Necessite Et Signification Des Recherches Comparatives En Psychologie Genetique
Titel:
Necessite Et Signification Des Recherches Comparatives En Psychologie Genetique
Auteur:
Piaget, Jean
Verschenen in:
International journal of psychology
Paginering:
Jaargang 1 (1966) nr. 1 pagina's 3-13
Jaar:
1966
Inhoud:
Need and meaning of comparative studies in genetic psychology. The comparative studies in the field of genetic psychology are indispensable for Psychology in general and also for Sociology, because only such studies allow us to separate the effects of biological or mental factors from those of social and cultural influences on the formation and the socialization of individuals. Relevant to this discussion is the well-known issue between culturalistic psychoanalysts like Fromm, Homey, etc., and classical freudian psychoanalysts who reduce the whole individual development to an endogenous evolution of instinct. In the field of cognitive functions to which this paper is devoted, at least four kinds of various factors must be distinguished, the respective influences of which can be separated through comparative studies: 1. Biological factors depending on the “epigenetic” system (maturation of nervous system, etc.). These factors probably explain the sequential aspects (constant and necessary order) of the stages in the development of operative intelligence. However, if only these factors were acting, the stages would not only appear in a sequence, but at the same ages, whereas in fact, the ages where a stage appears differ from one environment to another. 2. Equilibration or autoregulation factors, determining behavior and thought in their various specific activities. They correspond to the sequential forms in general coordination of the actions of individuals as interacting with their physical environment; such intervening regulations are probably at the origin of the mental operations themselves, especially logical -mathematical operations. 3. General socialization factors, which are identical for all societies: cooperations-discussions-oppositions-exchanges, etc., between children or between adults or between adults and children. These factors 3 are closely related with the factors 2, because the general coordination of actions concerns inter-individual as so as intra-individual actions. 4. Factors related to educational and cultural transmission, which differ from one society to another; they are those we usually have in mind when we say briefly “social factors”.
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