Piaget's Psychology in Practice

Bibliographic Data

ID9615646
AuthorsJan Smedslund (University of Oslo, corresponding author)
Year1977
Volume47
Issue1
Pages1-6
Publication date1977-02-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueBritish Journal of Educational Psychology (JOURNAL)
Journal identifiersISSN: 0007-0998 • E-ISSN: 2044-8279
PublisherWiley (PUBLISHER • GB)
DOI10.1111/j.2044-8279.1977.tb02994.x
PMID320991
OpenAlexW2133390652
LanguageEN
Citations received6

S ummary . AS a result of eight years' experience of Piagetian research and subsequent work as a practising psychologist, certain aspects of Piaget's theories are criticised. In particular the existential status of operatory structures, the relation between logicality and understanding, and the representativeness of the tasks are questioned. Piagetian theory is seen as forcing the psychologist to adopt an artificially detached and one‐sidedly cognitive attitude towards children, and to focus interest entirely on very abstract aspects of performance. While accepting the historical importance of Piaget's contributions, it is argued that the limitations and constraints implicit in the theory seriously threaten its usefulness in practical situations

Cognition · Cognitive development · Cognitive psychology · Developmental psychology · Educational psychology · Epistemology · Piaget's theory of cognitive development · Relation (database) · Representativeness heuristic · Cognitive Science and Mapping · Psychology · Social Psychology

Tools

Open DOISci-Hub