Download International Library of Psychology: The Psychology Of by Inhelder Brbel & Piaget Jean PDF
By Inhelder Brbel & Piaget Jean
First released in 1999. Routledge is an imprint of Taylor & Francis, an informa corporation.
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Extra resources for International Library of Psychology: The Psychology Of Intelligence
Example text
Is it possible to be both a communist and a patriot? Can we conceive of a square with unequal angles? etc. To answer these questions there are only two possible procedures. The logical procedure consists in formally defining A and B and ascertaining whether B implies not-A. e. to axiomatized concepts and not to the living ideas used by thought in reality. The procedure followed by real thought, on the other hand, consists, not in reasoning on a basis of definitions alone, which has no interest for it (definition being from this point of view only a retrospective and often incomplete act of awareness)—but in acting and operating, in constructing concepts according to the possible combinations of these actions or operations.
We may then agree: (i) that the anticipatory schema is simply the pattern of the grouping itself, that is to say, the consciousness of an ordered series of potential operations. (ii) that the filling out of the schema is nothing but the putting into practice of these operations. (iii) that the organisation of the “complex” of previous ideas obeys the actual laws of grouping. If this solution is of general validity, the notion of a grouping will thus introduce a unity between the previously existing system of ideas, the anticipatory schema and its controlled filling-out process.
The appearance of the detour is characteristic of sensori-motor intelligence, and as thought becomes more active and mobile detours play a greater role, but it is only in a system in permanent equilibrium that the final term of the procedure is left constant. 4. g. +1−1=0 or × 5÷5=×1). On the other hand, in the first forms of thought in the child, the return to the starting-point is not 42 “THOUGHT PSYCHOLOGY” accompanied by a conservation of the latter; for example, having made a hypothesis which he subsequently rejects, the child does not return to the original data of the problem, because they remain somewhat distorted by the hypothesis, even though it was discarded.