Log in

Relevant bibliographies by topics / Piaget's Theory / Journal articles

To see the other types of publications on this topic, follow the link: Piaget's Theory.

Journal articles on the topic 'Piaget's Theory'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Piaget's Theory.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Ega Gradini. "TEACHING MATHEMATICS WITH PIAGET'S THEORY." Visipena Journal 4, no. 1 (2013): 1–7. http://dx.doi.org/10.46244/visipena.v4i1.98.

Full text

Abstract:

Piaget's theory of cognitive development is a comprehensive theory about the nature and development of human intelligence first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire it, construct it, and use it. Moreover, Piaget claims the idea that cognitive development is at the centre of human organism and language is contingent on cognitive development. Below, there is first a short description of Piaget's views about the nature of intelligence and then a description of the stages through which it develops until maturity.This paper presented student’s way of thinking in mathematics learning. Jean Piaget’s theory brought here as the main concept applied on children thinking process in mathematics. Through observation, some fact emerges in every stage of development process. Those display on “Cant and But Can’t” Table.

APA, Harvard, Vancouver, ISO, and other styles

2

DeVries, Rheta. "Piaget's Social Theory." Educational Researcher 26, no. 2 (1997): 4–17. http://dx.doi.org/10.3102/0013189x026002004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Morss, John R. "The Construction of Perspectives: Piaget's Alternative to Spatial Egocentrism." International Journal of Behavioral Development 10, no. 3 (1987): 263–79. http://dx.doi.org/10.1177/016502548701000301.

Full text

Abstract:

This paper explores longstanding inconsistencies in Piaget's account of the development of spatial representation and perspective-taking. It is argued that Piaget effectively develops an "alternative" theoretical position alongside but quite incompatible with the well-known theory of spatial egocentrism. This alternative theory focuses on the general differentiation of perspectives as such. The origins of both accounts are traced in Piaget's early writings, and detailed consideration is given to the findings of the original "three mountains" experiment. The place of both theories in The child's conception of space (Piaget & Inhelder, 1948/1956) is explored. Contemporary theory and research are discussed against this background, and it is concluded that Piaget's alternative theory is both compatible with contemporary thinking and important as a contributory source for future theorisation.

APA, Harvard, Vancouver, ISO, and other styles

4

Foster, James D., and Glenn T. Moran. "Piaget and Parables: The Convergence of Secular and Scriptural Views of Learning." Journal of Psychology and Theology 13, no. 2 (1985): 97–103. http://dx.doi.org/10.1177/009164718501300202.

Full text

Abstract:

Jean Piaget is widely acclaimed as a developmental theorist who has contributed much to the understanding of how children learn. While many educators adhere to Piaget's model of learning, few realize that techniques similar in structure were used by Jesus 2000 years ago. Basic components of Piaget's theory, namely assimilation, accommodation, and disequilibration of the learner, are evidenced in the parabolic method used by Jesus. This comparison between Piaget's theory and Christ's parabolic method suggests that an effective teacher would cognitively activate and disequilibrate the learner. Insights from Scripture and Piaget's theory imply that motivation through disequilibration should be effective with students having a variety of experiences, a wide spectrum of abilities, and a mixture of learning styles.

APA, Harvard, Vancouver, ISO, and other styles

5

Başkale, Hatice, Zuhal Bahar, Günsel Başer, and Meziyet Ari. "Use of Piaget's theory in preschool nutrition education." Revista de Nutrição 22, no. 6 (2009): 905–17. http://dx.doi.org/10.1590/s1415-52732009000600012.

Full text

Abstract:

The preschool period is a time when children learn many concepts and develop life-long habits. In that period, children learn about appropriate and balanced nutrition and acquire good eating habits for later years. Piaget determined that children's cognitive development is important for their understanding of and learning about the world around them. Piaget's theory can be used as a guide in nutrition education. In fact, it helps to design effective nutrition education appropriate for the developmental stages of childhood. The purpose of this article is to describe Piaget's theory and nutrition education based on this theory. This article will discuss how Piaget's theory is to be used in the development of nutritional habits of preschool children and will make an attempt to provide a viewpoint for those who provide nutrition education.

