Piaget, Jean 1896-1980
Overview
| Works: | 4,646 works in 16,072 publications in 19 languages and 296,880 library holdings |
|---|---|
| Genres: | Games Conference papers and proceedings Art Case studies Criticism, interpretation, etc |
| Subject Headings: | Psychologists |
| Roles: | Author, Publishing director, Editor, Author of introduction, Contributor, Other, Director, Honoree, Author of afterword, colophon, etc., Compiler, Secretary, Collector, Adapter, Interviewee, Creator, Dedicatee, Bibliographic antecedent, Dedicator, coo, Teacher , Performer, Redactor |
| Classifications: | BF721, 155.413 |
Publication Timeline
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Most widely held works about
Jean Piaget
- Piaget's theory of cognitive development : an introduction for students of psychology and education by Barry J Wadsworth( Book )
- Three theories of child development : the contributions of Erik H. Erikson, Jean Piaget, and Robert R. Sears, and their applications by Henry W Maier( Book )
- Children and adolescents : interpretive essays on Jean Piaget by David Elkind( Book )
- The origins of intellect : Piaget's theory by John L Phillips( Book )
- A Piaget primer : how a child thinks by Dorothy G Singer( Book )
- Piaget's theory of intellectual development by Herbert Ginsburg( Book )
- The developmental psychology of Jean Piaget by John H Flavell( Book )
- The quest for mind; Piaget, Lévi-Strauss, and the structuralist movement by Howard Gardner( Book )
- Thinking goes to school; Piaget's theory in practice by Hans G Furth( Book )
- "The having of wonderful ideas" & other essays on teaching & learning by Eleanor Ruth Duckworth( Book )
- Piaget's theory of intellectual development : an introduction by Herbert Ginsburg( Book )
- Piaget for teachers by Hans G Furth( Book )
- Piaget in the classroom by Milton Schwebel( Book )
- Young children continue to reinvent arithmetic--2nd grade : implications of Piaget's theory by Constance Kamii( Book )
- A brief introduction to Piaget by Nathan Isaacs( Book )
- Knowledge as desire : an essay on Freud and Piaget by Hans G Furth( Book )
- Conceptual development : Piaget's legacy by Ellin Kofsky Scholnick( Book )
- Critical readings on Piaget( Book )
- The language and thought of the child by Jean Piaget( Book )
- The child's conception of the world by Jean Piaget( Book )
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fewer
Most widely held works by
Jean Piaget
The language and thought of the child by
Jean Piaget(
Book
)
357 editions published between 1900 and 2015 in 7 languages and held by 4,375 WorldCat member libraries worldwide
This book is for anyone who has ever wondered how a child develops language, thought, and knowledge. Before this classic appeared, little was known of the way children think. In 1923, however, Jean Piaget, the most important developmental psychologist of the twentieth century, took the psychological world by storm with The Language and Thought of the Child. Applying for the first time the insights of social psychology and psychoanalysis to the observation of children, he uncovered the ways in which a child actively constructs his or her understanding of the world through language. The book has since been a source of inspiration and guidance to generations of parents and teachers. While its conclusions remain contentious to this very day, few can deny the huge debt we owe to this pioneering work in our continuing attempts to understand the minds of the child
357 editions published between 1900 and 2015 in 7 languages and held by 4,375 WorldCat member libraries worldwide
This book is for anyone who has ever wondered how a child develops language, thought, and knowledge. Before this classic appeared, little was known of the way children think. In 1923, however, Jean Piaget, the most important developmental psychologist of the twentieth century, took the psychological world by storm with The Language and Thought of the Child. Applying for the first time the insights of social psychology and psychoanalysis to the observation of children, he uncovered the ways in which a child actively constructs his or her understanding of the world through language. The book has since been a source of inspiration and guidance to generations of parents and teachers. While its conclusions remain contentious to this very day, few can deny the huge debt we owe to this pioneering work in our continuing attempts to understand the minds of the child
Structuralism by
Jean Piaget(
Book
)
