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diff --git a/books/psicologia/psychology-of-intelligence.mdwn b/books/psicologia/psychology-of-intelligence.mdwn index a725a4c..0693de4 100644 --- a/books/psicologia/psychology-of-intelligence.mdwn +++ b/books/psicologia/psychology-of-intelligence.mdwn @@ -2,6 +2,10 @@ * Author: Jean Piaget +## Main topics + +* Intelligence is reversible. + ## Logic and psychology An axiomatics is an exclusively hypothetico-deductive sci- @@ -70,3 +74,73 @@ but do not ensure their future conquests. 1 -- page 34 + +## Habit and sensori-motor intelligence + +Circular reaction: + + Let us imagine an infant in a cradle with a raised cover from which + hang a whole series of rattles and a loose string. The child grasps + this and so shakes the whole arrangement without expecting to do + so or understanding any of the detailed spatial or causal rela- + tions. Surprised by the result, he reaches for the string and + carries out the whole sequence several times over. J. M. Baldwin + called this active reproduction of a result at first obtained by + chance a “circular reaction”. The circular reaction is thus a typ- + ical example of reproductive assimilation. The first movement + executed and followed by its result constitutes a complete action, + which creates a new need once the objects to which it relates + have returned to their initial stage; these are then assimilated to + the previous action (thereby promoted to the status of a schema) + which stimulates its reproduction, and so on. Now this mechan- + ism is identical with that which is already present at the source + of elementary habits except that, in their case, the circular reac- + tion affects the body itself (so we will give the name “primary + circular reaction” to that of the early level, such as the schema of + thumb-sucking), whereas thenceforward, thanks to prehension, + it is applied to external objects (we will call this behaviour affect- + ing objects the “secondary circular reaction,” although we must + remember that these are not yet by any means conceived as + substances by the child). + + -- 110-112 + +Early intelligence: + + The routes between the subject and the object fol- + lowed by action, and also by sensori-motor reconstitutions and + anticipations, are no longer direct and simple pathways as at the + previous stages: rectilinear as in perception, or stereotyped and + uni-directional as in circular reactions. The routes begin to vary + and the utilisation of earlier schemata begins to extend further in + time. This is characteristic of the connection between means and + ends, which henceforth are differentiated, and this is why we + may begin to speak of true intelligence. But, apart from the + continuity that links it with earlier behaviour, we should note the + limitations of this early intelligence: there are no inventions or + discoveries of new means, but simply application of known + means to unforeseen circumstances. + + -- 114 + +Innovation: + + Two acquisitions characterise the next stage, both relating to + the utilisation of past experience. The assimilatory schemata so + far described are of course continually accommodated to + external data. But this accommodation is, so to speak, suffered + rather than sought; the subject acts according to his needs and + this action either harmonizes with reality or encounters resist- + ances which it tries to overcome. Innovations which arise for- + tuitously are either neglected or else assimilated to previous + schemata and reproduced by circular reaction. However, a time + comes when the innovation has an interest of its own, and this + certainly implies a sufficient stock of schemata for comparisons + to be possible and for the new fact to be sufficiently like the + known one to be interesting and sufficiently different to avoid + satiation. Circular reaction, then, will consist of a reproduction + of the new phenomenon, but with variations and active + experimentation that are intended precisely to extract from it its + new possibilities. + + -- 114 |