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Journal articles on the topic 'J Piaget'

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Published: 4 June 2021

Last updated: 25 April 2022

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1

Rubtsov, V. V. "Two Approaches to the Problem of Development in the Context of Social Interactions: L.S. Vygotsky vs J. Piaget." Cultural-Historical Psychology 16, no. 3 (2020): 5–14. http://dx.doi.org/10.17759/chp.2020160302.

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The article is devoted to the problem of development and learning in the context of social interactions. This question is investigated on the basis of the analysis of the theoretical views of L.S. Vygotsky and J. Piaget. Both J. Piaget and L.S. Vygotsky substantiated the impact of social interactions and socialization on the development of the child’s thinking, and emphasized the close connection between the development of the child and the forms of interaction between the child and adults, as well as with other children. Two different approaches to understanding the child’s developmental path

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2

GÖTZ, Rafael Leandro, and Marcelo Leandro EICHLER. "OS ESTÁDIOS DO DESENVOLVIMENTO INTELECTUAL DA CRIANÇA E DO ADOLESCENTE." Schème: Revista Eletrônica de Psicologia e Epistemologia Genéticas 10, no. 1 (2018): 204–19. http://dx.doi.org/10.36311/1984-1655.2018.v10n1.09.p204.

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Versão em português do capítulo “Les stades du développement intellectuel de l’enfant à l’adolescent” publicado no livro “Le probléme dês stades en psycho-logie de l’enfant”, organizado por P. Osterrieth, J. Piaget, R. De Saussure, J. M. Tanner, H. Wallon e R. Zazzo, por ocasião do simpósio da Associação Psicoló-gica Científica de Língua Francesa realizado em Genebra, em 1955. Além do capítulo de autoria de Jean Piaget, este texto contém a Introdução do livro (por J. Piaget) e a Introdução ao Simpósio (A. Michotte).

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3

Siegler, Robert S., and Shari Ellis. "Piaget on Childhood." Psychological Science 7, no. 4 (1996): 211–15. http://dx.doi.org/10.1111/j.1467-9280.1996.tb00361.x.

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4

Formoshino, Maria, and James M. Day. "Revisitar los fundamentos del constructivismo: las bases éticas y religiosas del pensamiento psicopedagógico del joven Piaget." Teoría de la Educación. Revista Interuniversitaria 26, no. 2 (2014): 25–41. http://dx.doi.org/10.14201/teoredu20142612541.

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El pensamiento de Piaget se basa en un marco conceptual ecléctico integrado por varias líneas teóricas. Así, el presente estudio tiene como objetivo explicitar las bases metafísicas y teológicas del proyecto intelectual del joven Piaget para demostrar la relativa unidad y continuidad entre las categorías forjadas para tratar cuestiones teológicas y éticas y las categorías biopsicopedagógicas, prestando especial atención a la dialéctica inmanencia-trascendencia y conflicto-cooperación. En efecto, si la importancia formativa de las primeras exploraciones biológicas de Piaget ya fue estudiada cui

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5

Brainerd, C. J. "Piaget: A Centennial Celebration." Psychological Science 7, no. 4 (1996): 191–95. http://dx.doi.org/10.1111/j.1467-9280.1996.tb00357.x.

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6

Gopnik, Alison. "The Post-Piaget Era." Psychological Science 7, no. 4 (1996): 221–25. http://dx.doi.org/10.1111/j.1467-9280.1996.tb00363.x.

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7

Beatty, Barbara. "Transitory Connections: The Reception and Rejection of Jean Piaget's Psychology in the Nursery School Movement in the 1920s and 1930s." History of Education Quarterly 49, no. 4 (2009): 442–64. http://dx.doi.org/10.1111/j.1748-5959.2009.00225.x.