APA, Harvard, Vancouver, ISO, and other styles

6

Meacham, J. A. "Piaget's Theory or Piagetian Theories?" Contemporary Psychology: A Journal of Reviews 39, no. 1 (1994): 58–59. http://dx.doi.org/10.1037/033816.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

OHAMA, Kikuko. "THE DEVELOPMENT OF PIAGET'S THEORY: ON THE CENTENARY OF JEAN PIAGET'S BIRTH." Annual Report of Educational Psychology in Japan 36 (1997): 144–55. http://dx.doi.org/10.5926/arepj1962.36.0_144.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Nurrenbern, Susan C. "Piaget's Theory of Intellectual Development Revisited." Journal of Chemical Education 78, no. 8 (2001): 1107. http://dx.doi.org/10.1021/ed078p1107.1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Sanghvi, Pia. "Piaget's theory of cognitive development : a review." Indian Journal of Mental Health 7, no. 2 (2020): 90. http://dx.doi.org/10.30877/ijmh.7.2.2020.90-96.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Clark, S. C. "Piaget's theory and its value for teachers." Educational Philosophy and Theory 27, no. 2 (1995): 64–88. http://dx.doi.org/10.1111/j.1469-5812.1995.tb00240.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Petersen, Arne Friemuth. "Review Essays : Piaget's Theory of Knowledge Delineated." Philosophy of the Social Sciences 20, no. 2 (1990): 222–32. http://dx.doi.org/10.1177/004839319002000206.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Kamii, Constance. "Piaget's theory and the teaching of arithmetic." Prospects 26, no. 1 (1996): 99–111. http://dx.doi.org/10.1007/bf02195611.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Genovese, Jeremy E. C. "Piaget, Pedagogy, and Evolutionary Psychology." Evolutionary Psychology 1, no. 1 (2003): 147470490300100. http://dx.doi.org/10.1177/147470490300100109.

Full text

Abstract:

Constructivist pedagogy draws on Piaget's developmental theory. Because Piaget depicted the emergence of formal reasoning skills in adolescence as part of the normal developmental pattern, many constructivists have assumed that intrinsic motivation is possible for all academic tasks. This paper argues that Piaget's concept of a formal operational stage has not been empirically verified and that the cognitive skills associated with that stage are in fact “biologically secondary abilities” ( Geary and Bjorklund, 2000 ) culturally determined abilities that are difficult to acquire. Thus, it is unreasonable to expect that intrinsic motivation will suffice for most students for most higher level academic tasks. In addition, a case is made that educational psychology must incorporate the insights of evolutionary psychology.

APA, Harvard, Vancouver, ISO, and other styles

14

Duveen, Gerard. "Piaget ethnographer." Social Science Information 39, no. 1 (2000): 79–97. http://dx.doi.org/10.1177/053901800039001005.

Full text

Abstract:

Although there have been extensive discussions of Piaget's theory, relatively little attention has been given to his research methods. Indeed, where Piaget's methods have been discussed they have generally been attacked for what are perceived as limitations and inadequacies. However, both in his work based on observations of infants and particularly in the clinical interviews with children and adolescents Piaget's research can be seen as a striking demonstration of the power of the systematic use of qualitative methods. Piaget's work in fact offers a paradigmatic example of an interpretive methodology in developmental psychology, not only for the intimate relations between interview and theory evident in all his research, but also for the argument through which the research is presented to the reader. As well as reviewing the clinical interview itself, this article also considers the different logics of research evident in this method and in that used by Piaget's critics.

APA, Harvard, Vancouver, ISO, and other styles

15

Supratman, Ahman Maedi. "Piaget's Theory in the Development of Creative Thinking." Research in Mathematical Education 17, no. 4 (2013): 291–307. http://dx.doi.org/10.7468/jksmed.2013.17.4.291.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Thornbury, Julia McGregor. "The use of Piaget's theory in Alzheimer's disease." American Journal of Alzheimer's Care and Related Disorders & Research 8, no. 4 (1993): 16–21. http://dx.doi.org/10.1177/153331759300800404.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Devries, Rheta. "Implications of Piaget's Constructivist Theory for Character Education." Action in Teacher Education 20, no. 4 (1999): 39–47. http://dx.doi.org/10.1080/01626620.1999.10462933.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Helkama, Klaus. "Two studies of Piaget's theory of moral judgment." European Journal of Social Psychology 18, no. 1 (1988): 17–37. http://dx.doi.org/10.1002/ejsp.2420180103.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Morgan, Sam B. "Autism and Piaget's theory: Are the two compatible?" Journal of Autism and Developmental Disorders 16, no. 4 (1986): 441–57. http://dx.doi.org/10.1007/bf01531710.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Walczak, Paweł. "why piaget does not philosophize? critical discussion of gareth b. mathews with the piagetan concept of cognitive development." childhood & philosophy 15 (January 30, 2019): 01–26. http://dx.doi.org/10.12957/childphilo.2019.39320.

