Corta biografia de Piaget

Text and images. This information is adapted from a biographical review of Piaget’s work: Smith, L. (1997). Jean Piaget. In N. Sheehy, A. Chapman. W.Conroy (eds). Biographical dictionary of psychology. London: Routledge.

Ever since the publication of the first translation of Vygotsky's Thought and Language (reborn as Thinking and Speech 25 years later) there has been an ongoing debate about the relationship between the ideas of Vygotsky and Piaget. In the brief space available, we have no interest in arguing the virtues of one man's ideas over the other. Instead, we will suggest that by and large commentators on the differences between these two thinkers have placed too narrow an emphasis on their ideas about the primacy of individual psychogenesis versus sociogenesis of mind while neglecting what we believe is a cardinal difference between them: their views concerning the importance of culture, in particular, the role of mediation of action through artifacts, on the development of mind. The Primacy of Cultural Mediation,Social Origins, Mind is distributed

Professor Piaget wrote these comments after reading in manuscript Chapter 2 and excerpts from Chapter 6 of Vygotsky’s Thought and Language; It is not without sadness that an author discovers, twenty-five years after its publication, the work of a colleague who has died in the meantime, when that work contains so many points of immediate interest to him which should have been discussed personally and in detail. Although my friend A. Luria kept me up to date concerning Vygotsky’s sympathetic and yet critical position with respect to my work, I was never able to read his writings or to meet him in person, and in reading his book today, I regret this profoundly, for we could have come to an understanding on a number of points

En un intento más para la comprensión del error A-no-B se efectúa una revisión de las teorías más destacadas que lo han intentado apresar y un contraste empírico. Se abordan las teorías, además de la clásica de Piaget, la conexionista, la psicobiológica y la de los sistemas dinámicos. Todas ellas parten del papel activo del individuo, pero abordan la resolución de la tarea de dicha tarea diferencialmente. Los resultados empíricos nos aproximan a las explicaciones provenientes de las teorías psicobiológicas de que el error A-no-B se debe a un funcionamiento deficiente de los procesos de inhibición. No obstante, también se constata que son necesarios estudios más detallados que contemplen no sólo los aspectos neuropsicológicos y cognitivos sino también los situacionales, que formarían parte de este sistema complejo y, al mismo tiempo, permitirían encontrar explicaciones más ajustadas a la realidad empírica.

Para el psicólogo interesado en la comprensión del desarrollo infantil, la psicología genética continúa todavía hoy proporcionando instrumentos metodológicos y conceptuales apropiados para su estudio. En este ensayo se analiza el papel actual de este enfoque y se analizan de forma crítica otros acercamientos surgidos a partir de los años cincuenta con el desarrollo de los ordenadores y la informática. Se subraya la importancia actual del onstructivismo psicológico y se extraen algunas consecuencias para el desarrollo de la metodología psicológica.

Much has been written about Piaget's exposure to psychoanalysis and about his subsequent repudiation of certain aspects of Freudian theory. At the same time, many writers have taken a integrative approach, searching for rapprochements between Freudian and Piagetian theories or focusing on ways in which Piaget's conception of how intelligence develops during the childhood years might contribute to psychoanalytic theory.

GENETIC EPISTEMOLOGY attempts to explain knowledge, and in particular scientific knowledge, on the basis of its history, its sociogenesis, and especially the psychological origins of the notions and operations upon which it is based. These notions and operations are drawn in large part from common sense, so that their origins can shed light on their significance as knowledge of a somewhat higher level. But genetic epistemology also takes into account, wherever possible, formalisation - in particular, logical formalisations applied to equilibrated thought structures and in certain cases to transformations from one level to another in the development of thought.

A Theoretical Model of Cognitive Development,An Experiential World instead of Reality, The Concept of Adaptation, A Break with Philosophical Tradition, Separation from Metaphysics, The Power of Reflection, Social Interaction, A New Way of Seeing

Biography, Theory, Time Line, Bibliography.