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In 1927, nursery school educator Lucy Sprague Mitchell heralded Jean Piaget's psychology as of “outstanding interest” and wrote in Progressive Education that it should be of “immense service” to psychologists, teachers, and parents. In 1929, psychologist Lois Meek praised Piaget's research in the National Society for the Study of Education's yearbook on preschool and parental education. In 1931, the National Association for Nursery Education bibliography on nursery school-based research, for which Meek was on the editorial board, included no mention of Piaget at all.

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8

Kessen, William. "American Psychology Just Before Piaget." Psychological Science 7, no. 4 (1996): 196–99. http://dx.doi.org/10.1111/j.1467-9280.1996.tb00358.x.

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9

Arantes, Fernanda Ferrari. "Conhecimento e desejo de saber." Estilos da Clinica 24, no. 3 (2019): 510–12. http://dx.doi.org/10.11606/issn.1981-1624.v24i3p510-512.

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10

Oesterdiekhoff, Georg W. "Understandings of Syllogisms in Ontogeny and History: The Contributions of J. Piaget, A. R. Luria, M. Cole, and S. Scribner in Comparison." American Journal of Psychology 135, no. 1 (2022): 77–96. http://dx.doi.org/10.5406/19398298.135.1.07.

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Abstract J. Piaget described how children first elaborate elementary, then empirical and finally logical deductions. A. R. Luria was one of the first to show that illiterate adults of premodern cultures exhibit no understanding of the syllogisms that presuppose logical deductions. He listed the explanatory factors that Piaget had also listed. An American research group led by M. Cole and S. Scribner repeated the syllogistic studies Luria had conducted. Although the results were replicated in different developmental regions and were consistent with Piaget and Luria's considerations, Cole and Sc

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11

Arturo Rojas Arenas, Pedro. "A Constituição do sujeito em J. Habermas e J. Piaget: uma perspectiva interdisciplinar." Revista de Humanidades 32, no. 1 (2017): 58–69. http://dx.doi.org/10.5020/23180714.2017.32.1.58-69.

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12

Desrochers, Stéphan. "From Piaget to Specific Genevan Developmental Models." Child Development Perspectives 2, no. 1 (2008): 7–12. http://dx.doi.org/10.1111/j.1750-8606.2008.00034.x.

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13

Reginensi, Luc. "On the status of logic in Piaget." International Social Science Journal 56, no. 181 (2004): 439–54. http://dx.doi.org/10.1111/j.0020-8701.2004.00505.x.

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14

صادقي, رحمة. "نمو المفاهيم الرياضية لدى الطفل حسب نظرية (J. Piaget) جان بياجية". دراسات نفسية و تربوية, № 12 (червень 2014): 143–50. http://dx.doi.org/10.12816/0039241.

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15

PETERSON, THOMAS ERLING. "Constructivist Pedagogy and Symbolism: Vico, Cassirer, Piaget, Bateson." Educational Philosophy and Theory 44, no. 8 (2012): 878–91. http://dx.doi.org/10.1111/j.1469-5812.2011.00765.x.

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16

CLAY, THERESA. "A NEW SPECIES OF HAEMATOMYZUS PIAGET (PHTHIRAPTERA, INSECTA)." Proceedings of the Zoological Society of London 141, no. 1 (2009): 153–61. http://dx.doi.org/10.1111/j.1469-7998.1963.tb01606.x.

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17

GEHLBACH, ROGER D. "Play, Piaget, and Creativity: The Promise of Design." Journal of Creative Behavior 25, no. 2 (1991): 137–44. http://dx.doi.org/10.1002/j.2162-6057.1991.tb01363.x.

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18

Martins, Raul Aragão. "Concepção de roubo em pré-escolares." Educação & Sociedade 18, no. 59 (1997): 351–66. http://dx.doi.org/10.1590/s0101-73301997000200007.