249 editions published between 1858 and 2016 in 17 languages and held by 3,418 WorldCat member libraries worldwide
Provided is an overview of the analytical method known as structuralism. The first chapter discusses the three key components of the concept of a structure: the view of a system as a whole instead of so many parts; the study of the transformations in the system; and the fact that these transformations never lead beyond the system but always engender elements that belong to it and preserve its laws. Subsequent chapters illustrate this concept as it appears in mathematics and logic (group theory, general algebra); physics and biology (structural models of causality, homeostasis); psychology (the laws of Gestalt, the structure of intelligence); linguistics (synchronics, generative grammars); social sciences (analytic, global and anthropological structuralism); and philosophy (dialectic, epistemology). In addition to his own work, Piaget explains and evaluates that of such figures as Nicholas Bourbaki, Noam Chomsky, Michel Foucault, Kurt Godel, Immanual Kant, Wolfgang Kohler, Claude Levi-Strauss, Karl Marx, Ferdinand de Saussure, and H. Sinclair de Zwaart. A final chapter summarizes the history and theses of structuralism, and estimates the future contribution of this method. (Mm)
249 editions published between 1858 and 2016 in 17 languages and held by 3,418 WorldCat member libraries worldwide
Provided is an overview of the analytical method known as structuralism. The first chapter discusses the three key components of the concept of a structure: the view of a system as a whole instead of so many parts; the study of the transformations in the system; and the fact that these transformations never lead beyond the system but always engender elements that belong to it and preserve its laws. Subsequent chapters illustrate this concept as it appears in mathematics and logic (group theory, general algebra); physics and biology (structural models of causality, homeostasis); psychology (the laws of Gestalt, the structure of intelligence); linguistics (synchronics, generative grammars); social sciences (analytic, global and anthropological structuralism); and philosophy (dialectic, epistemology). In addition to his own work, Piaget explains and evaluates that of such figures as Nicholas Bourbaki, Noam Chomsky, Michel Foucault, Kurt Godel, Immanual Kant, Wolfgang Kohler, Claude Levi-Strauss, Karl Marx, Ferdinand de Saussure, and H. Sinclair de Zwaart. A final chapter summarizes the history and theses of structuralism, and estimates the future contribution of this method. (Mm)
The moral judgment of the child by
Jean Piaget(
Book
)
119 editions published between 1848 and 2015 in 3 languages and held by 3,289 WorldCat member libraries worldwide
"This classic study examines a problem that stands at the heart of society: How does a child distinguish between right and wrong?"--Back cover
119 editions published between 1848 and 2015 in 3 languages and held by 3,289 WorldCat member libraries worldwide
"This classic study examines a problem that stands at the heart of society: How does a child distinguish between right and wrong?"--Back cover
The origins of intelligence in children by
Jean Piaget(
Book
)
193 editions published between 1935 and 2011 in 6 languages and held by 3,242 WorldCat member libraries worldwide
Studies infant behavior which precedes and forms the basis for intelligence, including elementory sensorimotor adaptations, reflexes, and elementary habits
193 editions published between 1935 and 2011 in 6 languages and held by 3,242 WorldCat member libraries worldwide
Studies infant behavior which precedes and forms the basis for intelligence, including elementory sensorimotor adaptations, reflexes, and elementary habits
The child's conception of the world by
Jean Piaget(
Book
)
121 editions published between 1929 and 2015 in English and Undetermined and held by 2,905 WorldCat member libraries worldwide
Nineteenth-century developmental psychologist Jean Piaget examines the child's notions of reality and causality at various stages of development
121 editions published between 1929 and 2015 in English and Undetermined and held by 2,905 WorldCat member libraries worldwide
Nineteenth-century developmental psychologist Jean Piaget examines the child's notions of reality and causality at various stages of development
Science of education and the psychology of the child by
Jean Piaget(
Book
)
207 editions published between 1969 and 2011 in 8 languages and held by 2,846 WorldCat member libraries worldwide
