D. G. Boyle (Auth.)'s A Students' Guide to Piaget PDF

By D. G. Boyle (Auth.)

ISBN-10: 0080064078

ISBN-13: 9780080064079

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T h u s every class plays the role of identity element with respect to itself. This is another kind of special identity which Piaget calls tautology. (Tautology is clearly different from the iteration that we noted for groups. ) Groupings of Classes and Relations in the Phase of Concrete Operations Now the structures that Piaget calls groupings possess the four Operational Thinking 59 properties of groups (closure, associatitity, general identity, and reversibility) plus the special identities (resorption a n d tautology) of lattices.

For instance the child sucks from the breast, then swallows the milk. He is unable to suck whilst swallowing, but after he has swallowed, he responds to the continued tactile stimulation of his lips and mouth by swallowing again. In this way a circular reaction is set up. In the repetition of a circular reaction, the child does not always come into contact with precisely the same object each time. In sucking, for instance, he comes to learn that he can also suck his thumb, and (later) the teat of a feeding bottle.

We need terms to describe this interaction. Let us first realize that at each period of development the intellect is organized (into schemata). Because it is organized it is adapted to the environment. However, as we have seen, schemata are mobile, so adaptation is essentially an active process. Let us think for a moment about the process of digestion. Food must be modified by the body in order that the body m a y use it; however, as we grow older, we consume different foodstuffs —first milk, then baby foods, and finally solids.

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A Students' Guide to Piaget by D. G. Boyle (Auth.)


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