Egocentrism of children's thinking. Experimental studies of the phenomenon of egocentrism. The problem of the development of thinking in the early works of J. Piaget Cognitive position from one’s own point of view

1.According to lecture notes.

Piaget discovered the phenomenon of egocentrism in children's thinking, which ends at the age of 5-7 years (the period of decentration). This phenomenon is due to the principles of perceptual knowledge of the world (for a child, the main channel connecting him with the world around him is perception; mature thinking always has decentration, that is, the ability to “see” events from the outside, from different points of view). Egocentrism is associated with the child’s attachment to the space around him (he perceives the world only at the moment and in a specific situation). From the age of two, the child begins to adapt to space, thanks to which he can relate himself to different points in space (the beginning of decentration). The most effective way to develop decentralization of a child’s thinking is a group game with rules, which allows you to feel the situation from the point of view of different roles (for example, playing hide and seek)

The egocentrism of a child’s thinking is expressed in the fact that the center of the coordinate system for him is his own “I”. Egocentrism is a clear sign of pre-conceptual thinking.

2. According to Piaget.

Egocentrism is a factor of cognition. This is a certain set of pre-critical and, therefore, pre-objective positions in the knowledge of things, other people and oneself. Egocentrism is a type of systematic and unconscious illusion of knowledge, a form of initial concentration of the mind when intellectual relativity and reciprocity are absent. On the one hand, egocentrism means a lack of understanding of the relativity of knowledge of the world and coordination of points of view. On the other hand, it is a position of unconscious attribution of the qualities of one’s own “I”. The initial egocentrism of cognition is not a hypertrophy of awareness of the “I”. This is a direct relationship to objects, where the subject, ignoring the “I,” cannot leave the “I” in order to find his place in the world of relationships, freed from subjective connections.

Piaget conducted many different experiments that show that until a certain age a child cannot take a different point of view. For example, an experiment with a layout of three mountains. The mountains on the model were of different heights and each of them had some distinctive feature - a house, a river going down the slope, a snowy peak. The experimenter gave the subject several photographs in which all three mountains were depicted from different sides. The house, river and snowy peak were clearly visible in the photographs. The subject was asked to choose a photograph where the mountains were depicted as he sees them at the moment, from this angle. Usually the child chose the correct picture. After this, the experimenter showed him a doll with a head in the form of a smooth ball without a face, so that the child could not follow the direction of the doll’s gaze. The toy was placed on the other side of the model. Now, when asked to choose a photo where the mountains were depicted as the doll sees them, the child chose a photo where the mountains were depicted as he sees them himself. If the child and the doll were swapped, then again and again he chose a picture where the mountains were depicted as he perceived them from his place. This is what most preschool age subjects did.

In this experiment, children became victims of a subjective illusion. They did not suspect the existence of other assessments of things and did not correlate them with their own. Egocentrism means that the child, imagining nature and other people, does not take into account his own position as a thinking person. Egocentrism means the confusion of subject and object in the process of the act of cognition. Egocentrism shows that the external world does not act directly on the mind of the subject. Egocentrism is a consequence of external circumstances among which the subject lives. The main thing (in egocentrism) is the spontaneous position of the subject, who directly relates to the object, without considering himself as a thinking being, without realizing his own point of view.

Piaget emphasized that the decrease in egocentrism is explained not by the addition of knowledge, but by the transformation of the initial position, when the subject correlates his point of view with other possible ones. To free oneself from egocentrism means to realize what was perceived subjectively, to find one’s place in the system of possible points of view, to establish a system of general mutual relations between things, personalities and one’s own “I”.

Egocentrism gives way to decentration, a more perfect position. The transition from egocentrism to decentration characterizes cognition at all levels of development. The universality and inevitability of this process allowed Piaget to call it the law of development. Development (according to Piaget) is a change in mental positions. In order to overcome egocentrism, two conditions are necessary: ​​first, to realize one’s own “I” as a subject and separate the subject from the object; the second is to coordinate your own point of view with others, and not consider it as the only possible one.