Evaluates developments in this field of knowledge since the author's publication of his original theories on the impact of genetic psychology on pedagogy in 1935
207 editions published between 1969 and 2011 in 8 languages and held by 2,846 WorldCat member libraries worldwide
Evaluates developments in this field of knowledge since the author's publication of his original theories on the impact of genetic psychology on pedagogy in 1935
The psychology of the child by
Jean Piaget(
Book
)
43 editions published between 1969 and 2000 in English and Undetermined and held by 2,726 WorldCat member libraries worldwide
"In this volume we have tried to present, as briefly and as clearly as possible, a synthesis, or summing up, of our work in child psychology. A book such as this seemed to us particularly desirable since our published studies have been spread out over a number of volumes, some of them quite lengthy and some of them fairly difficult to read. This little book, of course, is not meant to be a substitute for reading the other volumes. But it represents, we believe, a useful introduction to the questions we have studied and will enable the reader to gain an adequate understanding of what we have learned in our investigation."--Jean Piaget (March 1969)
43 editions published between 1969 and 2000 in English and Undetermined and held by 2,726 WorldCat member libraries worldwide
"In this volume we have tried to present, as briefly and as clearly as possible, a synthesis, or summing up, of our work in child psychology. A book such as this seemed to us particularly desirable since our published studies have been spread out over a number of volumes, some of them quite lengthy and some of them fairly difficult to read. This little book, of course, is not meant to be a substitute for reading the other volumes. But it represents, we believe, a useful introduction to the questions we have studied and will enable the reader to gain an adequate understanding of what we have learned in our investigation."--Jean Piaget (March 1969)
The construction of reality in the child by
Jean Piaget(
Book
)
177 editions published between 1911 and 2013 in 5 languages and held by 2,668 WorldCat member libraries worldwide
Also published as "The construction of reality in the child", New York : Basic Books, 1954
177 editions published between 1911 and 2013 in 5 languages and held by 2,668 WorldCat member libraries worldwide
Also published as "The construction of reality in the child", New York : Basic Books, 1954
The psychology of intelligence by
Jean Piaget(
Book
)
84 editions published between 1947 and 2015 in English and held by 2,475 WorldCat member libraries worldwide
Think of developmental psychology, and the name of Jean Piaget immediately springs to mind. His theory of learning lies at the very heart of the modern understanding of the human learning process, and he is celebrated as the founding father of child psychology. A prolific writer, he is the author of more than 50 books and several hundred articles. This work is one of his most important works. Containing a complete synthesis of his thoughts on the mechanisms of intellectual development, it is an extraordinary volume by an extraordinary writer
84 editions published between 1947 and 2015 in English and held by 2,475 WorldCat member libraries worldwide
Think of developmental psychology, and the name of Jean Piaget immediately springs to mind. His theory of learning lies at the very heart of the modern understanding of the human learning process, and he is celebrated as the founding father of child psychology. A prolific writer, he is the author of more than 50 books and several hundred articles. This work is one of his most important works. Containing a complete synthesis of his thoughts on the mechanisms of intellectual development, it is an extraordinary volume by an extraordinary writer
Play, dreams and imitation in childhood by
Jean Piaget(
Book
)
63 editions published between 1951 and 2013 in English and Undetermined and held by 2,257 WorldCat member libraries worldwide
