm is reviewed not only as the stuff of normal science, yielding fascinating empirical questions that linger within it, but also, and more importantly, as the stuff of revolutionary science, with continuing potential to comprehensively structure our thinking about developmental theory. The constructive contribution Piaget's theory has for developmental theory emerges as four central themes in the volume: understanding the intentional or semantic aspect of mental life without abandoning the Piagetian assumption that is rational and committed to truth testing; examining mental life and its development as a dialectical relation of function and structure--a relation Piaget introduced in his study of the developmental relation between procedural and operational knowledge; exploring new and interdisciplinary perspectives on equilibration as the driving force of constructive adaptive processes; understanding social and historical forces in individual and cultural development--not necessarily as forces antithetical to Piaget's perspective but as forces that take on new meaning within his framework which avoids erroneous dichotomies such as the distinction between subjective and objective knowledge.