Jean Piaget

First published in 1997. This is Volume I of selected works of Jean Piaget which looks at his thinking on children perceive the world around them, touching on his concepts of realism, animism and artificialism.

First published in 1997. This is Volume III of selected works of Jean Piaget which explores his concepts on the origins of intelligence in children. The theses developed in this volume, concern in particular the formation of the sensorimotor schemata and the mechanism of mental assimilation.

Causal Thinking In The Child: A Genetic And Experimental Approach is a book written by Monique Laurendeau that explores the development of causal thinking in children. The book takes a genetic and experimental approach to understand how children learn to make causal connections between events and actions. The author presents research findings that suggest that children are born with a predisposition to think causally and that this ability develops over time through experience and environmental factors. The book also examines the role of language and social interactions in shaping children's understanding of cause and effect. The author draws on a range of studies and experiments to illustrate the different stages of causal thinking in children, from early infancy to adolescence. The book also explores the implications of this research for education and child development, highlighting the importance of fostering children's causal reasoning skills in early childhood. Overall, Causal Thinking In The Child: A Genetic And Experimental Approach is a comprehensive and insightful book that sheds light on the fascinating process of how children learn to think causally, and provides valuable insights for parents, educators, and researchers alike. This scarce antiquarian book is a facsimile reprint of the old original and may contain some imperfections such as library marks and notations. Because we believe this work is culturally important, we have made it available as part of our commitment for protecting, preserving, and promoting the world's literature in affordable, high quality, modern editions, that are true to their original work.

A milestone of child psychology, The Child's Conception of the World explores the ways in which the reasoning powers of young children differ from those of adults. What conceptions of the world does the child naturally form at the different stages of its development? To what extent does the child distinguish the external world from an internal or subjective world and what limits does he or she draw between the self and objective reality? These questions make up the first problem, the child's notion of reality. A second fundamental problem is the significance of explanations put forward by the child. What use does he or she make of the notions of cause and law? Is the form of explanation presented by the child a new type? These and like questions form the second problem, the child's notion of causality. Jacques Voneche, Director of the Piaget Archives in Geneva, Switzerland, provides a preface to this classic in which he reveals the provanance of The Child's Conception of the World within the context of Piaget's other work and the then-burgeoning field of developmental psychology.

Professor Piaget discusses a set of investigations he and a team of co-workers carried out on the genesis of the notion of number in the child's mind. By asking questions freely, they were able to gather valuable statements from children about the actions they were asked to perform with experimental objects. Beginning with the hypothesis that the construction of number goes hand-in-hand with the development of logic, the research team set out to diagnose developing number-relevant capabilities more basic than those involved in counting and routine primary-school number work. The aim was to study the essential properties of the number system and the underlying assumptions which adults make about the behavior of numbers. The first experiments dealt with the child's ability to grasp the ideas of conservation of quantity and conservation of number. These led to investigations on the ability to coordinate corresponding sets and a study of the cardinal and ordinal aspects of numbers and their interrelationships. The final experiments dealt with the child's growing awareness of basic additive and multiplicative properties of numbers. Piaget sees classes, relations, and numbers as cognitive domains which develop in an intertwined, mutually dependent way. From these experiments, he concludes that "number is organized, stage after stage, in close connection with the gradual elaboration of systems of inclusions (hierarchy of logical classes) and systems of asymmetrical relations (qualitative seriations), the sequence of numbers thus resulting from an operational synthesis of classification and seriation."

The nature of space, whether an innate idea, the outcome of experience in the external world, or an operational construction has long been a source of philosophical and speculative psychological discussion. This book deals with the development of the child’s notions about space.

Published in the year 2006, Success and Understanding is a valuable contribution to the field of Major Works.

First published in 2006. This work represents an attempt to synthesise studies on the development of perception which Piaget started twenty or so years ago, when the Faculte des Sciences de Geneve appointed him to the Chair of Experimental Psychology and Director of the Psychological Laboratory. Most of the studies to be reported have already appeared in the Archives de Psychologie under the general title of Recherches sur Ie Developpement des Perceptions, however, more than fifteen studies which have not been published and which we shall deal with in the following pages.

This book was first published in 1970.

This book was first published in 1979.

This book was first published in 1969.

