Origins, Trends and Perspectives of Historical-Epistemological Research on Piaget.

In this paper, several points of view are adopted to present the research directions of contemporary Piagetian historiography. This article first notes the immensity of the secondary literature (20'000 texts) related to Piaget's work, between empirical and historical-epistemological works. In order to get a more precise idea, we carried out various analyses of the scope of influence of his work: on the 2000 keywords of the thesaurus of secondary literature from 1945 to 2012; on the reception of Piaget's idea in France between 1920 and 1940; and on the disciplines of insertion of a thousand works from his private library, which were dedicated to him. These analyses corroborate Piaget's multidisciplinary impact in the 20th century science and culture and indicate the existence of an international Piagetian movement, which has not yet been studied. The factors of production and the recent orientations of the secondary literature are then discussed, showing the changes in the historiography of the last 50 years. Finally, future research directions are outlined between the exploitation of unknown archives and the use of a digital edition of Piaget's work, which is currently underway.

La relación entre afecto y cognición: perspectivas teóricas afecto y cognición / A relação entre afeto e cognição: perspectivas teóricas / The relation between affection and cognition: theoretical perspectives

O presente artigo pretende apresentar a relação entre afetividade e cognição nas perspectivas teóricas de Jean Piaget, da neurociência e de Lev Vygotsky. Na perspectiva teórica de Piaget, confere ênfase aos conceitos de interesse e assimilação. Já na perspectiva teórica da neurociência, a ênfase é colocada nas bases biológicas da aprendizagem. Ademais, problematiza o lugar da perspectiva histórico-cultural de Vygotsky, enfatizando os conceitos de significado e sentido no contexto conceitual da relação entre afeto e cognição. A partir do recorte feito, apresenta algumas possíveis contribuições de tais leituras dentro do tema trabalhado concernentes à relação entre afeto e cognição. Argumenta ainda que embora comportem diferenças, as três perspectivas explicitam a importância do afeto para a cognição. Nessa direção, conclui pela relevância das contribuições dadas pelas leituras de Piaget, Vygotsky e da neurociência. As fontes utilizadas são da literatura disponível sobre o tema.

En el presente artículo se pretende presentar la relación entre afectividad y cognición en las perspectivas teóricas de Jean Piaget, de la neurociencia y de Lev Vygotsky. En la perspectiva teórica de Piaget, confiere énfasis a los conceptos de interés y asimilación. En la perspectiva teórica de la neurociencia, el énfasis está colocado en las bases biológicas del aprendizaje. Además, problematiza el lugar de la perspectiva histórico-cultural de Vygotsky, enfatizando los conceptos de significado y sentido en el contexto conceptual de la relación entre afecto y cognición. A partir del recorte, presenta algunas posibles contribuciones de tales lecturas dentro del tema estudiado concernientes a la relación entre afecto y cognición. Argumenta que, aunque comporten diferencias, las tres perspectivas explicitan la importancia del afecto para la cognición. En esa dirección, se concluye por la relevancia de las contribuciones dadas por las lecturas de Piaget, Vygotsky y de la neurociencia. Las fuentes utilizadas son de la literatura disponible sobre el tema.

This article aims to present the relation between affection and cognition from the Jean Piaget, neuroscience and Lev Vygotsky's theoretical perspectives. From Piaget's theoretical perspective, it emphasizes the concepts of interest and assimilation. From the neuroscience theoretical perspective, emphasis is placed on the biological bases of learning. Furthermore, it problematizes the place of Vygotsky's historical-cultural perspective, emphasizing the concepts of meaning and sense in the conceptual context of the relation between affection and cognition. Based on the selection made, it presents some possible contributions of such readings within the theme discussed regarding the relation between affect and cognition. It also argues that although they have differences, the three perspectives explain the importance of affect for cognition. In this direction, it concludes that the contributions made by reading Piaget, Vygotsky and neuroscience are relevant. The sources used are from the available literature about the topic.

CoViD-19 effects on social-emotional development: Putative underlying mechanisms.

Early childhood is the timely and critical period in the growth of the human being when the trajectory of children's holistic development is traced, and the foundation for their future as well-established and productive adults is set. The CoViD-19 pandemic produced profound changes in everyday life almost everywhere in the world. The personal, social and societal restrictions imposed during the CoViD-19 pandemic unquestionably blunted early childhood development by depriving young children from normal and healthy attachments through secure relationships with parents, teachers and peers. Furthermore, the public health measures enacted to counter the spread of the pandemic (e.g., mandatory masking, lockdown) contributed to a lack of social interactions essential for childhood development, and provoked perceptions of psycho-emotional stress (e.g., objective fear of the masked interlocutor, perceived fear of abandonment) in the children, which may have hampered critical periods of development. Based on theoretical foundation and our observations in the field, we propose that early intervention support may have a significant impact on the development of children victims of the effect of the CoViD-19 pandemic.

