Grasp of Consciousness

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A01=Jean Piaget
abstraction
action conceptualisation
Asymmetrical Objects
Author_Jean Piaget
Ball's Trajectories
Category=JMC
Category=JMR
child reasoning stages
cognitive development
coordinations
Curved Rails
Curved Trajectory
developmental psychology
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
experimental child studies
features
genetic epistemology
iia
iib
inferential
Inferential Coordinations
level
Level HA
Level IA
Level IB
Level IIA
Level LA
Levels IIB
metacognition in childhood learning
oblique
Oblique Path
observable
Outward Path
Ping Pong Ball
reflexive
Reflexive Abstractions
Release Point
Reverse Rotation
Small Rectangular Box
Straight Rail
Symmetrical Solution
Task Ii
Task Iii
U Te
Vice Versa

Product details

  • ISBN 9781138846135
  • Weight: 830g
  • Dimensions: 138 x 216mm
  • Publication Date: 25 Mar 2015
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Originally published in English in 1976, the book draws on and extends our knowledge of the process of learning. The subject of the study is the general stage in a child’s development that comes between his successful performance of an activity without knowing how he did it – that is, what he had to do in order to succeed – and the times when he becomes aware of what went into that action. The book reports the results of experiments conducted at the Centre of Genetic Epistemology. Children, ranging in age between four and adolescence, were asked to perform such tasks as walking on all fours, playing tiddlywinks, building a ramp for a toy car. They were then asked to explain how they had performed the task, and in some cases, to instruct the interviewer. Their answers show a number of surprising inaccuracies in the child’s ability to grasp the nature of what he has done.

Taking a broad view of his results, Piaget shows that they reveal several stages in the gradual development of the child’s conceptualization of his actions. In analysing each stage, Piaget argues that the child’s concept of his own action cannot be considered a simple matter of ‘enlightenment’, but must actively be reconstructed from his experience. This view has always been at the core of Piaget’s work, and a new area of the child’s mental world is here given definitive treatment.

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