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Partindo do trabalho pioneiro de J. Piaget, O julgamento moral da criança, revisamos as contribuições para este estudo sobre a concepção de roubo em crianças. Usando uma história que envolve um pequeno roubo examinamos como pré-escolares respondem a questões sobre o roubo ser certo ou errado, o porquê dessa resposta, assim como avaliamos a percepção da criança à presença, à contingência e à relatividade de regras. Tendo como sujeitos 80 crianças de duas pré-escolas, uma pública e outra particular, cada escola dividida em duas turmas, encontramos que todas as crianças têm noção da regra de o ro

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19

Hugar, Shivayogi M., Pratibha Kukreja, Harsha G. Assudani, and Niraj Gokhale. "Evaluation of the Relevance of Piaget's Cognitive Principles among Parented and Orphan Children in Belagavi City, Karnataka, India: A Comparative Study." International Journal of Clinical Pediatric Dentistry 10, no. 4 (2017): 346–50. http://dx.doi.org/10.5005/jp-journals-10005-1463.

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ABSTRACT Aim To determine and compare the relevance of Piaget's cognitive principles among 4- to 7-year-old parented and orphan children in Belagavi City, Karnataka, India. Materials and methods This study was conducted on 240 children between the ages of 4 to 7 years who were equally divided into two groups of 120 parented and 120 orphan children. These were subdivided into four groups of 30 children each. Various characteristics like egocentrism, concept of cardinal numbers based on centration, lack of conservation, and reversibility were assessed, using experiments and comparison of their p

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20

Badi’ah, Zahrotul. "Implikasi Teori Belajar Kognitif J. Piaget dalam Pembelajaran Bahasa Arab dengan Metode Audiolongual." Attractive : Innovative Education Journal 3, no. 1 (2021): 76. http://dx.doi.org/10.51278/aj.v3i1.166.

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There are so many learning theories, one of which is the cognitive theory. This article aims to examine cognitive learning theory and its implications for learning Arabic. The cognitive learning theory would be explored in depth based on the perspective of J. Piaget's theory and Arabic learning using the audio lingual method. This article is characterized by literature review, data is extracted through literature study and analysed through content analysis. The results found that cognitive theory has implications for learning Arabic with the audio lingual method, which has several aspects, nam

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21

Navickas, V. "SĄVOKŲ KONVENCIONALUMO TYRIMAS." Psichologija 13 (December 23, 2015): 46–55. http://dx.doi.org/10.15388/psichol.1995.13.9039.

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Šis straipsnis pristato duomenis apie tai, kaip suaugę (19-29 metų žmonės, kurių 25 yra vyrai, o 25 moterys) supranta sąvokų „kairė”/ „dešinė” konvencionalumą. Rezultatai rodo, jog beveik pusė tiriamųjų nesuvokia „kairė”/ „dešinė” kaip konvencionalių sąvokų, manydami, kad „kairė”/ „dešinė” yra pastovi objektų savybė. Tyrimas atskleidė, kad šių tiriamųjų atsakymai yra analogiški vaikų atsakymams įvairiose nominalaus realizmo stadijose (J. Piaget).

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22

Obukhova, L. F. "On Account of the 120-th Birthday Anniversary of L.S. Vygotsky and J. Piaget." Cultural-Historical Psychology 12, no. 3 (2016): 226–31. http://dx.doi.org/10.17759/chp.2016120312.

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23

Elkind, David. "Inhelder and Piaget on Adolescence and Adulthood: A Postmodern Appraisal." Psychological Science 7, no. 4 (1996): 216–20. http://dx.doi.org/10.1111/j.1467-9280.1996.tb00362.x.

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24

Stepanova, Marina A. "GALHERIN’S THEORY OF ORIENTATION AND METHODS OF PSYCHOLOGICAL RESEARCH." Moscow University Psychology Bulletin, no. 1 (2021): 289–311. http://dx.doi.org/10.11621/vsp.2021.01.12.

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The relevance of the study. The paper raises the problem of methods of psychological research, this problem is reflected in written and oral speeches of P. Ya. Galperin. The scientific significance of this problem is due to the fact that using the forming method allows us to obtain data concerning the laws of the formation of a new action in the conditions of not only controlled, but also its spontaneous formation. The purpose of the study is to obtain scientific psychological information concerning the forming method. The key concept of the theory of P. Ya. Galperin is the concept of orientat

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25

Grenier Díaz, María Elena. "La formación de valores en la edad preescolar." Ciencia y Sociedad 25, no. 4 (2000): 552–60. http://dx.doi.org/10.22206/cys.2000.v25i4.pp552-60.

