Get A Students' Guide to Piaget PDF

By D. G. Boyle (Auth.)

ISBN-10: 0080064078

ISBN-13: 9780080064079

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I n other words (to revert to symbols) C + C = C. T h u s every class plays the role of identity element with respect to itself. This is another kind of special identity which Piaget calls tautology. (Tautology is clearly different from the iteration that we noted for groups. ) Groupings of Classes and Relations in the Phase of Concrete Operations Now the structures that Piaget calls groupings possess the four Operational Thinking 59 properties of groups (closure, associatitity, general identity, and reversibility) plus the special identities (resorption a n d tautology) of lattices.

This restriction sets a definite limitation on the intentionality mentioned earlier. However it clearly shows that the 35 36 A Students' Guide to Piaget baby has some understanding of the permanence of objects and the stability of the world. A very interesting characteristic of this stage is what may be called motor recognition. Let us consider a baby who has developed a secondary circular reaction in connection with certain familiar objects. If these objects are now presented out of reach the baby may carry out the movements of the secondary circular reaction in a rudimentary form.

Piaget describes how one young baby tried to put a watch chain into a matchbox link by link, and inevitably failed because the weight of the chain pulled it out again. A slightly older baby, after initial failure, rolled up the chain and put it into the matchbox in this way. The appearance of the correct solution did not come accidentally, but showed the 39 40 A Students* Guide to Piaget suddenness that is familiar to us from such studies of insight as Kohler's work with chimpanzees. In Piaget's terms, we are witnessing the invention of new means through reciprocal assimilation of schemata, which takes place mentally rather than overtly.

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A Students' Guide to Piaget by D. G. Boyle (Auth.)


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