Download Epistemology and Psychology of Functions by Jean Piaget, Jean-Balise Grize, Alina Szeminska, Vinh Bang PDF
By Jean Piaget, Jean-Balise Grize, Alina Szeminska, Vinh Bang
Years in the past, caused via Grize, Apostel and Papert, we undertook the learn of features, yet beforehand we didn't appropriately comprehend the relatives among services and operations, and their expanding interactions on the point of 'constituted functions'. in contrast, sure contemporary reports on 'constitutive functions', or preoperatory useful schemes, have confident us of the life of a type of common sense of features (springing from the schemes of activities) that is ahead of the good judgment of operations (drawn from the final and reversible coordinations among actions). This preoperatory 'logic' money owed for the very normal, and beforehand unexplained, primacy of order family among four and seven years of age, that is common on account that services are ordered dependences and consequence from orientated 'applications'. And whereas this 'logic' results in a favorable demeanour in formalizable buildings, it has gaps or obstacles. Psychologically, we're attracted to realizing the approach atic blunders because of this primacy of order, such ·as the undifferentiation of 'longer' and 'farther', or the non-conservations attributable to ordinal estimations (of degrees, and so on. ), rather than huge or metric reviews. In a feeling that's psychologically very actual, this preoperatory good judgment of constitutive services represents basically the 1st half operatory common sense, if this is often stated, and it's reversibility which permits the development of the opposite part via finishing the preliminary one-way structures.
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Epistemology and Psychology of Functions
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Example text
What's the trick? - You always have to skip 4 more'. FRA (10; 1) for E = 10 places E' in 15. 'And if we put it here (11)? - No, that would be too close. - And here (20)? - That would be alright; there can be several holes, but you need at least one'. CLA (12; 3) for E = 9 places E' at 12. When we interpose several objects he moves it back to 16. 'How many holes are you leaving? - Several'. For E = 19, he rejects E' at 38: 'That's wrong, it's too for, I'd put it in the middle, (he puts it at 30).
Orsini are that the spontaneously constructed sequences present remarkable regularities: of 30 subjects aged 3 to 8 in the 8 original series (thus excluding the transpositions), we observe regularities of 58% at age 3-4,85% at age 5-7 and 90% at age 8. e. ). ) which are found in 1 or 2 subjects out of 30 at age 3 -4, in 10 to 13 subjects out of 30 at age 5 -7 and in 23 of the 8 year-olds. The reproductions and verbalizations of these regularities are relatively good. The latter consists of simple enumeration in more than 70% of the cases at age 3,50% at age 4 and only 14% at age 9, after which they give way to the formulation of the law followed.
On the other hand, the role of the position of Vor G in relation to H or to the edges of the large square framework has not yet been perceived, in spite of the overall evaluation of the empty 'spaces' (Oli). It is not until the third stage that this necessary and sufficient condition of a common position for V and G in relation to H is discovered and immediately generalized. As regards the initial period of trial and error, it may be longer or shorter or even reduced to a minimum, with comprehension and anticipation occurring almost from the start: CHAPTER 2.