The Construction Of Reality In The ChildRoutledge, 4 ביולי 2013 - 400 עמודים This is Volume XX of thirty-two in the Developmental Psychology series. Initially published in 1954, in Piaget’s words the study of sensorimotor or practical intelligence in the first two years of development has taught us how the child, at first directly assimilating the external environment to his own activity, later, in order to extend this assimilation, forms an increasing number of schemata which are both more mobile and better able to inter-coordinate. This study looks at the second part of evolution of sensorimotor intelligence, as the description of behavior no longer suffices to account for these new products of intellectual activity; it is the subject’s own interpretation of things which we must now try to analyze. |
תוכן
| 10 | |
| 13 | |
active search for the vanished object | 44 |
the child takes account of the sequential dis | 66 |
the representation of invisible displace | 79 |
The constitutive processes of object concept | 86 |
CHAPTER 2 | 97 |
the coordination of practical groups and | 113 |
the elementary externalization and objectifi | 256 |
the real objectification and spatialization | 271 |
representative causality and the residues | 293 |
The origins of causality | 308 |
CHAPTER 4 | 320 |
the subjective series | 327 |
the beginnings of the objectification | 335 |
the objective series | 341 |
the transition from subjective to objective | 152 |
objective groups | 183 |
representative groups | 203 |
The main processes of the construction of space | 209 |
CHAPTER 3 | 219 |
magicophenomenalistic causality | 229 |
CONCLUSION | 350 |
The transition from sensorimotor intelligence to conceptual | 357 |
From sensorimotor universe to representation of the childs | 364 |
Conclusion | 380 |
מהדורות אחרות - הצג הכל
מונחים וביטויים נפוצים
accommodation action assimilation attempt bassinet behavior patterns body bottle cause centimeters centrism conceived connection constitute contrary coordination coverlet cushion disappear dissociated distance doll efficacy egocentrism elaboration empiricism example experiment extends eyes fifth stage fourth stage gesture groups of displacements hand Hence imitation immediately independent Jacqueline ject knows Laurent longer looks Lucienne Maine de Biran ments merely move movements nipple nursling object concept objectification objective groups observations perceived perception permanence personal activity phenomenalistic plane point of view position practical groups prehension present stage presupposes progress pulls quilt rattle regard relationships remains representation result reverse sality schemata screen searches secondary circular reactions seems sensorimotor intelligence sequence sequential seriation shake sight space stage the child succeed sucking tactile takes temporal displacement things third stage tion tive trajectory tries to grasp turns tween universe vanished object visual field visual perception watch