3. Experimental facts.

In studies of children's ideas about the world and physical causality, Piaget showed that a child at a certain stage of development views objects as they are directly perceived - he does not see things in their internal relationships. A child thinks, for example, that the moon follows him during his walks, stops when he stops, runs after him when he runs away. Piaget called this phenomenon “realism.” It is precisely this kind of realism that prevents the child from considering things independently of the subject, in their internal interconnection. The child considers his instant perception to be true. This happens because children do not separate their “I” from things. Children up to a certain age do not know how to distinguish between the subjective and external world. There are two types of realism: intellectual and moral. For example, a child is sure that tree branches make the wind. This is intellectual realism. Moral realism is expressed in the fact that the child does not take into account the internal intention in assessing an action and judges the action only by the external effect, by the material result.

In experimental studies, Piaget showed that in the early stages of intellectual development, objects appear to the child as heavy or light according to direct perception. The child always considers big things to be heavy, and small things to be light. For a child, these and many ideas are absolute, as long as direct perception seems to be the only possible one. The emergence of other ideas about things, as, for example, in the experiment with floating bodies: a pebble is light for a child, but heavy for water - means that children's ideas begin to lose their absolute meaning and become relative. The child cannot discover that there are different points of view that need to be taken into account. Piaget asked, for example: Charles “Do you have brothers?” - “Arthur.” “Does he have a brother?” - "No". “How many brothers do you have in your family?” - “Two”. “Do you have a brother?” "One". “Does he have brothers?” - “Not at all.” "Are you his brother?" - "Yes". “Then he has a brother?” - "No".

Everything is great, no additions required!

The cognizing subject is not some abstract individual existing outside the concrete new position conditions. The process of cognition always takes place under certain circumstances. Let us remember this fact: when we climb the mountains, at every turn a new view opens up before us. What determines the emerging “picture” of the area? Is it only because of the existence of this area itself and our visual apparatus? The vantage point we choose plays an important role in what picture will be revealed to us. Moreover, we cannot make observations unless we have chosen a particular “point of view.”

Although the fact described above has been known to us since childhood, it allows us to understand, by analogy, the deepest feature of all knowledge. It has long been established in physics that the experimentally observed characteristics of moving bodies (speed, mass, position in space, etc.) have certain values ​​not in general, but only relative to a certain reference system. In accordance with this, we can say that, in essence, any object of natural or socio-historical existence also exists and manifests itself in a certain way only in specific conditions, in a particular system of connections. It is in relation to such a system that we can talk about the quantitative or qualitative certainty of the properties of an object.

Summarizing what has been said, we can conclude that a person experiences the world every time from the point of view of a certain “cognitive position.” The results that he obtains in this case turn out to be valid not in general, but only relative to a given cognitive position.

In order to better understand the process of comprehending the world, it is necessary to take any subject of knowledge in the fullness of its socio-historical definitions and certainly consider it taking into account the specific cognitive attitude formed by the culture of a particular era. This installation assumes, firstly, subjective a moment expressed by the presence of a certain intellectual perspective in knowledge; secondly, objective moment, associated with the selected (out of many possible) consideration interval.

Just as when perceiving a picture, the “observation point” must be chosen taking into account specific circumstances that predetermine maximum clarity, so when choosing cognitive position must be taken into account objective conditions of knowledge. In this case, it acquires a new quality in epistemological terms: on the one hand, as a certain “reference point” of the cognizing subject, setting an intellectual perspective for the vision of reality, on the other hand, as something externally determined, a certain measure that predetermines the objectivity of meaning and determines the scale of the approach to the subject being studied, a certain projection of it, highlighted by the subject with the help of the subject-practical and conceptual means available to him.