The Evolution of Developmental Theories Since Piaget: A Metaview.

History counts and cannot be overlooked. As a case in point, the origins of major theoretical tensions in the field of developmental psychology are traced back to Piaget (1896-1980), who paved the way to major discoveries regarding the origins and development of cognition. His theory framed much of the new ideas on early cognitive development that emerged in the 1970s, in the footsteps of the 1960s' cognitive revolution. Here, I retrace major conceptual changes since Piaget and provide a metaview on empirical findings that may have triggered the call for such changes. Nine theoretical views and intuitions are identified, all in strong reaction to some or all of the four cornerstone assumptions of Piaget's developmental account (i.e., action realism, domain generality, stages, and late representation). As a result, new and more extreme stances are now taken in the nature-versus-nurture debate. These stances rest on profoundly different, often clashing theoretical intuitions that keep shaping developmental research since Piaget.

Piagetian's principles on moral development and its influence on the oral hygiene practices of Indian children: An embedded mixed-method approach.

BACKGROUND: Moral principles in children can influence their oral hygiene practices and can be beneficial in providing better oral health care. AIM: To assess the consistency of Piaget's moral development principles in Indian children aged 7 to 11 years and evaluate its influence on their oral hygiene practices. DESIGN: The first phase of the embedded mixed-method approach included telephone interviews of 50 children on eight situations of moral development as suggested by Jean Piaget. Children were categorised into heteronomous and autonomous moralities based on the content analysis. The second phase of the study included a semi-structured qualitative interview on knowledge and practice behaviour of children on oral hygiene maintenance. RESULTS: There was no significant difference in the overall moral development of children aged 7 to 9 years and 9 to 11 years (p = .57). Only 4.8% of girls had heteronomous morality, and a significant difference was noted between boys and girls (p = .014). There was a significant difference in the oral hygiene practices observed between heteronomous morality and autonomous morality children. CONCLUSION: Children were autonomous in their morality at 7 to 9 years of age. Children with autonomous morality performed better oral hygiene practices than children with heteronomous morality.

Three heads are better than one: cooperative learning brains wire together when a consensus is reached.

Theories of human learning converge on the view that individuals working together learn better than do those working independently. Little is known, however, about the neural mechanisms of learning through cooperation. We addressed this research gap by leveraging functional near-infrared spectroscopy to record the brain activity of triad members in a group simultaneously. Triads were instructed to analyze an ancient Chinese poem either cooperatively or independently. Four main findings emerged. First, we observed significant within-group neural synchronization (GNS) in the left superior temporal cortex, supramarginal gyrus, and postcentral gyrus during cooperative learning compared with independent learning. Second, the enhancement of GNS in triads was amplified when a consensus was reached (vs. elaboration or argument) during cooperative learning. Third, GNS was predictive of learning outcome at an early stage (156-170 s after learning was initiated). Fourth, social factors such as social closeness (e.g. how much learners liked one other) were reflected in GNS and co-varied with learning engagement. These results provide neuroscientific support for Piaget's theory of cognitive development and favor the notion that successful learning through cooperation involves dynamic consensus-building, which is captured in neural patterns shared across learners in a group.

Metaverse as a possible tool for reshaping schema modes in treating personality disorders.

Personality disorders (PD) are usually treated with face-to-face sessions and/or digital mental health services. Among many schools of therapies, schema therapy stands out because rather than simply targeting the symptoms of PD, it cordially targets the cause of PD and heals the early maladaptive schema, thus is exceptionally good at soothing emotional disturbances before enacting cognitive restructuring, resulting in long-term efficacy. However, according to Piaget's genetic epistemology, the unmet needs lie in the fact that the schemata that determine the adaptive behavior can only be formed in the interaction with the real world that the patient is living in and reconsolidated by the feedback from the object world upon the patient's newly-formed behavior. Therefore, in order to reshape the patient's schema modes to support adaptive behavior and regain emotional regulation capabilities of the healthy adult, one may have to reconstruct the object world surrounding the patient. Metaverse, the bestowed successor to the Internet with the cardinal feature of "the sense of full presence," can become a powerful tool to reconstruct a new object world for the patient with the prescription of a psychotherapist, so as to transform the treatment techniques in schema therapy into the natural autobiographical experiences of patients in the new object world, thus gradually reshape the patient's schema modes that can ultimately result in an adaptive, and more inclusive, interaction with the real world. This work describes the underlying theory, the mechanism, the process, and ethical considerations of such promising technology for the not-too-far future.

