Volume 14 · Number 1 · Pages 89–93
Author’s Response: Experimental Epistemé, Temporality and Magic Interaction

Marc J. Ratcliff

Log in to download the full text for free

> Citation > Similar > References > Add Comment

Abstract

Abstract: To unify the diverse commentaries, I show that (1) Piaget attempted to synthesize under one unified model thousands of observations and experiments, an experimental epistemé different from the many experimental epistemés that characterize contemporary research; (2) Piaget tackled the issue of time in several works, although he did not pay strong attention to beginnings and endings of actions; (3) He did not endorse magic interaction rhetoric but took into account the role of social factors in development, and in his experiments with infants, used several strategies to control his own influence on the child.

Citation

Ratcliff M. J. (2018) Author’s response: Experimental epistemé, temporality and magic interaction. Constructivist Foundations 14(1): 89–93. http://constructivist.info/14/1/089

Export article citation data: Plain Text · BibTex · EndNote · Reference Manager (RIS)

References

Bang V. (1966) La méthode clinique et la psychologie de l’enfant. In: Bresson F. & de Montmollin M. (eds.) Psychologie et épistémologie génétiques. Dunod, Paris: 67–81. ▸︎ Google︎ Scholar
Haith M. M. (1998) Who put the cog in infant cognition? Is rich interpretation too costly? Infant Behavior & Development 21: 167-l79. ▸︎ Google︎ Scholar
Inhelder B. & Cellérier G. (eds.) (1992) Le cheminement des découvertes de l’enfant (recherche sur les microgenèses cognitives). Delachaux & Niestlé, Neuchâtel. ▸︎ Google︎ Scholar
Kitchener R. (2009) On the concept(s) of the social in Piaget. In: Müller U., Carpendale J. & Smith L. (eds.). The Cambridge companion to Piaget. Cambridge University Press, Cambridge: 110–131. ▸︎ Google︎ Scholar
Leibovich T., Katzin N., Harel M. & Henik A. (2017) From “sense of number” to “sense of magnitude”: The role of continuous magnitudes in numerical cognition. Behavioral and Brain Sciences 40: 1–62. ▸︎ Google︎ Scholar
Piaget J. (1928) Logique génétique et sociologie. Revue philosophique de la France et de l’étranger 53(105): 168–205. ▸︎ Google︎ Scholar
Piaget J. (1929) The child’s conception of the world. Routledge, London. French original published as: Piaget J. (1926) La représentation du monde chez l’enfant. Alcan, Paris. ▸︎ Google︎ Scholar
Piaget J. (1950) Introduction à l’epistémologie génétique. Three volumes. Presses Universitaires de France, Paris. ▸︎ Google︎ Scholar
Piaget J. (1951) Play, dreams and imitation in childhood. Routledge, London. French original published as: Piaget J. (1945) La formation du symbole chez l’enfant. Delachaux & Niestlé, Neuchâtel & Paris. ▸︎ Google︎ Scholar
Piaget J. (1954) The construction of reality in the child. Basic Books, New York. French original published as: Piaget J. (1937) La construction du réel chez l’enfant. Delachaux & Niestlé, Neuchâtel & Paris. ▸︎ Google︎ Scholar
Piaget J. (1963) The origins of intelligence in children. Norton, New York. French original published as: Piaget J. (1936) La naissance de l’intelligence chez l’enfant. Delachaux & Niestlé, Neuchâtel & Paris. ▸︎ Google︎ Scholar
Piaget J. (1966) The psychology of intelligence. Second edition. Littlefield & Adams, Totowa NJ. French original published as: Piaget J. (1949) La psychologie de l’intelligence. Second edition. Colin, Paris. ▸︎ Google︎ Scholar
Piaget J. (1969) The child’s conception of time. Routledge, London. French original published as: Piaget J. (1946) Le développement de la notion de temps chez l’enfant. Presses Universitaires de France, Paris. ▸︎ Google︎ Scholar
Piaget J. (1995) Sociological studies. Routledge, London. French original published as: Piaget J. (1977) Etudes sociologiques. Second edition. Droz, Genève. ▸︎ Google︎ Scholar
Ratcliff M. (1995) Le développement de la temporalité chez l’enfant de deux à quatre ans. PhD thesis, Université de Genève. ▸︎ Google︎ Scholar
Ratcliff M. (1997) La construction des marqueurs temporels de l’action chez l’enfant de 2 à 4 ans. Enfance 2: 269–284. ▸︎ Google︎ Scholar
Ratcliff M. (2005) Différenciation des espaces d’auto et d’hétéro-référentialité chez l’enfant. In: Ducret J.-J. (ed.) Scolariser la petite enfance? SRED, Genève: 360–370. ▸︎ Google︎ Scholar
Ratcliff M. (2016) Raccourci analogique et reconstruction microhistorique: Les origines du laboratoire de psychologie expérimentale de Genève en 1892. Revue d’Histoire des Sciences Humaines 29: 249–272. ▸︎ Google︎ Scholar
Veneziano E. (2001) Interactions sociales et développement des connaissances. Intellectica 33: 161–170. ▸︎ Google︎ Scholar

Comments: 0

To stay informed about comments to this publication and post comments yourself, please log in first.