The fact that in knowledge there are many different semantic horizons that have an equal right to truth does not negate the fact that they are characterized by different cognitive capabilities. Three important methodological requirements follow from this: 1) when analyzing the process of comprehending reality, it is necessary to record the cognitive position occupied by the subject, its epistemological characteristics and capabilities; 2) fixing this or that position, it is necessary to achieve maximum consistency of the subjective and objective foundations of knowledge (epistemological focusing); 3) it is necessary to explore the logical and epistemological mechanisms of transition from one position to another.

It may happen that some statements about the properties and phenomena of reality turn out to be true not only with respect to given conditions of knowledge, but also when moving to others. In physics, in such cases we talk about invariant quantities and relationships. Two consequences follow from this: 1) when asserting some kind of truth, it is necessary to indicate those objective and subjective conditions within which it was obtained, 2) there is a class of truths that are valid for several cognitive horizons - this speaks of the unity of the world and the presence of deep connections in the process of transition from one truth to another.

6.1. Basic patterns

Jean Piaget (1896-1980) is one of the world's outstanding psychologists. We distinguish two periods of his scientific work - early and late. In his early works (until the mid-1930s), Piaget explains the patterns of development of thinking in terms of two factors - heredity and environment, due to which they can be classified as two-factor theories. The Swiss researcher argued that society and the individual are in a state of antagonism and confrontation. This statement determined the most important concept of his early theory - socialization, which is understood as the process of violent displacement of the natural and its replacement by the social. In the later period (from the beginning of the 1940s), the scientist considered the activity of the subject as the basis for the development of intelligence, proposing a more complex system of determinants of the development of intelligence.

J. Piaget is a recognized authority in the field of psychology of thinking. He initially studied biology and then moved on to study psychology. In his research, the scientist set the general philosophical task of creating a genetic epistemology. He was interested in the patterns of human knowledge of the world. In order to understand how knowledge of the world occurs, he considered it necessary to turn to the study of how the instrument of such knowledge arises in human thinking. The scientist saw the key to solving the problem in studying the development of a child’s thinking.

L. S. Vygotsky, assessing the contribution of J. Piaget to psychology, wrote that the latter’s works constituted an entire era in the study of children’s thinking. They fundamentally changed the idea of ​​a child’s thinking and development. What is this connected with? Before Piaget, the thinking of a child was considered in comparison with the thinking of an adult. In psychology, the dominant point of view was that the thinking of a child is the thinking of “small

Lecture 6. The problem of the development of a child’s thinking in the early works of J. Piaget ■ 83

who is an adult” (adult thinking “with a minus sign”). The starting point for assessing a child’s thinking was the thinking of an adult. The merit of the Swiss psychologist, according to Vygotsky, is that he began to consider the child’s thinking as thinking characterized by qualitative originality.

Piaget proposed a new method for studying thinking - the method of clinical conversation, aimed at studying the patterns of development and functioning of thinking, representing a variant of the experiment. Why did conversation become the main method for a scientist to study the causes of development and thinking? Piaget's initial postulate of the early period was the position that thinking is directly expressed in speech. This position determined all the difficulties and errors of his early theory. It was this position that became the subject of criticism by L. S. Vygotsky, who defended the thesis of complex interdependent relationships between thinking and speech. It was precisely the position about the direct connection between thinking and speech that Piaget abandoned in his further works.

The conversation, according to the psychologist, made it possible to study the child’s thinking, because the child’s answers to the adult’s questions reveal the living process of thinking to the researcher. Piaget formulated the following requirements for the conversation method:

■ the questions an adult asks should be far from the child’s practical experience. You cannot ask questions that are related to knowledge, skills, abilities;

■ the conversation should be organized as an experiment. By asking a child a question, the researcher tests a certain hypothesis about the factors and causes of thinking, and, having received an answer, he either confirms or refutes this hypothesis. Because of this, in a clinical conversation there is no rigid, standard sequence of questions. They change flexibly depending on the child’s answers and the corresponding modification of the hypothesis being verified by the researcher.