"Piaget's work is a cornerstone in development. His writing is long and laborious. He takes six pages to tell us that a 2 month old exhibits imitation behaviors. He was not an expert in parsimony. In his defense the translation from French is a bit awkward. What French I can read, of his work it is smoother than this translation. Case study gold, quoted as fact as if he had done something more significant than watch his own children and write down their behavior. No experimentally designed trials here. It's funny the same people and institutions who tout his great methods of research criticize Freud for his exact same research method: the case study. Many devout Piaget loyalists have never even read his original work. They've only been exposed to his work by text books in class. For this reason alone, I urge everyone to read as much source material as possible. Piaget is no exception. Get it, read it, make your own interpretation. Love it or hate it, you'll be wiser for the effort"--Amazon.com
63 editions published between 1951 and 2013 in English and Undetermined and held by 2,257 WorldCat member libraries worldwide
"Piaget's work is a cornerstone in development. His writing is long and laborious. He takes six pages to tell us that a 2 month old exhibits imitation behaviors. He was not an expert in parsimony. In his defense the translation from French is a bit awkward. What French I can read, of his work it is smoother than this translation. Case study gold, quoted as fact as if he had done something more significant than watch his own children and write down their behavior. No experimentally designed trials here. It's funny the same people and institutions who tout his great methods of research criticize Freud for his exact same research method: the case study. Many devout Piaget loyalists have never even read his original work. They've only been exposed to his work by text books in class. For this reason alone, I urge everyone to read as much source material as possible. Piaget is no exception. Get it, read it, make your own interpretation. Love it or hate it, you'll be wiser for the effort"--Amazon.com
The grasp of consciousness : action and concept in the young child by
Jean Piaget(
Book
)
62 editions published between 1974 and 2016 in 4 languages and held by 2,210 WorldCat member libraries worldwide
In this volume, the world's foremost cognitive psychologist turns his attention to the development of the child's awareness of his own action. The book reports the results of experimentation conducted at the world-famed Center of Genetic Epistemology in Geneva, to distinguish between the child's ability to perform the actions required by a simple task and the child's understanding of the rationale behind the action. Children, ranging in age between four and adolescence, were asked to perform such tasks as walking on all fours, playing tiddlywinks, building a ramp for a toy car. They were then asked to explain how they had performed the task and in some cases to instruct the interviewer. Their answers show a number of surprising inaccuracies in the child's ability to grasp the nature of what he had done. Taking a broad view of his results, Piaget shows that they reveal several stages in the slow and gradual development of the child's conceptualization of his actions. In analyzing each stage, Piaget argues that the child's concept of his own action cannot be considered a simple matter of "enlightenment," but must be actively reconstructed from his experience. This view has always been at the core of Piaget's work, and it is here extended into an interesting new area of the child's mental world.-- Book Jacket
62 editions published between 1974 and 2016 in 4 languages and held by 2,210 WorldCat member libraries worldwide
In this volume, the world's foremost cognitive psychologist turns his attention to the development of the child's awareness of his own action. The book reports the results of experimentation conducted at the world-famed Center of Genetic Epistemology in Geneva, to distinguish between the child's ability to perform the actions required by a simple task and the child's understanding of the rationale behind the action. Children, ranging in age between four and adolescence, were asked to perform such tasks as walking on all fours, playing tiddlywinks, building a ramp for a toy car. They were then asked to explain how they had performed the task and in some cases to instruct the interviewer. Their answers show a number of surprising inaccuracies in the child's ability to grasp the nature of what he had done. Taking a broad view of his results, Piaget shows that they reveal several stages in the slow and gradual development of the child's conceptualization of his actions. In analyzing each stage, Piaget argues that the child's concept of his own action cannot be considered a simple matter of "enlightenment," but must be actively reconstructed from his experience. This view has always been at the core of Piaget's work, and it is here extended into an interesting new area of the child's mental world.-- Book Jacket