A Schema-Based Robot Controller Complying With the Constraints of Biological Systems.

This article reports on the early stages of conception of a robotic control system based on Piaget's schemas theory. Beyond some initial experimental results, we question the scientific method used in developmental robotics (DevRob) and argue that it is premature to abstract away the functional architecture of the brain when so little is known about its mechanisms. Instead, we advocate for applying a method similar to the method used in model-based cognitive science, which consists in selecting plausible models using computational and physiological constraints. Previous study on schema-based robotics is analyzed through the critical lens of the proposed method, and a minimal system designed using this method is presented.

Identidad personal en niños y adolescentes: estudio cualitativo / Personal identity in children and adolescents: a qualitative study / Identidade pessoal em crianças e adolescentes: estudo qualitative

Resumen (analítico) La construcción de identidad personal es un proceso evolutivo. Escasas investigaciones estudian este proceso en la infancia. El objetivo de esta investigación es describir la construcción de identidad personal de niños y adolescentes entre 6 y 18 años, desde un enfoque constructivista evolutivo. Se realiza un análisis temático de narrativas autobiográficas escritas por 119 niños y adolescentes. Los resultados se organizaron en torno a tres dimensiones de la identidad personal: unidad de identidad, integración de identidad, integración con otros; observándose que desde la infancia hay un reconocimiento personal, luego se integran diferentes eventos vitales significativos y en la adolescencia se complejiza su construcción, incorporando mayor reflexión y aspectos ideológicos. Se discuten implicancias para favorecer un desarrollo adaptativo de la identidad en todas las edades, validando diversidad de opciones.

Abstract (analytical) Construction of personal identity is a developmental process. Few research investigates this process in children. The research objective is to describe the personal identity construction of children and adolescents between 6 and 18 years old, from a developmental constructivist approach. Thematic analysis of autobiographical narratives written by 119 children and adolescents is performed. Results were organized around the three personal identity dimensions: unity of self, integration of self and integration with others. Results show from childhood there is a personal recognition, then different significant life events are integrated, and in adolescense this construction becomes more complex, integrating more reflection and ideological aspects. Implications are discussed to promote an adaptive development of identity through lifespam, validating a diversity of options.

Resumo (analítico) A construção da identidade pessoal é um processo evolutivo. Poucas pesquisas investigam esse processo na infância. O objetivo desta pesquisa é descrever a construção da identidade pessoal de crianças e adolescentes entre 6 e 18 anos, a partir de uma abordagem construtivista evolutiva. É realizada uma análise temática das narrativas autobiográficas escritas por 119 crianças e adolescentes. Os resultados foram organizados em torno de três dimensões da identidade pessoal: unidade de identidade, integração de identidade, integração com os outros; e mostram que desde a infância há um reconhecimento pessoal, logo diversos acontecimentos significativos da vida são integrados, e na adolescência sua construção torna-se mais complexa, incorporando mais reflexão e aspectos ideológicos. As implicações para promover o desenvolvimento adaptativo da identidade em todas as idades são discutidas, validando a diversidade de opções.

Piagetian Tasks and Psychometric Intelligence: Different or Similar Constructs?

Research on cognitive ability is done in different paradigms. In the Piagetian paradigm, cognitive ability focuses on cognitive development along qualitative stages. Interactive real scenarios, "Piagetian tasks", are constructed for measurement. According to age, tasks differing in complexity are applied in individual measurements. In the psychometric paradigm, the investigation of cognitive ability focuses on individual differences. Intelligence is seen as a quantitative construct with gradual differences between persons and ages. Paper-and-pencil tests with items differing in difficulty are used for IQ measurement of single persons or school classes. However, do those tasks measure two distinct cognitive abilities? Solving tasks in both approaches requires basic (speed, working memory) and complex cognitive abilities (reasoning, understanding). Regarding empirical relationships, we used three Austrian samples (in kindergarten four to six years old N = 40, in primary school six to eight years old N = 40, and nine to ten years old N = 41). They were tested with psychometric tests (Raven CPM or SPM) and Piagetian tasks. In addition, mental speed (ZVT) was measured in the two school samples. The average observed correlation between IQ and Piagetian tasks was r = .51. In factor analyses, the tests loaded on a common factor of general intelligence. Further analyses revealed that mental speed is correlated more strongly with psychometric (r = .50) than with Piagetian tasks (r = .39), while Piagetian tasks are more related to parental education indicators (speed: r = .11, Raven: r = .20, Piaget: r = .25).