Full text

Abstract:

TThis article analyzes the critique of the Piagetan theory of intellectual development made by American philosopher Gareth B. Matthews (1929-2011). Matthews analyzes Piaget's ideas from the perspective of the meaning and possibility of philosophizing among children. His use of Piaget is particularly relevant today because the theory of cognitive development has shaped modern education and contributes to the preservation of skepticism about children's philosophy. The article reconstructs and interprets Matthews' arguments, which consistently and systematically show that Piaget misunderstood children's philosophy. By “child’s philosophizing,” Matthews refers to children's tendency to ask philosophically significant questions, their ability to problematize experience, their specific attitude toward the world, and their ability to sense the problems that great philosophers have been dealing with for centuries. Piaget interpreted all these observable features of children's thinking as intellectual deficits; Matthews argues against this interpretation. The discussion focuses on the problem of determining the criterion of intellectual maturity, the importance of creativity and fantasy in thinking, the development of concepts and language skills, and the related differences between children and adults' language use. This analysis of Matthews’ critique of the Piagetian theory of cognitive development concludes that child psychology needs to be more open to this aspect of children's thought and that psychologists and philosophers must seek to better understand the child's philosophizing.

APA, Harvard, Vancouver, ISO, and other styles

21

., Rabindran, and Darshini Madanagopal. "Piaget's Theory and Stages of Cognitive Development- An Overview." Scholars Journal of Applied Medical Sciences 8, no. 9 (2020): 2152–57. http://dx.doi.org/10.36347/sjams.2020.v08i09.034.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Marsh, R. W., May Jane Chen, and Lau Lei Lei. "Piaget's theory of serial memory development: Some new evidence." British Journal of Developmental Psychology 7, no. 4 (1989): 363–69. http://dx.doi.org/10.1111/j.2044-835x.1989.tb00812.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Siegler, Robert S. "Review of Piaget's Theory of Intellectual Development (3rd ed.)." Contemporary Psychology: A Journal of Reviews 33, no. 6 (1988): 544. http://dx.doi.org/10.1037/025818.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Halliday, M. S. "New trends in conceptual representation: Challenges to Piaget's theory." Early Human Development 11, no. 1 (1985): 91–92. http://dx.doi.org/10.1016/0378-3782(85)90123-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Fakouri, M. Ebrahim. "New trends in conceptual representation: Challenges to Piaget's theory?" Journal of School Psychology 24, no. 2 (1986): 197. http://dx.doi.org/10.1016/0022-4405(86)90011-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Nazar, Fatima, and Kamiar Kouzekanani. "MORAL JUDGMENT OF PRESCHOOL KUWAITI CHILDREN." Social Behavior and Personality: an international journal 30, no. 6 (2002): 539–45. http://dx.doi.org/10.2224/sbp.2002.30.6.539.

Full text

Abstract:

This study examined the moral judgment of 108 Kuwaiti preschool children. The children were tested on two dimensions of Piaget's moral theory, namely moral realism and justice. Four stories patterned after Piaget's work were used to assess the children's moral judgment. Two stories dealt with moral realism, and two other stories dealt with the issue of justice. Results suggest that the children in this present study are well advanced in their moral judgments in terms of equality and justice, as contrasted with Piaget's original findings. The results of the present study were interpreted in the light of previous research, as well as with regard to the socialization process of children.

APA, Harvard, Vancouver, ISO, and other styles

27

Cole, Dick T. "A Response to Foster and Moron's “Pioget and Parables: The Convergence of Secular and Scriptural Views of Learning”." Journal of Psychology and Theology 14, no. 1 (1986): 49–53. http://dx.doi.org/10.1177/009164718601400106.