Galería de fotos Biografías Bibliografía Textos y Artículos Enlaces Indice de Vidas y Obras

April 25, 2002. This is a revised version of two lectures presented at the Institute of Objectivist Studies Summer Seminar, Charlottesville, VA, July 7 and 8, 1997

En el presente trabajo se define el concepto de metacognición bajo tres prespectivas teóricas: el procesamiento de la información, la epistemología genética de J. Piaget y la escuela Histórico cultural de Vigotsky. Se inicia describiendo los primeros trabajos de Flavell sobre la memoria y su definición con respecto a la metacognición así como sus diferentes componentes. Se continúa con la postura del procesamiento de la información la cuál menciona que cualquier actividad cognitiva requiere un sistema de control que planifique, regule y evalúe la actividad en curso para que sea ejecutada en forma correcta; después, en la postura de Piaget se menciona que aude a tres conceptos básicos para explicar la metacognición que son la toma de conciencia, la abstracción y la autorregulación y, por último, se hace referencia a Vigotsky quién aunque explícitamente no menciona el concepto, se puede aludir a él cuando explica que el control voluntario, la realización consciente, los orígenes sociales y la mediación son características que se encuentran presentes en todos los procesos psicológicos de orden superior. Finalmente se discuten las características especiales que, cada una de las corrientes teóricas revisadas, enfatizan para el estudio de la metacognición.

Cognitive constructivism is based on the work of Swiss developmental psychologist Jean Piaget. Piaget's theory has two major parts: an "ages and stages" (http://web.psych.ualberta.ca/~mike/Pearl_Street/Dictionary/contents/P/piaget's_stages.html) component that predicts what children can and cannot understand at different ages, and a theory of development that describes how children develop cognitive abilities. It is the theory of development that will be the focus here because it is the major foundation for cognitive constructivist approaches to teaching and learning

Biography, Theory, Preoperational stage, Formal operations stage

Presented at International Kongress "Does Representation need Reality?", Vienna, May 1997. -- Published in A.Riegler, M.Peschl, & A.von Stein (Eds.), Understending representation in the cognitive sciences. 283-287. New York/Dordrecht: Kluwer-Plenum Publishers, 1999. If you look up the word "representation" in a large dictionary, you will find that it has at least five or six meanings, some of which are not compatible with each other. In ordinary English, "representation" usually means a deliberate graphic arrangement of sensory material, such that it is likely to be interpreted in terms of a generally available concept

En el año de 1965, Jean Piaget se entrega a la tarea de revisar el desarrollo de la educación y la instrucción básica que se había dado desde 1935. Entre sus numerosas llamadas de atención destacamos, en primer lugar, el hecho de que después de treinta años todavía persistían enormes rezagos en lo referente a la renovación de métodos, programas, propuestas e investigaciones que fueran innovadoras. En su estudio, llamado La evolución de la pedagogía, encontramos una ferviente preocupación ante la pobreza de los resultados derivados de las técnicas educativas que se seguían implementando por aquel entonces en algunos países europeos. A Piaget le preocupaba sobremanera el hecho de que se desperdiciara tanto material humano en la búsqueda científica de técnicas y procesos de enseñanza equiparables a los que se habían desarrollado en otras áreas del conocimiento humano, principalmente en la medicina y la psicología, que son disciplinas estrechamente vinculadas con la pedagogía.

Constata-se que boa parte dos comentadores da obra de Piaget afirma que a inteligência é originariamente de natureza individual e que, portanto, a socialização seria o efeito de um processo de evolução cognitiva. Essa interpretação substancializa a inteligência, recorre a explicações reducionistas e considera o processo de construção epistêmica como uma simples atualização de possíveis cognitivos pré-formados. Uma série de investigações tem sugerido a existência de uma interdependência causal entre as dinâmicas sociais e o desenvolvimento cognitivo, que nos alerta da necessidade de rediscutir o estatuto da interação. Descritores: Piaget, Jean, 1896-1980. Inteligência. Interação. Construtivismo.

In the current work we have tried, on the other hand, to understand how the real categories of sensorimotor intelligence are organised, that is, how the world is constructed by means of this instrument. In conclusion, the time has come to show the unity of these various processes and their relations with those of the child's thought, envisaged in their most general aspect

The Journal of the Jean Piaget Society

O gigante da psicologia do desenvolvimento e sua colaboradora falam sobre crianças - como elas aprendem, quando aprendem e o quê aprendem