Philosophers and scientists seeking to conceptualize consciousness, and subjective experience in particular, have focused on sensation and perception, and have emphasized binding--how a percept holds together. Building on a constructivist approach to conception centered on separistic-holistic complexes incorporating multiple levels of abstraction,…

The major tenets of Piagetian theory, such as adaptation and constructionism, are compatible with a cross-cultural approach to the study of cognitive development, but there have been significant methodological and theoretical advances over the past 40 years. Piagetian theory directly influenced three phases of cross-cultural research, ranging from…

Contrasts holism, elementarism and Piaget's rationalism. Suggests Piaget's views are close to those of transactionalism and that the key difference between Gestalt holistic structure and Piagetian operatory structure is whether the composition laws are additive or not. Piaget's version of structuralism (relationalism) is distinctive in being…

In this article, we trace the development of Hatano's research, focusing on the core of his research interest, namely, expertise, conceptual development, and classroom learning. He held both Piagetian constructivist views and Vygotskian sociocultural perspectives in balance, and preferred to study human cognition executed in everyday life. This…

Notes that the pragmatist approach to the study of mind is represented in psychology by Piaget's action orientation. Believes, however, that American empiricists regularly misinterpreted Piaget's approach. Generally supports Barrouillet and Poirier's advocacy of Piaget's orientation, but presents some disagreements with Barrouillet and Poirier as…

Developmentalists have overlooked the problem of the real impermanence of things. Though the metaphor of impermanence is central to Piagetian and neo-nativist accounts of representation, the development of the understanding of impermanence is unstudied. This article proposes that the development of the concept of impermanence is distinct from the…

Suggests some difficulties and challenges in understanding and teaching Piaget's new theory. Outlines some differences between Piaget's new and standard theories, such as the diminished status of the emergent skills that mark the onset of concrete operational thinking and the perception of achievements in concrete operations as empirical…

Examines the role attributed to cultural mediation in Piaget's and Vygotsky's theories. Mediation of human action by cultural artifacts was central to Vygotsky's account of human development, but less important for Piaget. Vygotsky's claims regarding social origins of individual mental processes need to be understood in light of claims regarding…

Piaget's theory has been characterized as descriptive and not explanatory, not qualifying as causal explanation. Piaget was consistent in showing how his theory was both explanatory and causal. Vygotsky also endorsed causal-genetic explanation but, on the basis of knowledge of only Piaget's earliest works, he claimed that Piaget's theory was not…

Constructivist theory must choose between the hypothesis that felt perturbation drives cognitive development (the priority of felt perturbation) and the hypothesis that the particular process that eventually produces new cognitive structures first produces felt perturbation (the continuity of process). There is ambivalence in Piagetian theory…

Compares Piaget's and Vygotsky's interpretations of transmission and transformation. Notes that differences are apparent in the preformation of knowledge, availability of a third alternative to nature and culture, and unity and identity in social interaction. Vygotsky was concerned about the novel transformation of the learner; Piaget, with the…

Piaget's last two works may add a new level of coherence and generality to his theories, which are grounded in an insight about the interdependence of reality and knowledge about reality. Piaget expanded Kant's epistemology to encompass three systems operating in the frames of biology, psychology, and culture. (MDM)

Chronicles Piaget's and Vygotsky's criticism of each other's ideas on childhood egocentrism. Notes that genuine, critical dialog failed to develop because Piaget did not reply to Vygotsky's criticism at first. Five reasons for his reticence are considered: (1) a language barrier; (2) lack of knowledge; (3) quality of the criticism; (4) ideology;…

Because developmental theories of Vygotsky, Piaget, and Bandura are far more complex than much of the empirical work based on them, researchers have concentrated on relatively narrow aspects of each man's ideas, in the process magnifying the differences between them. Nevertheless, basic differences do exist in each theorist's conceptualization of…

Agrees with proposition of Tudge and Winterhoff in the previous article that the differences between the developmental theories of Vygotsky, Piaget, and Bandura have been exaggerated over the last 30 years. Perceived differences that distinguished these theories in the early 1960s have diminished dramatically, due in part to the later work of the…