August 2014
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11 Reads
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8 Citations
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August 2014
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11 Reads
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8 Citations
February 1966
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23 Reads
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46 Citations
American Psychologist
Comments on "The Course of Cognitive Development," by J. S. Bruner (see record 1964-06801-001). Certainly many issues to developmental psychology emerge from consideration of Bruner's genetic approach to cognitive growth. This comment seeks to clarify certain basic differences in theory and methodology between the Harvard and Genevan cognitive growth projects that have the common purpose of investigating the underlying processes which control the transition from one mode of thinking to another. Theoretical differences centering on the nature of developmental changes resulted in differences in the kind of transition studied as well as in the conclusions regarding the processes underlying the cognitive learning. The current authors share Bruner's general theoretical concept of development as an integrative process and agree that information-processing techniques are of great importance in the study of cognitive development. However, it seems necessary to emphasize that information-processing techniques have several aspects of which Bruner and his co-workers have studied only some. Information-processing techniques seem to consist, on the one hand, of selection, of storage, and of retrieval of relevant cues. On the other hand, these techniques imply transformation of information and its coordination. The latter is the fundamental concern of the Genevan project. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
21 Reads
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8 Citations
572 Reads
Traducción de: Apprentissage et structures de la connaissance En esta obra presentada por Barbel Inhelder, alumna de Jean Piaget, junto con Magali Bovet y Hermine Sinclair, se aborda la dinámica del progreso del conocimiento. Las autoras abordan las nociones de conservación y de inclusión lógica y su interdependencia en el desarrollo de la psique infantil.
13 Reads
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111 Citations
Presents a series of studies on the effects of learning and of development on cognitive processes, particularly the conservation of quantity and length. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
86 Reads
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237 Citations
Presents findings on language and cognitive development in children based on the authors' 10 yrs of research on Piagetian concepts. Topics include concepts of conservation of continuous quantities, from numerical equality to the conservation of matter, a cross-cultural study of conservation concepts, and class inclusion training and its influence on conservation. (51/2 p ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... In our previous works (see Tsikandilakis, Kausel, et al., 2019;, we showed that Singaporean dialects of facial emotion were evaluated as highly incomprehensible by British participants. It is possible that the novelty of these dialects attracted attentional resources and that they were the least likely stimulus type to be misperceived as a different emotional dialect, therefore, resulting in higher recognition improvements (see Inhelder et al., 2014;Mather, 2013;Ramírez Butavand et al., 2020). ...
August 2014
... The child has worked out spatial and instrumental relationships in the process of investigation (Piaget, 1956, p. 227). Building on their extensive researches where children experiment with materials involving spatial perspective (Piaget & Inhelder, 1956), pendulums and balance (Inhelder & Piaget, 1958), Piaget's colleague Bärbel Inhelder adapted these activities in founding the research method of "critical exploration" to specifically support, facilitate and document children's learning (Inhelder et al., 1974). While children experimented with pouring liquid into glass funnels of differing shapes, some came to view the liquid as "conserved" throughout, although that liquid showed differing levels in the narrow funnel, compared to the wide one. ...
... La presencia de la educación histórica y patrimonial es, todavía hoy, escasa en la etapa dedicada a la Educación Infantil (Prats, 2001;Miralles y Rivero, 2012) y la influencia de la psicología evolutiva en la construcción de nuestro currículum nacional es alta (Piaget, 1954;Inhelder, 1966), lo que puede traducir en la falta de contenidos conceptuales propios de las ciencias de referencia. Por lo que respecta al aprendizaje de las Ciencias Sociales, a partir de los años 90 autores como Egan (1991), Eisner (1994, Tonda (2001) o Trepat y Comes (2002) se muestran a favor de la inclusión de estos contenidos en Educación Infantil porque, adaptados correctamente a sus capacidades, pueden ser aprehendidos por el alumnado. ...
February 1966
American Psychologist
... Thus, we could demonstrate for the first time that in the stochastic condition, children showed reflective and integrative loops on previous error feedback, sorting correct from false feedback. Pascual-Leone (1976) mentioned that Graded Learning Loops involving repetitions of task variations improve learning were first mentioned by Inhelder et al. (1974). He assumed that the repetitions would reduce executive processing demands by minimizing the information load and maximizing the opportunity to develop new strategies (E-facilitation). ...
... In other words, mental tests are limited to assessing how intelligent an individual is (e.g., her IQ is 140), not to understanding, for example, which form of intelligence (e.g., pre-operational, concrete operational, formal operational), or memory (e.g., natural, mediated), lies at the heart of the subject's performance on certain tasks and situations (see Piaget, 1947; Piaget & Inhelder, 1974; Vygotsky, 1962, 1978 ...