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Se estudia la formación de valores en la educación de un país, haciendo énfasis en la edad pre-escolar. Se consideran las características del caso específico de Cuba La autora analiza dos enfoques sobre el desarrollo moral de los pre-escolares: el enfoque de J. Piaget y algunos de sus seguidores (Kohlberg-Constance Kamii), así como el de la escuela histórico-cultural liderada por L. S. Vigotsky y algunos de sus continuadores (Boschovich L. I.. y otros).

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26

GREESON, LARRY E., and DREA ZIGARMI. "Piaget, Learning Theory, and Mental Imagery: Toward a Curriculum of Visual Thinking." Journal of Humanistic Education and Development 24, no. 1 (1985): 40–48. http://dx.doi.org/10.1002/j.2164-4683.1985.tb00277.x.

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27

Besse, Jean-Marie. "¿Una psicología de la educación?" CPU-e, Revista de Investigación Educativa, no. 5 (November 8, 2012): 1–26. http://dx.doi.org/10.25009/cpue.v0i5.110.

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En este artículo se discute la pertinencia de los distintos esfuerzos por hacer intervenir a las disciplinas psicológicas en el ámbito de la educación, de lo cual han derivado denominaciones como “psicopedagogía”, “ciencia de la educación”, “investigación pedagógica”, “experimentación educativa”. Se cuestiona esta intención de establecer un acercamiento cientíico de la infancia y de la educación. Para ello, se analizan y confrontan las relexiones de Decroly donde se cruzan psicología y educación, ciencia y pedagogía, la obra “psicopedagógica” de A. Binet y algunas intervenciones “pedagógicas”

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28

Bémelmans, Félix. "Le calcul tel qu’il est « reçu » par l’enfant." Revue des sciences de l'éducation 3, no. 2 (2009): 161–80. http://dx.doi.org/10.7202/900042ar.

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Ce travail collectif est passé par les étapes suivantes : analyse de l’« équipement » mental de l’enfant qui apprend; analyse des stades de développement; analyse de classes de première année. Inspirée de J. Piaget, la conception de base retenue, à savoir les stratégies hiérarchisées, se rapproche d’une étude récente sur l’évolution du nombre effectuée à l’Université de Pittsburgh. L’enfant utilise le dénombrement : c’est une signification qu’il connaît avant la structure cardinale. Il part de l’action (manipulation), puis intériorise (symbolisation) et, enfin, pense réellement (abstraction).

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Lemko, Halyna, Tetiana Kachak, Oksana Voroshchuk, Iryna Didukh, Tetyana Mochan, and Ihor Bai. "Formation of moral values of schoolchildren: effective methods of diagnosis." LAPLAGE EM REVISTA 7, no. 3B (2021): 556–68. http://dx.doi.org/10.24115/s2446-6220202173b1597p.556-568.

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The article analyzes the essence and content of moral values of schoolchildren. In addition, their classification is given. Based on the judgments and research results of J. Halstead, T. D. Van Heest, L. Kohlberg, E. Griggs, J. Piaget, it is stated that in the process of forming value orientations it is important to diagnose the level of moral culture of students throughout learning, taking into account the dynamics. Indicators and criteria of high, medium and low level of moral culture of students are defined and analyzed. The review of effective methods of formation diagnostics of students’

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30

Buda, Béla, Eszter Simon, Zoltán Vidnyánszky, et al. "Könyvismertetések." Magyar Pszichológiai Szemle 61, no. 2 (2006): 323–65. http://dx.doi.org/10.1556/mpszle.61.2006.2.7.

