Children’s Knowledge
A Meta-Analysis of Piaget’s Theory
Bibliographic Data
| ID | 20293449 |
|---|---|
| Authors | Leslie Smith (0000-0003-4144-0945, corresponding author) |
| Year | 2009 |
| Volume | 29 |
| Issue | 4 |
| Pages | 195-208 |
| Publication date | 2009-12-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Human Development (JOURNAL) |
| Journal identifiers | ISSN: 0018-716X • E-ISSN: 1423-0054 |
| Publisher | S. Karger AG (PUBLISHER • CH) |
| DOI | 10.1159/000273046 |
| OpenAlex | W2012840780 |
| Language | EN |
| Citations received | 3 |
| References cited | 4 |
A distinctive feature of Piaget’s genetic epistemology is illustrated and discussed with reference to La Genèse du Number/The Child’s Conception of Number. Genetic epistemology is taken to require the joint use both of philosophical analysis, which serves to identify the logical ordering of concepts, and of empirical methods, which serve to establish their temporal ordering in children’s understanding. The method of critical exploration is an empirical, even if not an experimental, method. It is used to establish not which external variables influence a child’s performance but whether the conditions extracted from a philosophical analysis have been satisfied. The central argument is assessed by its capacity to withstand recent philosophical and psychological criticisms. Piaget’s genetic epistemology requires a joint and complementary interest in philosophical and empirical issues
Cognition · Cognitive development · Cognitive psychology · Constructivism (international relations) · Developmental psychology · Political science · Politics · Cognitive and developmental aspects of mathematical skills · Neuroscience · Psychology
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,08 |
| Citation span | 1990 - 2009 (20) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |