Jean Piaget

Children and the Inclusion Problem (Revised Edition)

By: Robert Perrucci

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Paperback | 30 October 2013 | Edition Number 1

At a Glance

Paperback
170 Pages

Edition Type
Revised

Dimensions(cm)
22.9 x 15.2 x 0.91

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Jean Piaget, renowned Swiss developmental psychologist and epistemologist, is best known for his groundbreaking studies with children, which led him to develop a landmark theory of cognitive development. Geldolph A. Kohnstamm''s Jean Piaget: Children and the Inclusion Problem is a critical study of a cornerstone of Piaget''s theory. This theory holds that a child''s ability to solve problems of class inclusion marks the beginning of the period of concrete (logical) operations at about seven or eight years of age.

Kohnstamm''s experiments show, however, that with directive teaching methods, most children of five can already learn to solve inclusion problems. His results make him question the basic assumption of Piaget''s theory that logical operations can only develop in firmly connected groupings of operations, not in isolation. The author argues that experimenters must therefore show that children who come to master one kind of operation should also show transference to other operations of the same grouping. As a result, he questions the real existence in brain functioning of the hypothesized groupings of operations in Piaget''s theory.

This book is a revised edition of the 1967 original and includes a new introduction and epilogue. The original book was published in the Netherlands, not in the United States. Therefore it has reached only a negligible US audience and has sadly escaped the attention of many interested in Piaget''s developmental theory. This challenge to Piaget''s theory is an invaluable resource for cognitive, developmental, and educational psychologists.

Industry Reviews

-Any serious student of cognitive development would do well to read this little book.-

--John H. Flavell, author of The Developmental Theory of Jean Piaget

-It is true that the Dutch psychologist Kohnstamm has tried to show that it is possible to teach young subjects the quantitative dominance of the whole over the part (B > A) by purely didactic and verbal methods. Hence educational psychologists who believe that educational methods make it possible to teach anything at any age are considered optimistic, and the psychologists of the Geneva School who assert that only an adequate spontaneous development makes understanding possible under any circumstances are considered pessimistic.-

--Jean Piaget, Carmichael's Manual of Child Psychology

"Any serious student of cognitive development would do well to read this little book."

--John H. Flavell, author of The Developmental Theory of Jean Piaget

"It is true that the Dutch psychologist Kohnstamm has tried to show that it is possible to teach young subjects the quantitative dominance of the whole over the part (B > A) by purely didactic and verbal methods. Hence educational psychologists who believe that educational methods make it possible to teach anything at any age are considered optimistic, and the psychologists of the Geneva School who assert that only an adequate spontaneous development makes understanding possible under any circumstances are considered pessimistic."

--Jean Piaget, Carmichael's Manual of Child Psychology

"Any serious student of cognitive development would do well to read this little book."

--John H. Flavell, author of The Developmental Theory of Jean Piaget

--Jean Piaget, Carmichael's Manual of Child Psychology

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