The essential Piaget by
Jean Piaget(
Book
)
37 editions published between 1977 and 1995 in English and held by 2,104 WorldCat member libraries worldwide
Here, truly, is the essential Piaget - a distillation of the eminent Genevan's extraordinary legacy to modern psychological knowledge. This generous selection of the most important of Piaget's writings, spanning a period of some seventy years, organizes the core of his remarkable contribution in a way that clarifies and illuminates his aims, ideas, and underlying themes
37 editions published between 1977 and 1995 in English and held by 2,104 WorldCat member libraries worldwide
Here, truly, is the essential Piaget - a distillation of the eminent Genevan's extraordinary legacy to modern psychological knowledge. This generous selection of the most important of Piaget's writings, spanning a period of some seventy years, organizes the core of his remarkable contribution in a way that clarifies and illuminates his aims, ideas, and underlying themes
The child and reality : problems of genetic psychology by
Jean Piaget(
Book
)
81 editions published between 1972 and 1983 in 5 languages and held by 1,996 WorldCat member libraries worldwide
In this book Piaget considers the way children learn about the world. He addresses such questions as the following: How does a child learn to perceive the world around him? How, for example, does he learn that by grasping an object, he can pull it towards him, or that a ball of clay, flattened, is no smaller than it was before? How does he learn to coordinate his muscles? To speak? To hold notions of right and wrong? Chapters include "Time and the Intellectual Development of the Child, ""Affective Unconscious and Cognitive Unconscious, ""The Stages of Intellectual Development in the Child and Adolescent, ""Child Praxis, ""Perception, Learning, and Empiricism, "Language and Intellectual Operations, ""What Remains of the Gestalt Theory, ""The Necessity and Significance of Comparative Research in Genetic Psychology," and "Life and Thought." (Hod)
81 editions published between 1972 and 1983 in 5 languages and held by 1,996 WorldCat member libraries worldwide
In this book Piaget considers the way children learn about the world. He addresses such questions as the following: How does a child learn to perceive the world around him? How, for example, does he learn that by grasping an object, he can pull it towards him, or that a ball of clay, flattened, is no smaller than it was before? How does he learn to coordinate his muscles? To speak? To hold notions of right and wrong? Chapters include "Time and the Intellectual Development of the Child, ""Affective Unconscious and Cognitive Unconscious, ""The Stages of Intellectual Development in the Child and Adolescent, ""Child Praxis, ""Perception, Learning, and Empiricism, "Language and Intellectual Operations, ""What Remains of the Gestalt Theory, ""The Necessity and Significance of Comparative Research in Genetic Psychology," and "Life and Thought." (Hod)
Judgment and reasoning in the child by
Jean Piaget(
Book
)
85 editions published between 1928 and 2015 in English and held by 1,914 WorldCat member libraries worldwide
Over a period of six decades, Jean Piaget conducted a program of naturalistic research that has profoundly affected our understanding of child development
85 editions published between 1928 and 2015 in English and held by 1,914 WorldCat member libraries worldwide
Over a period of six decades, Jean Piaget conducted a program of naturalistic research that has profoundly affected our understanding of child development
The child's conception of number by
Jean Piaget(
Book
)
57 editions published between 1941 and 2013 in English and held by 1,867 WorldCat member libraries worldwide
Based on the hypothesis that the construction of number is closely related to the development of logic, this book records a series of experiments investigating classes, relations, and numbers as cognitive domains. The author finds that number is organized, stage after stage, in close connection with the gradual elaboration of systems of inclusions (hierarchy of logical classes) and systems of asymmetrical relations (qualitative seriations), the sequence of numbers thus results from an operational synthesis of classification and seriation. Logical and arithmetical operations therefore constitute a single system that is psychologically natural, the second resulting from generalization and fusion of the first, under the two complementary headings of inclusions of classes and seriation of relations. When the child applies these operations to sets that are defined by the qualities of their elements, he is compelled to consider separately classes and asymmetrical relations hence, the dualism of logic of classes and logic of asymmetric relations relations. But when the same system is applied to sets irrespective of their qualities, the fusion of inclusion and seriation of the elements into a single operation totality occurs, and this totality constitutes the sequence of whole numbers, which are indissociably cordinal and ordinal. (Br)