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A nevelés terepei a pszichológus szemével [Vajda Zsuzsanna - Kósa Éva: Neveléslélektan] (Buda Béla) Tükörben az emlékezet tükre [Douwe Draaisma: A metaforamasina. Az emlékezés egyik lehetséges története] (Simon Eszter) Ne hagyja figyelmen kívül! [Czigler István: A figyelem pszichológiája] (Vidnyánszky Zoltán) Logikai csoportosulatok: egyén és társadalom [Jean Piaget: Szociológiai tanulmányok] (Vajda Zsuzsanna) A pszichológia múltjáról [Pléh Csaba - Győri Miklós (szerk.): Olvasmányok a kísérleti pszichológia történetéből] (Binzberger Viktor) Új-ság a reprezentációról [László János - Kállai Já

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MANIEZZO, VITTORIO, and MATTEO ROFFILLI. "A PSYCHOGENETIC ALGORITHM FOR BEHAVIORAL SEQUENCE LEARNING." International Journal on Artificial Intelligence Tools 16, no. 02 (2007): 195–217. http://dx.doi.org/10.1142/s021821300700328x.

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This work presents an original algorithmic model of some essential features of psychogenetic theory, as was proposed by J. Piaget. Specifically, we modeled some elements of cognitive structure learning in children from birth to four months of life. We are in fact convinced that the study of well-established cognitive models of human learning can suggest new, interesting approaches to problem so far not satisfactorily solved in the field of machine learning. Further, we discussed the possible parallels between our model and subsymbolic machine learning and neuroscience. The model was implemente

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32

Czerwińska-Jasiewicz, Maria. "The Significance Of Adolescent's Value System In Creating Concept About Their Own Life." Polish Psychological Bulletin 42, no. 4 (2011): 198–204. http://dx.doi.org/10.2478/v10059-011-0026-6.

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The Significance Of Adolescent's Value System In Creating Concept About Their Own Life This paper presents a study on the significance of adolescent's value system in creating concept about their own life in the process of planning their own future. A hypothetical model of this concept is analysed, which identifies such main components as: preferred life style, life goals and plans, and decisions concerning their own future. This model acknowledges values as the main criterion in creating this concept as they form the base for defining a person's preferred life style, their formulation of life

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33

Húaquín Mora, Víctor Roberto. "Aprendizaje paragmático y la enseñanza." Revista Ibero-Americana de Estudos em Educação 8, no. 2 (2014): 529–39. http://dx.doi.org/10.21723/riaee.v8i2.6541.

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El aprendizaje paradigmático, primer objetivo de este trabajo, es producto del pensamiento paradigmático, el cual, se caracteriza por usar, predominantemente, el pensamiento analógico. Basado en el desarrollo cognitivo de J. Piaget, el pensamiento paradigmático se postula como una quinta etapa del desarrollo cognitivo que agrega construcciones paradigmáticas basadas en el pensamiento lógico y analógico conjugado. El aprendizaje paradigmático, al basarse en el pensamiento paradigmático, surge con las prelaciones propias de cada etapa agregando el modo analógico de manifestarse llegando a su máx

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Νικολάου, Σουζάνα Μαρία, та Ηλίας Ζιώγας. "Βιωματικές κοινωνικές παραστάσεις και αναπαραστάσεις – Αξιοποίηση της βιωματικής μάθησης στα προγράμματα της ΕΕ." Πανελλήνιο Συνέδριο Επιστημών Εκπαίδευσης 2015, № 2 (2016): 986. http://dx.doi.org/10.12681/edusc.238.

