The Origins of Intelligence in Children¶
Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press.
Cited by¶
5 citations across 5 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.
- 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
- Direct instruction stating correct physics doesn't revise naïve schemas; instead, students compartmentalize new facts (learned for tests) while operative schemas persist.
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.
- Direct instruction stating correct physics doesn't revise naïve schemas; instead, students compartmentalize new facts (learned for tests) while operative schemas persist.
- 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.
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