Full text

Abstract:

Foster and Moran (1985) assert that a convergence between Piaget's theory and the teaching style of Jesus will give us confidence in Piagetian theory. This response challenges their assertion on the grounds that: (a) the task of Christian psychology is to unfold the psychological dimension of God's creation, (b) it is inappropriate to use the Bible to confirm a psychological theory, and (c) critical analysis is what is needed in order to gain confidence in psychological theories. This response concludes that: (a) the approach taken by Foster and Moran (1985) hides certain weaknesses in Piaget's theory in the garb of biblical language, and (b) the Christian psychological community should engage in the critical analysis of psychological theories before it looks for biblical convergences.

APA, Harvard, Vancouver, ISO, and other styles

28

Dodonov, Yury S., and Yulia A. Dodonova. "Basic processes of cognitive development: missing component in Piaget's Theory." Procedia - Social and Behavioral Sciences 30 (2011): 1345–49. http://dx.doi.org/10.1016/j.sbspro.2011.10.260.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Cohen, LeoNora M., and Younghee M. Kim. "Piaget's equilibration theory and the young gifted child:A balancing act." Roeper Review 21, no. 3 (1999): 201–6. http://dx.doi.org/10.1080/02783199909553962.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Furth, Hans G. "The social function of Piaget's theory: A response to Apostel." New Ideas in Psychology 4, no. 1 (1986): 23–29. http://dx.doi.org/10.1016/0732-118x(86)90055-3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

PELICANO, Henrique José Rosa, Caroline Valente FRANCESCHINI, and Daniela Brígida da Silva FOGLIA. "JEAN PIAGET: DA EPISTEMOLOGIA GENÉTICA E SUAS APLICAÇÕES PARA O ENSINO E APRENDIZADO DA DANÇA." Revista AKEDIA - Versões, Negligências e Outros Mundos 10 (2020): 99–114. http://dx.doi.org/10.33726/akdpapers2447-7656v10a62020p99-114.

Full text

Abstract:

This paper aims to demonstrate the link between Jean Piaget's theory and the teaching / learning of the Art of Dance. Through a literature review methodology, we sought to briefly present the context and content of the so-called Genetic Epistemology. As partial results, it was possible to corroborate the importance of the Psychology professional in schools, subject responsible for connecting activities such as dance to Piaget's constructivist learning. It justifies carrying out a study like this, the need that schools demand to expand the socio-cultural repertoire from intellectual and motor practices.

APA, Harvard, Vancouver, ISO, and other styles

32

Tadlock, Dolores R. "A PRACTICAL APPLICATION OF PSYCHOLINGUISTICS AND PIAGET'S THEORY TO READING INSTRUCTION." Reading Psychology 7, no. 3 (1986): 183–95. http://dx.doi.org/10.1080/0270271860070306.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Labouvie-Vief, Gisela. "Knowing and Relating: The Lost Dimension of Knowledge in Piaget's Theory." Culture & Psychology 2, no. 3 (1996): 323–32. http://dx.doi.org/10.1177/1354067x9600200308.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Lourenço, Orlando, and Armando Machado. "In defense of Piaget's theory: A reply to 10 common criticisms." Psychological Review 103, no. 1 (1996): 143–64. http://dx.doi.org/10.1037/0033-295x.103.1.143.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Commons, Michael Lamport, and Patrice Marie Miller. "A complete theory of human evolution of intelligence must consider stage changes." Behavioral and Brain Sciences 25, no. 3 (2002): 404–5. http://dx.doi.org/10.1017/s0140525x02240078.

Full text

Abstract:

We show 13 stages of the development of tool-use and tool making during different eras in the evolution of Homo sapiens. We used the NeoPiagetian Model of Hierarchical Complexity rather than Piaget's. We distinguished the use of existing methods imitated or learned from others, from doing such a task on one's own.

APA, Harvard, Vancouver, ISO, and other styles

36

Dixon, Paul W. "Axiomatic Construction for Language Creativity and Self-Actualization." Perceptual and Motor Skills 77, no. 1 (1993): 203–6. http://dx.doi.org/10.2466/pms.1993.77.1.203.