57 editions published between 1941 and 2013 in English and held by 1,867 WorldCat member libraries worldwide
Based on the hypothesis that the construction of number is closely related to the development of logic, this book records a series of experiments investigating classes, relations, and numbers as cognitive domains. The author finds that number is organized, stage after stage, in close connection with the gradual elaboration of systems of inclusions (hierarchy of logical classes) and systems of asymmetrical relations (qualitative seriations), the sequence of numbers thus results from an operational synthesis of classification and seriation. Logical and arithmetical operations therefore constitute a single system that is psychologically natural, the second resulting from generalization and fusion of the first, under the two complementary headings of inclusions of classes and seriation of relations. When the child applies these operations to sets that are defined by the qualities of their elements, he is compelled to consider separately classes and asymmetrical relations hence, the dualism of logic of classes and logic of asymmetric relations relations. But when the same system is applied to sets irrespective of their qualities, the fusion of inclusion and seriation of the elements into a single operation totality occurs, and this totality constitutes the sequence of whole numbers, which are indissociably cordinal and ordinal. (Br)
The child's conception of time by
Jean Piaget(
Book
)
88 editions published between 1927 and 2013 in 5 languages and held by 1,821 WorldCat member libraries worldwide
This book was first published in 1969
88 editions published between 1927 and 2013 in 5 languages and held by 1,821 WorldCat member libraries worldwide
This book was first published in 1969
The child's conception of physical causality by
Jean Piaget(
Book
)
78 editions published between 1929 and 2017 in English and held by 1,753 WorldCat member libraries worldwide
"The Child's Conception of Physical Causality, part of the very beginning of the ground-breaking work of the Swiss naturalist Jean Piaget, is filled with creative experimental ideas for probing the most sophisticated ways of thinking in children. The strength of Piaget's research is evident in this collection of empirical data, systematically organized by tasks that illuminate how things work. In his new introduction, Jaan Valsiner observes that Piaget had no grand theoretical aims, yet the book's simple power cannot be ignored. Piaget's contribution to developmental psychology was his "clinical method"--A tactic that integrated relevant aspects on naturalistic experiment, interview, and observation. Through this systematic inquiry, we gain insight into children's thinking."--Jacket
78 editions published between 1929 and 2017 in English and held by 1,753 WorldCat member libraries worldwide
"The Child's Conception of Physical Causality, part of the very beginning of the ground-breaking work of the Swiss naturalist Jean Piaget, is filled with creative experimental ideas for probing the most sophisticated ways of thinking in children. The strength of Piaget's research is evident in this collection of empirical data, systematically organized by tasks that illuminate how things work. In his new introduction, Jaan Valsiner observes that Piaget had no grand theoretical aims, yet the book's simple power cannot be ignored. Piaget's contribution to developmental psychology was his "clinical method"--A tactic that integrated relevant aspects on naturalistic experiment, interview, and observation. Through this systematic inquiry, we gain insight into children's thinking."--Jacket
The growth of logical thinking from childhood to adolescence : an essay on the construction of formal operational structures by
Bärbel Inhelder(
Book
)
67 editions published between 1958 and 2013 in English and held by 1,704 WorldCat member libraries worldwide