The early concept of J. Piaget is based on three theoreticalfrom the source- the theory of the French sociological school about collective ideas; theory 3. Freud and studies of primitive thinking by L. Lévy-Bruhl.

The first source is the concept of the French sociological school (E. Durkheim) about the development of individual consciousness through the assimilation of collective ideas. According to Durkheim,

84 Developmental psychology. Lecture notes

individual consciousness of a person is the result of the assimilation of collective ideas in the process of verbal communication. This statement is a fundamental point for Piaget. He equates individual consciousness with thinking, considers collective representation as patterns of thinking, the bearers of which are adults, and verbal communication as the basis for the development of thinking.

The second source is the theory of 3. Freud, in particular his teaching about the principle of pleasure, which determines human life from the moment of birth. He was also close to the idea of ​​“two worlds,” according to which the relationship between the world and the child is initially hostile and antagonistic, and the idea of ​​repression, which Piaget transferred to the thinking process.

And finally, the third source is the theory of primitive thinking by L. Levy-Bruhl. This theory opposed the opinion of E. Taylor, who argued that the thinking of a savage is a pale copy of the thinking of a civilized person who does not have the knowledge and experience of the latter. Lévy-Bruhl showed the qualitative originality of the thinking of primitive peoples, their logic, different from the thinking of modern Europeans. Piaget transferred this idea to the child’s thinking and saw his task as exploring the qualitative uniqueness of children’s thinking.

So, the starting point for J. Piaget’s theory was the following three provisions:

1. The development of a child’s thinking is carried out through the assimilation of collective ideas (socialized forms of thought) in the course of verbal communication.

2. Initially, thinking is aimed at obtaining pleasure, then this type of thinking is supplanted by society, and other forms of thinking that correspond to the principle of reality are imposed on the child.

3. The child’s thinking has a qualitative originality.

Development of a child's thinking, according to J. Piaget, is a change in mental positions, which is characterized by a transition from egocentrism to decentration.

Piaget's greatest discovery is the discovery of the phenomenon egocentrism of children's thinking. Egocentrism is a special cognitive position occupied by a subject in relation to the world around him, when phenomena and objects are considered only from his own point of view. Egocentrism is

Lecture 6, Problem development thinking baby V early works AND, Piaget ■ 85

absolutization of one’s own cognitive perspective and inability to coordinate different points of view on a subject.

The merit of J. Piaget lies in the fact that he not only discovered the phenomenon of egocentrism, but also showed the process of development of a child’s thinking as a transition from egocentrism to decentration. The researcher identified three stages in this process: 1) identification of subject and object, inability to separate oneself and the world around him; 2) egocentrism - knowledge of the world based on one’s own position, inability to coordinate different points of view on a subject; 3) decentration - coordination of one’s own point of view with other possible views of the object.

J. Piaget identifies the following main directions in the development of a child’s thinking. First, the transition from realism to objectivity. By the realism of a child's thinking, the scientist understands the identification of his ideas about things with the things themselves. What a child sees and perceives when interacting with an object, he considers to be a qualitative characteristic of the thing itself, without differentiating his perceptions, experiences and the object itself. For a child, “the world exists in my sensations.” He identifies the objective existence of things with his own experiences associated with these things. In the process of developing thinking, the child moves from the inseparability of ideas and objects to the separation of what is his idea of ​​an object and what are the characteristics of the object itself. Decentration: “It seems to me that this object is green, but in fact it is white because green light falls on it.” Secondly, the development of thinking from realism and absoluteness to reciprocity and reciprocity. The second line of development involves a change in mental position. Its absolutization, as the only possible one, is replaced by reciprocity and reciprocity, which make it possible to consider the object from different points of view and positions. And thirdly, the movement from realism to relativism. Realism involves the perception of individual objects, while relativism is characterized by the perception of relationships between objects.