Full text

Abstract:

Piagetian theory views intellective development in children as the unfolding of the axioms which form the basis of symbolic logic through maturation and learning. The modern derivation of set theory from these axioms may be seen as a model of how we formulate valid inferences. The axiomatic construction of the aleph null as equal to 1, which may be derived from the Cantorian algebra, can be used to extend the axiomatic basis of propositional calculus seen as the epistemological root of human knowledge by Piaget. A central postulation regarding natural languages proposed by Chomsky is the creative aspect of language. This axiomatic construction for the Continuum Hypothesis of Gregor Cantor, which permits a nonconfirmatory decision regarding this hypothesis, may be generalized to account for the various aspects of creativity in personality theory, forming (as an extension to Piaget's theory) essential mechanisms of cognition, language behaviour, and self-actualization.

APA, Harvard, Vancouver, ISO, and other styles

37

De Mey, Marc. "Piaget's Theory of Knowledge: Genetic Epistemology and Scientific Reason. Richard F. Kitchener." Isis 79, no. 1 (1988): 112–14. http://dx.doi.org/10.1086/354640.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Johnson, Ann. "Constructing the Child in Psychology: the Child-as-Primitive in Hall and Piaget." Journal of Phenomenological Psychology 26, no. 2 (1995): 35–57. http://dx.doi.org/10.1163/156916295x00088.

Full text

Abstract:

AbstractThis analysis focuses on a particular sedimented construction of the child found in child development theory. In traditional developmental theory the child is conceptualized as being qualitatively different from the adult; the child is conceived as "other" and as an incomplete version of the adult. The historical roots of this construction of meaning are explored through examination of two influential contributors in the child development field, G. S. Hall and Jean Piaget. The source of Hall's conception of the "child-as-primitive" in evolutionary theory is demonstrated, and the consequences of his romanticized view of the "primitive" child are examined. Piaget's stage approach to cognitive development is similarly analyzed, with an emphasis on the way in which his method of inquiry reflects the fundamental assumption of the child's incompleteness, and the on the use of the "child-as-primitive" image in his theory. Anthropological and philosophical contributions in this area are reviewed, and ethical consequences of the "primitive" notion are explored. Implications for phenomenological approaches to child development research and theory are offered, with emphasis on Merleau-Ponty's contributions in this area.

APA, Harvard, Vancouver, ISO, and other styles

39

Kim, Bongseog, Jiung Park, Jun-Won Hwang, Hee-Jeong Yoo, Young-Sook Kwack, and Geon Ho Bahn. "How Does the Movie Affect Child Actors (Actresses) on Piaget's Cognitive Developmental Theory?" Journal of korean Academy of Child and Adolescent Psychiatry 24, no. 2 (2013): 65–70. http://dx.doi.org/10.5765/jkacap.2013.24.2.65.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Cook-Cottone, Catherine P. "Using Piaget's Theory of Cognitive Development to Understand the Construction of Healing Narratives." Journal of College Counseling 7, no. 2 (2004): 177–86. http://dx.doi.org/10.1002/j.2161-1882.2004.tb00249.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Robinson, Richard. "Piaget's Theory of Knowledge: Genetic Epistemology and Scientific Reason, by Richard F. Kitchener." Journal of the British Society for Phenomenology 18, no. 3 (1987): 305–7. http://dx.doi.org/10.1080/00071773.1987.11007833.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Dawson-Tunik, Theo L., Kurt W. Fischer, and Zachary Stein. "Do stages belong at the center of developmental theory? A commentary on Piaget's stages." New Ideas in Psychology 22, no. 3 (2004): 255–63. http://dx.doi.org/10.1016/j.newideapsych.2004.11.004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Mahoney, Alison E. J. "Age-or stage-appropriate? Recreation and the relevance of Piaget's theory in dementia care." American Journal of Alzheimer's Disease & Other Dementiasr 18, no. 1 (2003): 24–30. http://dx.doi.org/10.1177/153331750301800102.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Alahmad, Mana. "Strengths and Weaknesses of Cognitive Theory." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 3 (2020): 1584–93. http://dx.doi.org/10.33258/birci.v3i3.1088.

