The Origins of Intelligence in Children¶
Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
Cited by¶
6 citations across 6 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Accommodation
- The system absorbs environmental demands through reconfiguration while preserving identity; stability is maintained through flexibility, not rigidity, as Piaget (1952) develops in his analysis of how schemata are selectively modified rather than wholesale replaced.
This sourceConstructivist account of cognitive development; introduces the assimilation/accommodation dialectic in which the child constructs knowledge by selectively modifying schemata (rather than wholesale replacing them) through interaction with the environment.
- The system absorbs environmental demands through reconfiguration while preserving identity; stability is maintained through flexibility, not rigidity, as Piaget (1952) develops in his analysis of how schemata are selectively modified rather than wholesale replaced.
- Constructivist Learning
- Constructivism posits that learners actively construct knowledge through direct experience, reflection, and social interaction, rather than passively receiving pre-formed information from external authorities, an epistemology Piaget (1952) developed in The Origins of Intelligence in Children through his analysis of assimilation and accommodation.
This sourceFoundational constructivist account of cognitive development introducing the assimilation/accommodation dialectic by which the child constructs knowledge from interaction with the environment (supports D48-046).
- Constructivism posits that learners actively construct knowledge through direct experience, reflection, and social interaction, rather than passively receiving pre-formed information from external authorities, an epistemology Piaget (1952) developed in The Origins of Intelligence in Children through his analysis of assimilation and accommodation.
- Learning
- It is the learner-side counterpart to pedagogy: where pedagogy is the deliberate teaching aimed at causing such change, learning is the agent's own update, a learner-side framing that runs through Piaget's (1952) developmental account of how the child constructs knowledge from interaction with the environment.
This sourceFoundational constructivist account of cognitive development; introduces the assimilation/accommodation dialectic in which the child constructs knowledge from interaction with the environment, supplying a specific schema-revision update mechanism inside the broader learning pattern.
Supported in partVerified against the work's full text
The catalog record's table of contents shows Piaget treats accommodation and assimilation as schema mechanisms, but the book's prose is not held, so the claim's specific framing is unverified.
“The secondary circular reactions : II. Accommodation and organization of the schemata”
- It is the learner-side counterpart to pedagogy: where pedagogy is the deliberate teaching aimed at causing such change, learning is the agent's own update, a learner-side framing that runs through Piaget's (1952) developmental account of how the child constructs knowledge from interaction with the environment.
- Schema
- Effective teaching diagnoses extant schemas and uses conceptual-change activities to force accommodation, not mere assimilation.
This sourceFoundational constructivist account of cognitive development; introduces the assimilation/accommodation dialectic in which the child constructs knowledge from interaction with the environment, supplying a specific schema-revision update mechanism inside the broader learning pattern.
- Effective teaching diagnoses extant schemas and uses conceptual-change activities to force accommodation, not mere assimilation.
- Zone of Proximal Development (ZPD)
- Recognizing the ZPD pattern — diagnostic assessment of current capability, calibrated task selection, scaffolded performance, progressive support withdrawal, reassessment — is a transferable design skill applicable far beyond formal schooling.
This sourceFoundational constructivist account of cognitive development; introduces the assimilation/accommodation dialectic in which the child constructs knowledge from interaction with the environment, supplying a specific schema-revision update mechanism inside the broader learning pattern.
- Recognizing the ZPD pattern — diagnostic assessment of current capability, calibrated task selection, scaffolded performance, progressive support withdrawal, reassessment — is a transferable design skill applicable far beyond formal schooling.
Mechanisms¶
- Spaced Integration Review
- Its strength is that it turns isolated new material into connected, flexibly-accessible knowledge — the essence of assimilation and accommodation, Piaget's account of how new information is both absorbed into existing schemas and reshapes them.
This sourceTrans. M. Cook. International Universities Press (1952). Treats assimilation as incorporating experience into existing schemes and accommodation as modifying those schemes in response to the environment.
- Its strength is that it turns isolated new material into connected, flexibly-accessible knowledge — the essence of assimilation and accommodation, Piaget's account of how new information is both absorbed into existing schemas and reshapes them.
Verification¶
Does it exist? Not checked yet. This entry carries no identifier to resolve. It was extracted from the citation as written in the article, normalized, and deduplicated against the rest of the registry.
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Links previously used in the corpus¶
Before the registry existed this work was also linked 2 other ways.
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