Thus, the development of a child’s thinking occurs in three interrelated directions. The first is the separation of objective and subjective perception of the world. The second is the development of a mental position - from the absolutization of the mental position of the subject to the coordination of a number of possible positions and, accordingly, to reciprocity. The third direction characterizes the development of muscle

86 ■ Agepsychology. Abstractlectures

lenition as a movement from the perception of individual things to the perception of connections between them.

J. Piaget identified the characteristics of a child’s thinking that constitute his qualitative originality:

■ syncretism of thinking - the spontaneous tendency of children to perceive global images without analyzing details, the tendency to connect everything with everything, without proper analysis (“lack of connection”);

■ juxtaposition - inability to unite and synthesize (“from an excess of connection”);

■ intellectual realism - identification of one’s ideas about things in the objective world and real objects. Ana is logical to intellectual moral realism;

■ participation - the law of participation (“nothing is accidental”); animism as universal animation;

■ artificialism as the idea of ​​the artificial origin of natural phenomena. For example, a child is asked: “Where do rivers come from?” Answer: “People dug canals and filled them with water”;

■ insensitivity to contradictions;

■ impenetrable to experience;

■ transduction - transition from a particular position to another particular, bypassing the general;

■ pre-causality - inability to establish cause-and-effect relationships. For example, a child is asked to complete a sentence interrupted by the words “because.” A man suddenly fell on the street because... The child completes: he was taken to the hospital;

■ weakness of children's introspection (self-observation).

The turn of early-late Piaget 30-40s of the XX century.

The theory of confrontation of two factors is the concept of two worlds, the displacement of natural man and his replacement by social man.

1. identification of subject and object, inability to separate oneself and the outside world

2. egocentrism – a cognitive position occupied by the subject in relation to the surrounding world, when phenomena and objects are considered only in relation to oneself. Absolutization of one's own cognitive perspective, inability to coordinate different points of view on a subject.

3. decentralization

Separation of subject and object

Coordination of different cognitive positions (one’s own point of view with others)

Main directions of thinking development:

· from realism (identifying one’s ideas about things with the things themselves) to objectivity

· from absoluteness (realism) to reciprocity (reciprocity, the ability to establish connections between objects)

· from realism to relativism (understanding of relationships) – the unit of thinking becomes the relationship between objects

Features of egocentric thinking:

juxtaposition – inability to synthesize (“lack of connection”)

· syncretism – perception with the help of global images, without analysis, the tendency to connect everything with everything (“excess connection”)

· participation – the law of participation (“nothing is accidental”)

More specific features of a child’s thinking:

animism - universal animation

Artificialism – understanding of natural phenomena as a product of human activity

· transduction – transition from particular to particular, bypassing the general

Pre-causality – inability to establish causes

weakness of children's introspection

“impenetrability” to experience

Correlation of speech and thinking

· direct connection between thinking and speech. Speech is the direct expression of thought
(in early works, then this thesis was refuted).

Stages of development of a child’s thinking:

· autistic thinking – 0 – 2-3 years

· egocentric thinking 2-3 years – 11-12 years

· socialized thinking – over 12 years old

Egocentric speech – does not perform a communicative function

Forms – echolalia, monologue, collective monologue

Number of egocentric utterances: Egocentric speech ratio = ratio of egocentric utterances to total number of utterances.

A change in the coefficient of egocentric speech is evidence of the development of thinking from autistic to egocentric and socialized.

From 3 to 5 years, the coefficient of egocentric speech increases, then it decreases until 12 years, but the value of the coefficient never reaches 0.

According to Piaget, this reflects the stages of development of thinking.

The transition to egocentric thinking is associated with coercive relationships (the child’s relationship with an adult).

Two phases of egocentric thinking:

· Beginning of correlation between the principle of pleasure and reality (3-7 years). The dominance of egocentrism both in the sphere of perception and in the sphere of pure thought.