Den verdenskendte psykolog Jean Piaget og hans nærmeste medarbejder, Bärbel Inhelder, skrev denne bog i 1966. Den udkom første gang på dansk i 1971. At den nu genudgives i let revideret form skyldes den fornyede interesse for Piaget og hans forskning, man oplever i disse år. Barnets psykologi er den første bog, hvori Piaget selv kortfattet fremlægger sin opfattelse af børns kognitive udvikling, sådan som den indtil da var blevet udviklet i de foregående ca. 45 år. I 1966 var Piaget nået så langt i sit udviklingspsykologiske arbejde, at teorien om de operative stadier var på plads. Også en række af de begreber, man plejer at forbinde med Piaget, f.eks. assimilation og akkomodation, omtales i bogen. Piagets udgangspunkt var biologisk, men han og Bärbel Inhelder overså ikke, at sociale og miljømæssige faktorer har væsentlig betydning for barnets udvikling. Piagets synspunkt, at intelligens udvikles og forandres gennem opvæksten, var et opgør med de fleste hidtidige teorier om intelligens som noget arveligt. Barnets psykologi kan udmærket læses som en introduktion til Piagets teori og forskning, endda som en relativt letlæst sådan. Den nye udgave af bogen er forsynet en oversigtsskabende introduktion til hvert kapitel af Piaget-eksperten Hans Vejleskov, der også har revideret den fyldige ordliste bagest i bogen. Begge dele gør teksten lettere tilgængelig for læseren og gør bogen velegnet til f.eks. studiebrug. Oversat fra fransk efter La psychologie de l’enfant af Vibeke og Victor Bloch.

This book is for anyone who has ever wondered how a child develops language, thought, and knowledge. Before this classic appeared, little was known of the way children think. In 1923, however, Jean Piaget, the most important developmental psychologist of the twentieth century, took the psychological world by storm with The Language and Thought of the Child. Applying for the first time the insights of social psychology and psychoanalysis to the observation of children, he uncovered the ways in which a child actively constructs his or her understanding of the world through language. The book has since been a source of inspiration and guidance to generations of parents and teachers. While its conclusions remain contentious to this very day, few can deny the huge debt we owe to this pioneering work in our continuing attempts to understand the minds of the child.

Our encounters with the physical world are filled with miraculous puzzles-wind appears from somewhere, heavy objects (like oil tankers) float on oceans, yet smaller objects go to the bottom of our water-filled buckets. As adults, instead of confronting a whole world, we are reduced to driving from one parking garage to another. The Child's Conception of Physical Causality, part of the very beginning of the ground-breaking work of the Swiss naturalist Jean Piaget, is filled with creative experimental ideas for probing the most sophisticated ways of thinking in children. The strength of Piaget's research is evident in this collection of empirical data, systematically organized by tasks that illuminate how things work. Piaget's data are remarkably rich. In his new introduction, Jaan Valsiner observes that Piaget had no grand theoretical aims, yet the book's simple power cannot be ignored. Piaget's great contribution to developmental psychology was his "clinical method"-a tactic that integrated relevant aspects of naturalistic experiment, interview, and observation. Through this systematic inquiry, we gain insight into children's thinking. Reading Piaget will encourage the contemporary reader to think about the unity of psychological phenomena and their theoretical underpinnings. His wealth of creative experimental ideas probes into the most sophisticated ways of thinking in children. Technologies change, yet the creative curiosity of children remains basically unhindered by the consumer society. Piaget's data preserve the reality of the original phenomena. As such, this work will provide a wealth of information for developmental psychologists and those involved in the field of experimental science.

This translation of the French Recherches sur l'abstraction reflechissante (1977), make available in English Piaget's only treatise on reflecting abstraction - a process he came to attribute considerable importance to in his later thinking and which he believed to be responsible for many of the advances that take place in human development, especially our understanding of mathematics. Rich with empirical research on reflecting abstraction at work in the thinking of 4 to 12 year olds, the studies in this volume examine its role in many contexts of cognitive development such as: reasoning about mathematics; forming analogies; putting objects in order by size and comparing the resulting series; and navigating through a wire maze. His theoretical discussions explore the relationships between reflecting abstraction and other central processes in his later theory, such as generalization, becoming conscious, and equilibration, as the differentiation of possibilities and their integration into necessities. These discussions indicate which aspects of his later theorizing were settled and which require further thought and investigation. Studies in Reflecting Abstraction will be of interest to developmental and cognitive psychologists, educationalists, philosophers and anyone who seeks to understand human knowledge and its development.

This is Volume XIX of thirty-two in a series on Developmental Psychology. Originally published in 1960. There are certain problems of a general nature in regard to the development of spatial concepts in young children, the problem of spatial intuition as a whole is exceedingly complex, and this study discusses of a child's conception of geometry of measurement and metrical geometry.