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<p align="center"><strong>Περίληψη</strong></p><p>Η βιωματική μάθηση αποτελεί έναν εναλλακτικό τρόπο εκπαίδευσης που δίνει έμφαση στο σημαντικό ρόλο της εμπειρίας κατά τη διαδικασία μάθησης. Έγινε γνωστή κυρίως μέσω τριών μεγάλων παραδόσεων των J. Dewey, K. Lewin και J. Piaget (Kolb, 1984). Αξιοποιώντας τις αρχές της βιωματικής μάθησης και τα βιώματα των εμπλεκόμενων ατόμων διαπιστώνει κανείς πόσο αποτελεσματικά ενθαρρύνεται η δημιουργική έκφραση, η αναζήτηση του νοήματος κάθε πράξης και πώς συνειδητοποιείται από τους μανθάνοντες η ανάγκη σύνδεσης με τη γνώση. Ως

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Rivera Benavides, José Carlos. "Imagen mental reproductora estática y cinética en sujetos con retardo mental leve y moderado." Revista de Investigación en Psicología 14, no. 2 (2014): 131. http://dx.doi.org/10.15381/rinvp.v14i2.2104.

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En la psicología genética de J. Piaget, la imagen mental marca el inicio de las funciones cognitivas representacionales figurales (2-7 años); junto a B. Inhelder estudiaron las imágenes espaciales reproductoras dentro de las cuales, las más elementales son las estáticas y cinéticas. Asumimos que ellas están implicadas en la inteligencia ejecutiva. De aquí nuestro propósito de explorarlas en sujetos con retardo mental leve y moderado, quienes no alcanzan el dominio de la representación operatoria. Para el efecto aplicamos la Escala Ejecutiva de Borelli Oléron, la cual reformulamos en términos d

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SABOURIN, Paul. "La régionalisation du social. Une approche de l’étude de cas en sociologie." Sociologie et sociétés 25, no. 2 (2002): 69–91. http://dx.doi.org/10.7202/001662ar.

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Résumé La sociologie fait face au constat du caractère local des savoirs et des objets qui figurent en tant que médiation de ses travaux empiriques. Cet article propose d'utiliser les referents de la localisation sociale (langage, espace et temps de l'action sociale) afin d'orienter la démarche d'étude de cas. Concevant que les savoirs et les pratiques sociales, dans les sociétés contemporaines, sont localisés plutôt que strictement locaux, l'auteur définit, ï partir de la description du processus d'assimilation et d'accommodation (J. Piaget) dont font état la connaissance et les pratiques soc

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37

Jardine, David W. "Immanuel Kant, Jean Piaget and the Rage for Order: Ecological Hints of the Colonial Spirit in Pedagogy." Educational Philosophy and Theory 24, no. 1 (1992): 28–43. http://dx.doi.org/10.1111/j.1469-5812.1992.tb00217.x.

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38

Legendre, Marie-Françoise. "Barrelet, J.-M. et Perret-Clermont, A-N. (dir.) (1996). Jean Piaget et Neuchâtel : l’apprenti et le savant. Lausanne : Éditions Payot." Revue des sciences de l'éducation 23, no. 2 (1997): 452. http://dx.doi.org/10.7202/031945ar.

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39

Lins, Maria Judith Sucupira da Costa. "Avaliação da aprendizagem de ética no Ensino Fundamental." Ensaio: Avaliação e Políticas Públicas em Educação 23, no. 88 (2015): 763–90. http://dx.doi.org/10.1590/s0104-40362015000300010.

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O objetivo desta pesquisa qualitativa foi avaliar a aprendizagem de ética no Ensino Fundamental. Hipótese: é possível aprender ética por meio de virtudes no Ensino Fundamental. Nessa pesquisa ficou estabelecido o Método Sucupira Lins que tem base na Escuta Sensível de Barbier, acrescentando-se a ativa participação de pesquisadores que foi estabelecida por Lins. O Método Sucupira Lins fornece apoio aos alunos para que entendam o que estão fazendo e possam melhorar seu comportamento ético. A fundamentação teórica foi a filosofia moral de Alasdair MacIntyre que é baseada na filosofia das virtudes

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Sushkova, Irina V., and Olesya N. Loshkaryova. "Key issues of the development of social intelligence of children in foreign and Russian science." Vestnik Kostroma State University. Series: Pedagogy. Psychology. Sociokinetics, no. 4 (2019): 94–98. http://dx.doi.org/10.34216/2073-1426-2019-25-4-94-98.

