History of psychology. The teachings of J. Piaget on the development of intelligence (the most important)

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History of psychology. The teachings of J. Piaget on the development of intelligence (the most important)

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67. THE TEACHING OF J. PIAGET ON THE DEVELOPMENT OF INTELLIGENCE

Swiss psychologist Jean Piaget studied intelligence from the point of view of a structural-genetic approach. Jean Piaget created the most profound doctrine of intelligence. He built his research at the intersection of several psychological directions: behaviorism (reaction was replaced by operation), Gestalt psychology and the teachings of P. Janet (from whom the principle of interiorization was borrowed). The intellectual development of a child, according to J. Piaget, was based on the development of his speech and thinking. From this it was concluded that up to a certain age, a child’s reasoning is egocentric, while an adult thinks socially. J. Piaget was the first to suggest studying not what a child thinks about, but how he thinks. The intellect of a healthy, full-fledged person cannot be destroyed; simply a transition to a higher level of development contributes to the emergence of new ways of assimilation and processing of information. According to J. Piaget, more mature intelligence has a complicated development pattern.

J. Piaget put forward the version that the egocentrism inherent in the child is overcome in the process of his socialization. Based on this, we can talk about the internalization of external actions, i.e., thinking through one's actions. He singled out 4 main stages of the development of intelligence.

I. Sensorimotor stage (from birth to 1,5-2 years).

II. Preoperative stage (from 2 to 7 years).

III. Stage of concrete operations (from 7 to 11-12 years).

IV. Stage of formal operations (from the age of 12 until the end of life).

Each stage has its own characteristics and features.

Stage I - information comes through the senses ("to the touch").

Stage II differs in that as the child grows older, the child begins to speak, the main symbol is now the word, each object has its own sign (color, shape), and childish egocentrism appears.

Stage III - logical thinking appears, the ability to classify and generalize appears.

Stage IV is characterized by some past experience on which a person relies, decision-making becomes logical, the formation of abstract thinking.

J. Piaget considered the intellect to be a living biological structure, thanks to which a person is able to perceive certain knowledge at each stage of his development, this is a kind of process of adaptation to the outside world. Human development largely depends on its activity. J. Piaget was the first of the scientists to abandon the quantitative measurement of intelligence. He compared the structure of the intellect to a four-level barrel, which can only be filled up to the second level (knowledge and skills). You can constantly fill this barrel, but in this case, knowledge will overflow, and skills will remain. He believed that a senseless "build-up" of intelligence could lead to the opposite process.

Author: Anokhina Z.V.

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