Psychology Dictionary of ArgumentsHome
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| Jean Piaget: Jean Piaget (1896-1980), Swiss psychologist and philosopher. His major works include The Language and Thought of the Child (1926), The Construction of Reality in the Child (1937), and Six Psychological Studies (1967). His fields of specialization were child development, cognitive psychology, and epistemology._____________Annotation: The above characterizations of concepts are neither definitions nor exhausting presentations of problems related to them. Instead, they are intended to give a short introduction to the contributions below. – Lexicon of Arguments. | |||
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Gerhard Schurz on Piaget - Dictionary of Arguments
I 192 Piaget/Developmental Theory/Science Theory/Schurz: Piaget thesis: The development of child intelligence is stage-like. It is based on the gradual formation of general logical structural abilities. Once these are formed, they can be applied anywhere in a short time. Before that, the corresponding cognitive tasks are simply not grasped. Piaget thesis: Sensorimotor stage: reached at 2 years of age. Concrete operational stage:reached at about 6-7 years. . Formal operational stage: reached at 13-14 years. Concrete operational stage/Piaget: (6-7) Ex 1. Ability to change perspective, distinguish own from others. Thus transition from egocentric to sociocentric thinking. 2. ability to recognize that certain operations which change the appearance of objects can be undone. (Reversibility). Thus, at the same time: invariant recognition. Two areas: a) invariance of the number of objects. b) Invariance of the quantity of a substance. Verification/Piaget: by test that provide laws of association: Ex change of perspective: mountain landscape that children could walk around. Invariance of number: ex. coins. Invariance of quantity of substance: ex clay ball deformed into a sausage. I 193 Ex core: intelligence development is primarily based on stages development of logical structural abilities. Ex Periphery: at 6-7 years almost all children reach the concrete operational stage. Ex Empirical prediction: almost all children fail it at 6, all can do it at 7. I 194 Test/adequacy/selectivity/Schurz: a test must be adequate for the characteristic being studied. i.e. it must be selective. I.e., they must measure the traits (abilities) and not others at the same time. At the same time, the indicators must be interchangeable. Ex It must not matter for the change of perspective whether it is examined on a mountain landscape or on another form. Indicator/(s): Object within an experiment. VsPiaget/Schurz: It was shown that his hypotheses violated the requirement of interchangeability of indicators: Bsp children presented with a simpler shape than a mountain landscape (a box with four different colored sides) could solve the task at age 4 (instead of age 6-7). Schurz: But that did not mean that one gave away the core of the theory. (according to the Lakatos motto). ((s) i.e. the stages proceeded differently, the assumption of the importance of the logical-structural was maintained. I 195 VsPiaget: it was concluded that his test was not really selective. Solution: the mountain landscape involved hidden variables (hidden difficulties). (BrainerdVsPiaget, Brainerd 1978(1)) 2. VsPiaget: example number test: problem: the children had not understood the linguistic formulation "more coins". New: E.g. The children had to choose pictures with the same number of coins (without language, non verbal): this number test was then already mastered by 4-5 year olds! Kern/Periphery/Schurz: all this was directed only against the periphery! Core/VsPiaget: Example propositional logic. According to Piaget, children with 13-14 years would have to master propositional logic correct conclusions. Problem: modus ponens is actually mastered already with 3 years, modus tollens often not even by adults, thus often never! VsPiaget: Problem: This cannot be fixed by changing a law for indicators or special laws. It directly attacks the core of the theory. Core/VsPiaget: Ex. conservation of the object: I 196 Cognitive principle: (here): Objects that are occluded do not therefore cease to exist. Piaget: this is already mastered after completion of the sensorimotor stage at 2 years. Variant: E.g. dissolving sugar in water: is not even mastered at 6 years: a weak majority answers incorrectly: the sugar is no longer there. Conclusion: VsPiaget: the core must be abandoned. Intelligence/development/alternative theoryVsPiaget: The development of intelligence is not about the formation of general abstract structures, but is based on the development of content-specific and content-bound abilities. (Ausubel, 1978(2), Novak 1980(3), Schurz 1985(4)). >J. Piaget, >VsPiaget. 1. Brainerd, C. (1978). Piaget's Theory of Intelligence. Englewood Cliffs: Prentice-Hall. 2. Ausubel D. et al. (1978). Educational Psychology: A Cognitive View. New York: Holt. 3. Novak, J. (1980) "Eine Alternative zu Piagets Psychologie". In: Jung W. (Hg., 1980) Piaget und die Physikdidaktik. Physica Didactica 7, 17-24. 4. Schurz, G. (1985). "Denken, Sprache und Erziehung: Die aktuelle Piaget-Kontroverse", Zeitschrift für Semiotik, 7, Heft 4 1985, 335-366._____________Explanation of symbols: Roman numerals indicate the source, arabic numerals indicate the page number. The corresponding books are indicated on the right hand side. ((s)…): Comment by the sender of the contribution. Translations: Dictionary of Arguments The note [Concept/Author], [Author1]Vs[Author2] or [Author]Vs[term] resp. "problem:"/"solution:", "old:"/"new:" and "thesis:" is an addition from the Dictionary of Arguments. If a German edition is specified, the page numbers refer to this edition. |
Schu I G. Schurz Einführung in die Wissenschaftstheorie Darmstadt 2006 |
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