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The article reveals the problems of development of social intelligence in the history of foreign and Russian research. Topicality is determined by the issue being studied, confirmed by works that mark the growth of problems in the development of personality. Approaches to the concept of "social intelligence" are analysed, a historical analysis of its formation is presented. Age periods of the development of social intelligence are briefly described (Jean Piaget, Robert L. Selman, Erwin P. Lacanlale), variations of its models (Stephen Greenspan, John Driscoll, Robert J. Sternberg). An analysis

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Bolotova, A. K., and M. M. Puretsky. "Concepts of Self-Regulation: A Historical Retrospective." Cultural-Historical Psychology 11, no. 3 (2015): 64–74. http://dx.doi.org/10.17759/chp.2015110306.

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Psychology of self-regulation is a relatively new but rapidly developing branch of psychological science. It has integrated many of the ideas that were initially born within the framework of physiology and cybernet¬ics. Interpretations of mechanisms underlying self-regulation are closely related to the general principles of dynamic systems' functioning on the basis of feedback. These principles were defined in the works of the Russian physiologists N.A. Bernstein and P.K. Anokhin and in the cybernetic models of Western scientists. Ideas of L.S. Vygotsky, S.L. Rubinstein, A.N. Leontiev, P. Jane

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Daribayeva, Zh A., M. K. Zhailauova, and N. A. Kargapoltseva. "PHILOSOPHICAL, PSYCHOLOGICAL AND PEDAGOGICAL JUSTIFICATIONS OF THE CONCEPT OF INTELLECTUAL DEVELOPMENT." Bulletin of the Korkyt Ata Kyzylorda University 59, no. 4 (2021): 285–95. http://dx.doi.org/10.52081/bkaku.2021.v59.i4.124.

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The article analyzes the terms"intelligence"and"intellectual development". Philosophical, psychologicaland pedagogical literature was studied in the course of the research.The conclusions of World Teachers Socrates, Plato, and Al-Farabi about thinking were given, and the ideas of World philosophers were discussed. The analysis of the theory of thinking and reason considered in the works of famous foreign scientists-psychologists R.B. Kettell, G.Y. Eisenk, Fr. Galton and J. Piaget were carried out.The famous Soviet scientist S. L. Rubinstein, explaining the nature of intelligence within the fra

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Esparza, Gustavo. "Esparza, Nicolás, Repensando a J. Piaget. Una crítica a sus fundamentos filosóficos desde A. Millan Puelles, Madrid, Editorial Académica Española, 2017, 293 pp." Escritos 26, no. 57 (2018): 429–33. http://dx.doi.org/10.18566/escr.v26n57.a09.

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Yang, Shaogang. "A Commentary Reflection of Moral Psychology Based on Embodied Cognition." ETHICS IN PROGRESS 8, no. 2 (2018): 59–68. http://dx.doi.org/10.14746/eip.2017.2.5.

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The rise of embodied cognition in recent ten years has brought about significant influence on the research of moral psychology. On the one hand, the development of neuro-cognitive science has facilitated the research of morality deeply into the mirror neurons of brain, no longer being limited simply on the philosophical speculation; and on the other hand the experimental research of embodied cognition has provided new evidence for some traditional and philosophical moral issues and even made some new recognition of the issues which are different from the traditional interpretations. Tracing ba

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Cargua Suárez, Salomón Rodrigo. "La lúdica cognitiva, durante el proceso de intervención educativa, en el fortalecimiento de estructuras cognoscitivas en el aprendizaje de la geometría analítica en el bachillerato." Pro Sciences: Revista de Producción, Ciencias e Investigación 4, no. 34 (2021): 28–35. http://dx.doi.org/10.29018/issn.2588-1000vol4iss34.2020pp28-35.