· Displacement of egocentrism from the sphere of perception (7-12 years). The victorious march of socialized thought and the gradual displacement of egocentrism from the sphere of perception. Egocentrism persists only in the realm of pure thought.

The development of a child’s thinking, according to J. Piaget, is a change in mental positions, which is characterized by a transition from egocentrism to decentration.

19. The problem of egocentric speech and egocentric thinking
(J. Piaget, L.S. Vygotsky). Modern approaches to understanding the phenomenon of egocentric speech.

Correlation of speech and thinking

· direct connection between thinking and speech. Speech is a direct expression of thought (in early works, then this thesis was refuted).

· the method of clinical conversation - as a method of studying the child’s thinking.

· the role of verbal communication in the development of a child’s thinking.

Criticism L.S. Vygotsky:

· the stage of autistic thinking cannot be the initial stage of thinking development (the pleasure principle is not the leading development of the child)

· it is necessary to take into account the child’s objective practical activity in the development of thinking (if the child does not interact with objects, he will not develop)

· hypothesis about the nature, function and fate of egocentric speech

Vygotsky believed that “egocentric speech is a transitional form from external, social speech, performing the function of communication, to internal, individual speech, performing the function of planning and regulating activity, acting as an internal way of thinking.”

When a child encounters difficulties in his activities, his egocentric speech coefficient increases. External regulation of one’s own activity arises.

Piaget in the 60s agreed with Vygotsky’s correspondence criticism that:

· autistic thinking is not the initial stage in development

· it is necessary to take into account the child’s practical activities

There is no direct correspondence between speech and thinking; the relationship between them is more complex

However, Piaget continued to insist that egocentric speech is not a direct expression of the child’s cognitive egocentric position.

Modern researchers believe that Piaget and Vygotsky simply meant different things.

.Piaget.

;

(from 2 to 7 years) and (from 7 to 11 years);

period of formal operations.

Definition of Intelligence

Intelligence

The main stages of development of a child’s thinking

Piaget identified the following stages of intelligence development.

1) Sensorimotor intelligence (0-2 years)

During the period of sensorimotor intelligence, the organization of perceptual and motor interactions with the outside world gradually develops. This development goes from being limited by innate reflexes to the associated organization of sensorimotor actions in relation to the immediate environment. At this stage, only direct manipulations with things are possible, but not actions with symbols and ideas on the internal plane.

Preparation and organization of specific operations (2-11 years)

· Sub-period of pre-operational ideas (2-7 years)

At the stage of pre-operational representations, a transition occurs from sensorimotor functions to internal - symbolic ones, that is, to actions with representations, and not with external objects.

This stage of intelligence development is characterized by the dominance of preconceptions and transductive reasoning; egocentrism; centralization on the striking features of the object and neglect in reasoning of its other features; focusing on the states of a thing and not paying attention to it transformations.

· Sub-period of specific operations (7-11 years)

At the stage of concrete operations, actions with representations begin to unite and coordinate with each other, forming systems of integrated actions called operations factions(For example, classification

Formal Operations (11-15 years)

The main ability that emerges during the formal operations stage (from about 11 to about 15 years of age) is the ability to deal with possible, with the hypothetical, and perceive external reality as a special case of what is possible, what could be. Cognition becomes hypothetico-deductive. The child acquires the ability to think in sentences and establish formal relationships (inclusion, conjunction, disjunction, etc.) between them. A child at this stage is also able to systematically identify all the variables essential to solving a problem and systematically go through all possible combinations these variables.

Basic mechanisms of child cognitive development

1) assimilation mechanism: an individual adapts new information (situation, object) to his existing patterns (structures), without changing them in principle, that is, he includes a new object in his existing patterns of actions or structures.

2) the mechanism of accommodation, when an individual adapts his previously formed reactions to new information (situation, object), that is, he is forced to rebuild (modify) old schemes (structures) in order to adapt them to new information (situation, object).