This book has two aims: to set forth a description of changes in logical operations between childhood and adolescence and to describe the formal structures that mark the completion of the operational development of intelligence. To tie these together the authors have tried to present the material in a way that would stress the close relationship between the two. Each of the first fifteen chapters (Parts I and II) includes an experimental part by the first author and a brief final analysis by the second author. This analysis aims to isolate the formal or propositional structures found in each case. Chapters 16 and 17 (beginning of Part III) are the work of the second author, whereas Chapter 18 is a joint production. In addition, the specific problems of experimental induction analyzed from a functional standpoint (as distinguished from the present structural analysis) will be the subject of a special work by the first author. (PsycINFO Database Record (c) 2004 APA, all rights reserved)
67 editions published between 1958 and 2013 in English and held by 1,704 WorldCat member libraries worldwide
This book has two aims: to set forth a description of changes in logical operations between childhood and adolescence and to describe the formal structures that mark the completion of the operational development of intelligence. To tie these together the authors have tried to present the material in a way that would stress the close relationship between the two. Each of the first fifteen chapters (Parts I and II) includes an experimental part by the first author and a brief final analysis by the second author. This analysis aims to isolate the formal or propositional structures found in each case. Chapters 16 and 17 (beginning of Part III) are the work of the second author, whereas Chapter 18 is a joint production. In addition, the specific problems of experimental induction analyzed from a functional standpoint (as distinguished from the present structural analysis) will be the subject of a special work by the first author. (PsycINFO Database Record (c) 2004 APA, all rights reserved)
The developmental psychology of Jean Piaget by
John H Flavell(
Book
)
13 editions published between 1963 and 1973 in English and held by 29 WorldCat member libraries worldwide
"The major purpose of the book is simply to speak clearly for Piaget to anyone who has reasons to listen to what he has to say and who has some background and sophistication in psychology or related disciplines. Who might such a reader be? He certainly might be a psychologist--budding or full-fledged, by vocation or by avocation, with child-developmental interests but also with other interests. He might also be a student of education, psychiatry, philosophy, sociology, and perhaps other fields; Piaget has done and said things which have implications well beyond the boundaries of psychology proper. The book has a secondary aim, important but nonetheless secondary: to evaluate Piaget's work, both methodologically and in view of related work done by others. The first ten chapters serve the primary objective, while the last two, and particularly the last one, attempt to fulfill the secondary aim"--Preface
13 editions published between 1963 and 1973 in English and held by 29 WorldCat member libraries worldwide
"The major purpose of the book is simply to speak clearly for Piaget to anyone who has reasons to listen to what he has to say and who has some background and sophistication in psychology or related disciplines. Who might such a reader be? He certainly might be a psychologist--budding or full-fledged, by vocation or by avocation, with child-developmental interests but also with other interests. He might also be a student of education, psychiatry, philosophy, sociology, and perhaps other fields; Piaget has done and said things which have implications well beyond the boundaries of psychology proper. The book has a secondary aim, important but nonetheless secondary: to evaluate Piaget's work, both methodologically and in view of related work done by others. The first ten chapters serve the primary objective, while the last two, and particularly the last one, attempt to fulfill the secondary aim"--Preface
Three theories of child development : the contributions of Erik H. Erikson, Jean Piaget, and Robert R. Sears, and their applications by
Henry W Maier(
Book
)
8 editions published between 1965 and 1969 in English and Undetermined and held by 10 WorldCat member libraries worldwide