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Los procesos de mediación pedagógica e intervención educativa Giraldo, A., y Soto, J. (2017) deben garantizar un efectivo desarrollo de estructuras cognitivas Piaget, J.,Teóricos, A. (1976) que le permitan anclar la información cognoscitiva previa en la formación de competencias cognitivas requeridas por el aprehender útil y comprensible en la construcción de significados y sentido intelectivo. El presente trabajo analiza a la lúdica cognitiva como un recurso biológico y sociocultural que, mediante sus funciones y procesos le aportan bajo la regularidad del pensamiento, razonamiento, creativid

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Molchanov, S. V., N. N. Poskrebysheva, A. A. Zapunidi, and O. S. Markina. "Development of Autonomy as a Precondition of Adolescents’ Orientation in Moral Sphere." Cultural-Historical Psychology 11, no. 4 (2015): 22–29. http://dx.doi.org/10.17759/chp.2015110402.

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The paper discusses the outcomes of a research on the relationship between developmental levels of autonomy and features of moral orientation in adolescents determined by the priority of the value of justice or care within the cognitive (J. Piaget, L. Kohlberg) and empathy approach (C. Gillian, N. Eisenberg. The research proved that high levels of autonomy in the cognitive component correlate with the adolescent’s high estimation of moral qualities in various communicative contexts. Low level of emotional autonomy correlates with orientation towards the value of care, while high level correlat

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SABOURIN, Paul. "Perspective sur la mémoire sociale de Maurice Halbwachs." Sociologie et sociétés 29, no. 2 (2002): 139–61. http://dx.doi.org/10.7202/001661ar.

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Résumé Cette relecture de l'œuvre de Maurice Halbwachs vise à d'examiner l'étude de la mémoire sociale en tant qu'elle est une contribution remarquable à la morphologie sociale tant sous l'angle de la définition des problèmes que sous celui des solutions avancées. La sociologie de la mémoire de Maurice Halbwachs est une sociologie de l'expérience sociale. Dans un premier temps, on soutiendra que celle-ci constitue une théorie de la socialisation qui met au jour les modalités d'appropriation sociale de l'existence humaine à travers l'organisation et la mise en rapport des mémoires collectives.

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Leroux, Gaëlle, Jeanne Spiess, Laure Zago, et al. "Adult brains don't fully overcome biases that lead to incorrect performance during cognitive development: an fMRI study in young adults completing a Piaget-like task." Developmental Science 12, no. 2 (2009): 326–38. http://dx.doi.org/10.1111/j.1467-7687.2008.00785.x.

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Sancovschi, Beatriz, and Virgínia Kastrup. "Computador-internet nas Práticas de Estudo Contemporâneas: uma Pesquisa com Estudantes de Psicologia." Psicologia: Ciência e Profissão 35, no. 1 (2015): 83–95. http://dx.doi.org/10.1590/1982-3703001252012.

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O artigo objetiva investigar como está sendo realizado o estudo na contemporaneidade. Segue dois caminhos. Inicialmente opera uma inflexão no campo dos estudos sobre o estudo. Ao invés de conceber o estudo como entidade objetiva e naturalizada propõe, com a ajuda das abordagens construtivistas da cognição, como as de J. Piaget, L.Vigotski, F. Varela e H. Maturana e dos trabalhos de M. Foucault e R. Chartier, analisar o problema a partir da noção de práticas de estudo. O estudo passa a ser resultado das ações concretas dos estudantes, deixando de ser concebido como atividade mental supostamente

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Mayzel, O. V. "The Method of Increasing the Cognitive Potential of a Person (R. Feuerstein and R. Guzman)." Клиническая и специальная психология 5, no. 3 (2016): 130–44. http://dx.doi.org/10.17759/cpse.2016050309.

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The article is devoted to the description and analysis of method of development of intelligence Reuven of Feierstein, a distinguished Israeli scholar and a follower of J. Piaget and L.S. Vygotsky. Based on theoretical experience of his great predecessors R. Feuerstein has developed practical methods to develop cognitive functions in children. A significant role is given to training in adult (mediator), whose tasks include the direction and organization of the learning process by using specially developed techniques. Later, Israeli psychologist R. Guzman has adapted these methods for children s

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