What Is the Connection Between Learning and Cognition?

This book is about learning, but it is by no means the usual learning in the literal sense. It is not only different from the traditional learning and conditioning of the United States and Russia, but also different from the pedagogical process necessary for successful school education. In fact, it may be more appropriate to say that this book is about development, but the development referred to here is more in line with the development of the structural stages described in J. Piaget's related works on children's cognitive development. It explains the mechanism that guarantees the transition of individual cognitive development from one stage to the next. In the book, the stages and transitions shown by the authors are so slow that literate readers can decompose this change in cognitive development into more subtle sub-structures.

Learning and Cognitive Development

In fact, there are very few cases where an original structure can be directly divided into substructures just like natural numbers are naturally decomposed into negative and rational numbers. On the contrary, one of the main findings of this book is that the substructures dominated by children-at a certain period of time, they are relatively independent of each other, but there are some corresponding relationships-to achieve a complex interaction New levels of balance tend to combine into a high-level system. This book explains this in detail through a series of experiments on logical operations and operations under logic.

Piaget, as one of the two most influential psychologists of the 20th century ("Time" weekly, and the other is Freud), his epistemological thought had a profound impact on psychology. This book is the No. 2 figure of Piaget School, an experimental demonstration of Piaget's thought by B. Ingelder and two other psychologists. The content involves general theories of cognitive development and learning, and experiments from the perspectives of continuous quantity, one-to-one correspondence, continuous quantity conservation speech training procedures, cross-cultural conservation development, and basic number conservation. This book proves Piaget's view of learning from an experimental perspective: learning requires a certain psychological structure as a basis.

Total order

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Chinese version preface 1 (with original text)

Chinese Edition Preface 2 (with original text)

Translator order

sequence

Introduction: Cognitive Development and Learning Theory

Chapter 1. Concept of Conservation of Continuous Quantities: From Observation to Reasoning

Chapter Two From One-to-One Correspondence to Conservation of Physical Quantities

Chapter 3 From Number Equality to Material Conservation

Chapter 4 Conversational Conservation Language Training Program

Chapter 5: Cross-cultural Studies of Conservation Concepts: Continuum and Length