This study builds upon the belief that a human being is a manifold between being who acts, feels, and thinks. No one account about human development, whether behavioral, psychodynamic, or cognitive, can fully explain human development. This book is written with the conviction that study, research, and actual work with children or youth should build upon that which is already known
8 editions published between 1965 and 1969 in English and Undetermined and held by 10 WorldCat member libraries worldwide
This study builds upon the belief that a human being is a manifold between being who acts, feels, and thinks. No one account about human development, whether behavioral, psychodynamic, or cognitive, can fully explain human development. This book is written with the conviction that study, research, and actual work with children or youth should build upon that which is already known
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fewer
Audience Level
| 0 |
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1 | ||
| Kids | General | Special | ||
Related Identities
- Inhelder, Bärbel Other Contributor Author of introduction Honoree Author Editor Creator Collector
- Furth, Hans G. Author
- Elkind, David 1931- Other Translator Editor Author of introduction Author of screenplay Author Host Narrator
- Erikson, Erik H. (Erik Homburger) 1902-1994 Editor
- Kamii, Constance Interviewee Author
- Vygotskiĭ, L. S. (Lev Semenovich) 1896-1934 Other Author
- Wadsworth, Barry J. Illustrator Author
- Ginsburg, Herbert Author
- Opper, Sylvia
- Kohlberg, Lawrence 1927-1987
Useful Links
Associated Subjects
Adolescent psychology Arithmetic--Study and teaching (Elementary) Baldwin, James Mark, Biology Bovet, Pierre, Causation Character tests Child development Child psychology Children Children and sex Children--Language Cognition in children Drawing ability in children Durkheim, Émile, Earth (Planet) Education Educational psychology Education--Philosophy Emotions in children Erikson, Erik H.--(Erik Homburger), Fauconnet, Paul, Freud, Sigmund, Games--Psychological aspects Imagery (Psychology) in children Imitation Intellect Knowledge, Theory of Knowledge, Theory of, in children Learning, Psychology of Lévi-Strauss, Claude Logic Moral development Moral education Moral realism Number concept Number concept in children Number concept--Study and teaching (Elementary) Physics Piaget, Jean, Play Reasoning (Psychology) Sears, Robert R.--(Robert Richardson) Structuralism Symbolism Symbolism (Psychology) in children Teachers--Training of Teaching Time Time perception in children
Alternative Names
Biyāǧa, Ǧān 1896-1980
Biyāǧih, Ǧān 1896-1980
Biyāžīh, Žān 1896-1980
Byāǧa, Ǧān 1896-1980
Byāǧih, Ǧān 1896-1980
Byāžīh, Žān 1896-1980
Ioannes Piaget
Jan Piaje
Jean Piaget
Jean Piaget ahli biologi asal Swiss
Jean Piaget psicologo, biologo e pedagogista svizzero
Jean Piaget Psicólogo, epistemólogo y biólogo suizo
Jean Piaget psychologue, logicien, biologiste, épistémologue et professeur d'université suisse
Jean Piaget psycholoog uit Zwitserland (1896-1980)
Jean Piaget Schweizer Entwicklungspsychologe
Jean Piaget Swiss psychologist, biologist, logician, philosopher & academic
Jean Piaget szwajcarski psycholog
P‘ ei-ya-hsieh
Pʻei-ya-hsieh 1896-1980
Pi-a-je 1896-1980
Pʿi-ya-chieh
Pʻi-ya-chieh 1896-1980
Piaget
Piaget, J.
Piaget, J. 1896-1980
Piaget, J. (Jean), 1896-1980
Piaget, J. P. 1896-1980
Piaget, J. P. (Jean P.), 1896-1980
Piaget, Jan.
Piaget Jean
Piaget, Jean 1896-1980)
Piaget, Jean P. 1896-1980
Piaget, Jean William Fritz 1896-1980
Pʿiaje
Pʻiaje 1896-1980
Piaže, Žan.
Piaže, Žan 1896-1980
Piažē, Žans 1896-1980
Piaze, Zhan
Piʼaz'eh, Z'an 1896-1980
Piazhe, Zhan
Piazhe, Zhan 1896-1980
Pijaže, Žan.
Piyajie 1896-1980
Piyajie, J. 1896-1980
Ppiaje
Ppiaje 1896-1980
Pyagʹeh, Gʹan 1896-1980
Žan Pijaže
Žans Piažē šveiciešu psihologs un filozofs
Ζαν Πιαζέ
Ζαν Πιαζέ Ελβετός ψυχολόγος, βιολόγος και φιλόσοφος.
Πιαζέ, Ζαν
Πιαζέ, Ζαν, 1896-1980
Жан Пиаже
Жан Пијаже
Жан Піаже
Жан Піаже швейцарський психолог і філософ
Жан Піяжэ
Пиаже, Жан
Пиаже, Жан 1896-1980
Ժան Պիաժե
ז'אן פיאז'ה
פיאז׳ה, ז׳אן
פיאז׳ה, ז׳אן 1896־
פיאז'ה, ז'ן 1896-1980
بياجه، جان
بياجي, جان
بياچيه, چان 1896-1980
جان بياجيه
جان بياجيه، 1896-1980
ژان پیاژه
ژان پیاژێ
ژەان پاگەت
ज़ाँ प्याज़े
জঁ পিয়াজেঁ Swiss philosopher; developmental psychologist
ਜੌਂ ਪੀਆਜੇ
ജീൻ പിയാഷെ
ජීන් පියාජේ
ฌ็อง ปียาแฌ
ჟან პიაჟე
삐아제, 장 1896-1980
삐아제, 쟝 1896-1980
장 피아제
피아제, 장 1896-1980
피아제, 쟝 1896-1980
ジャン・ピアジェ
ピアジェ, J.
ピアジェ, ジャン
ピアジエ, J.
尚·皮亞傑
皮亚杰
皮亞杰 1896-1980
让·皮亚杰
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