Full text

Abstract:

This paper focuses on strengths and weaknesses of the Cognitive Theory. Many theories have been proposed over the years to explain the developmental changes that people undergo over the course of their lives. These theories differ in the conceptions of human nature they adopt and in what they regard to be the basic causes and mechanisms of human motivation and behavior. Piaget's theory of cognitive development explains how a child constructs a mental model of the world. He disagreed with the idea that intelligence was a fixed trait, and regarded cognitive development as a process which occurs due to biological maturation and interaction with the environment. Cognitive learning theory is best used to guide learning when trying to build usefulness Knowledge structures, and clinical reasoning teaching. The theory suggests that Clinical exercise is crucial to the organization of Memory Knowledge and Recall Facilitation. This means teachers will be expected to be aware of prior clinical experiences of the learner before assessing the learner’s experience Powerful performance.

APA, Harvard, Vancouver, ISO, and other styles

45

Deák, Gedeon. "Flexible feature creation: Child's play?" Behavioral and Brain Sciences 21, no. 1 (1998): 23. http://dx.doi.org/10.1017/s0140525x98300102.

Full text

Abstract:

Schyns, Goldstone & Thibaut's argument is evaluated from a developmental perspective. Theoretically, feature creation is not necessarily problematic; this view derives from the assumption of innate content (primitive feature sets). Alternative assumptions (e.g., Piaget's theory) are possible. Preschool children readily search for novel features in response to task demands. This is compatible with functionalist approaches, but not the rationalist ones criticized by the authors.

APA, Harvard, Vancouver, ISO, and other styles

46

Chambers, William V., and Lisa Parsley. "Cognitive Development, Integrative Complexity, and Logical Consistency of Personal Constructs." Psychology and Human Development: an international journal 2, no. 1 (1988): 7–12. http://dx.doi.org/10.2224/sbp.6389.

Full text

Abstract:

The integrative complexity and logical consistency of personal constructs were examined in groups of children with mean ages of 8.5, 13.1, and 16.1 years. Consistent with Piaget's theory, the 13- and 16-year-olds were similar and demonstrated greater integrative complexity and logical consistency than the 8-year-olds did. Our results support the predicted relationships among formal operations, integrative complexity, and logical consistency.

APA, Harvard, Vancouver, ISO, and other styles

47

Kholiq, Abdul. "How is Piaget's Theory Used to Test The Cognitive Readiness of Early Childhood in School?" Indonesian Journal of Early Childhood Education Studies 9, no. 1 (2020): 24–28. http://dx.doi.org/10.15294/ijeces.v9i1.37675.

Full text

Abstract:

This study aims to examine Piaget's cognitive theory of early childhood readiness to enter elementary school. The method used is quantitative descriptive, using samples of early childhood selected based on the criteria of 5 years of age. The results of the study were processed using statistical calculations. The results obtained were that the instruments developed were effective enough to test cognitive readiness of early childhood in elementary school entrance examinations. In addition, the average tested child has a fairly good readiness but requires guidance by the teacher so that his cognitive abilities develop optimally.

APA, Harvard, Vancouver, ISO, and other styles

48

Achmad Yusuf. "PENGEMBANGAN KURIKULUM PAI BERBASIS MULTIKULTURAL (Perspektif Psikologi Pembelajaran)." AL MURABBI 4, no. 2 (2019): 251–74. http://dx.doi.org/10.35891/amb.v4i2.1453.

Full text

Abstract:

The curriculum is like a house that must have a foundation in order to stand tall, not collapse and can provide comfort for those who live in it from diverse backgrounds, the foundation is the foundation of the curriculum as his home, in order to provide comfort and convenience for students to study and make products that are useful for themselves, religion, society and country. Learning theories that underlie curriculum development include the following: (a) Power Psychology, (b) State mental theory, (c) Psychology of Behaviorism, (d) Theory of Connectionsism, (e) Gestalt Psychology, (f) Constructivism Learning Theory, and (g) Jean Piaget's Cognitivism Development Theory.

APA, Harvard, Vancouver, ISO, and other styles

49

Lefmann, Tess, and Terri Combs-Orme. "Early Brain Development for Social Work Practice: Integrating Neuroscience with Piaget's Theory of Cognitive Development." Journal of Human Behavior in the Social Environment 23, no. 5 (2013): 640–47. http://dx.doi.org/10.1080/10911359.2013.775936.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

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.

Full text

Abstract:

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, namely: aspects of learning objectives, aspects of learning materials, aspects of language environment, aspects of method use, aspects of learning levels, aspects of learning models and aspects of facilities. Keywords: Cognitive Learning Theory, Arabic Language Learning, Audio lingual Method

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!