According to the operational concept of intelligence, the development and functioning of mental phenomena represents, on the one hand, assimilation, or assimilation of this material by existing behavioral patterns, and on the other, the accommodation of these patterns to a specific situation. Piaget views the adaptation of the organism to the environment as a balancing of subject and object. The concepts of assimilation and accommodation play a major role in Piaget’s proposed explanation of the genesis of mental functions. Essentially, this genesis acts as a sequential change of various stages of balancing assimilation and accommodation .

Egocentrism of children's thinking. Experimental studies of the phenomenon of egocentrism

Egocentrism of children's thinking- a special cognitive position occupied by the subject in relation to the surrounding world, when objects and phenomena of the surrounding world are considered from their own point of view. Egocentrism of thinking determines such features of children's thinking as syncretism, inability to focus on changes in an object, irreversibility of thinking, transduction (from particular to particular), insensitivity to contradiction, the combined effect of which prevents the formation of logical thinking. An example of this effect is the well-known experiments of Piaget. If, in front of a child’s eyes, you pour equal amounts of water into two identical glasses, the child will confirm that the volumes are equal. But if in his presence you pour water from one glass to another, narrower one, then the child will confidently tell you that there is more water in the narrow glass.

There are many variations of such experiments, but they all demonstrated the same thing - the child’s inability to concentrate on changes in the object. The latter means that the baby records only stable situations well in memory, but at the same time the process of transformation eludes him. In the case of glasses, the child sees only the result - two identical glasses with water at the beginning and two different glasses with the same water at the end, but he is not able to grasp the moment of change.

Another effect of egocentrism is the irreversibility of thinking, that is, the child’s inability to mentally return to the starting point of his reasoning. It is the irreversibility of thinking that does not allow our baby to trace the course of his own reasoning and, returning to its beginning, imagine the glasses in their original position. Lack of reversibility is a direct manifestation of the child’s self-centered thinking.

Specific Operations Stage

Specific Operations Stage(7-11 years old). At the stage of concrete operations, actions with representations begin to unite and coordinate with each other, forming systems of integrated actions called operations. The child develops special cognitive structures called factions(For example, classification), thanks to which the child acquires the ability to perform operations with classes and establish logical relationships between classes, uniting them in hierarchies, whereas previously his capabilities were limited to transduction and the establishment of associative connections.

The limitation of this stage is that operations can only be performed with specific objects, but not with statements. Operations logically structure the external actions performed, but they cannot yet structure verbal reasoning in the same way.

J. Piaget “Psychology of intelligence. Genesis of number in a child. Logic and Psychology"

1. Basic provisions of the theory Zh.Piaget.

According to Jean Piaget's theory of intelligence, human intelligence goes through several main stages in its development:

· From birth to 2 years continues period of sensorimotor intelligence;

· from 2 to 11 years - the period of preparation and organization of specific operations, in which sub-period of pre-operational ideas(from 2 to 7 years) and sub-period of specific transactions(from 7 to 11 years);

· lasts from 11 years to approximately 15 period of formal operations.

The problem of children's thinking was formulated as qualitatively unique, having unique advantages, the activity of the child himself was highlighted, the genesis of “action to thought” was traced, the phenomena of children's thinking were discovered and methods for its research were developed.

Definition of Intelligence

· Intelligence is a global cognitive system consisting of a number of subsystems (perceptual, mnemonic, mental), the purpose of which is information support for the interaction of the individual with the external environment.

· Intelligence is the totality of all cognitive functions of an individual.

• Intelligence is thinking, the highest cognitive process.

Intelligence- flexible at the same time stable structural balance of behavior, which are essentially a system of the most vital and active operations. Being the most perfect of mental adaptations, the intellect serves, so to speak, as the most necessary and effective tool in the interactions of the subject with the surrounding world, interactions that are realized in the most complex ways and go far beyond the limits of immediate and momentary contacts, in order to achieve pre-established and stable relationships .