Hospitalização em oncologia pediátrica e desenvolvimento infantil: interfaces entre aspectos cognitivos e afetivos / Hospitalization in pediatric oncology and child development: cognitive and affective interface / Hospitalización en oncología pediátrica y desarrollo infantil: interfaces entre aspectos cognitivos y afectivos

O diagnóstico e o tratamento de câncer na infância exigem que a criança construa formas de enfrentamento, o que torna relevante compreender sua percepção e o modo como se organiza cognitivamente. O objetivo deste estudo foi caracterizar de que maneira os processos de hospitalização e tratamento são compreendidos pelos participantes diante da vivência de neoplasia infantil, considerando a etapa de desenvolvimento cognitivo e afetivo, de acordo com a perspectiva piagetiana. Foi realizada uma pesquisa qualitativa no ambulatório de oncologia pediátrica em um hospital da Baixada Santista, com entrevistas semiestruturadas, provas piagetianas e desenhos-estórias com tema, com uma amostra de conveniência de cinco crianças com entre 4 e 9 anos e com diagnóstico de leucemia. Os dados foram categorizados pela análise de conteúdo temática de Bardin (1988), as provas piagetianas de acordo com a teoria de Piaget e os desenhos-estórias a partir de Trinca (2002). Duas crianças (com 4 e 6 anos) se caracterizaram como pré-operatórias e três (com 8 e 9 anos) como operatórias concretas, sendo observado que as pré-operatórias apresentam um discurso com alta carga simbólica sobre o sofrimento da hospitalização e tratamento, enquanto crianças operatório-concretas demonstram domínio da noção de causa e consequência e pensamento lógico. Uma comparação qualitativa entre as provas piagetianas e os desenhos indicou coerência entre os tipos de avaliação. Todos os participantes mostram compreensão de sua atual situação de adoecimento e tratamento, apresentando diferentes formas de enfrentamento. Além disso, todos ressaltaram uma posição otimista em relação às perspectivas de cura, independentemente do momento do desenvolvimento cognitivo.(AU)

Diagnosing and treating childhood cancer requires children to develop coping strategies, indicating the need for understanding their perception and cognitive organization. Thus, this study aimed to understand how participants perceive the process of hospitalization and treatment for childhood neoplasia according to Piaget's stages of cognitive and affective development. This is a qualitative study conducted with a convenience sample of five children aged between 4 and 9 years, diagnosed with Leukemia and treated at a pediatric oncology outpatient clinic in a hospital in Baixada Santista, São Paulo, Brazil. Data were collected using semi-structured interviews, Piagetian proofs, and thematic drawing-and-story procedure and analyzed in the light of Bardin's Thematic Content Analysis (1988), Piaget's theory, and Trinca's theory (2002), respectively. Two children (4 and 6 years old) were characterized as preoperative and three (8 and 9 years old) as concrete operative. The discourse of preoperative children included high levels of symbolism regarding the suffering arising from hospitalization and the effects of treatment, while concrete-operative children demonstrated mastery of the notion of cause and consequence and logical thinking. A qualitative comparison between Piagetian Proofs and drawings showed consistency between the types of evaluation. All participants show an understanding of their current condition and treatment, presenting different forms of coping. They also highlighted an optimistic position regarding the prospects for healing, regardless of their cognitive development stage.(AU)

El diagnóstico y tratamiento de cáncer infantil requiere del niño la construcción de formas de enfrentamiento de la enfermedad, lo que hace relevante la necesidad de comprender su percepción y el modo cómo se organiza cognitivamente. Este estudio tuvo como objetivo caracterizar de qué manera el proceso de hospitalización y tratamiento por neoplasia infantil son comprendidos por los participantes, considerando su etapa de desarrollo cognitivo según la perspectiva piagetiana. Se realizó una investigación cualitativa en el ambulatorio de oncología pediátrica en un hospital de la Baixada Santista (Brasil), con entrevistas semiestructuradas, pruebas piagetianas y dibujos-historias con tema, con una muestra de cinco niños de entre 4 y 9 años de edad y con diagnóstico de leucemia. Los datos fueron categorizados por el análisis de contenido temático de Bardin (1988), las pruebas piagetianas de acuerdo con la teoría de Piaget y los dibujos-historias mediante Trinca (2002). Dos niños (con 4 y 6 años) se caracterizaron en la etapa preoperacional, y tres (con 8 y 9 años) en la de operaciones concretas, siendo observado que los niños en la etapa preoperacional presentan un discurso con alta carga simbólica sobre el sufrimiento de la hospitalización y tratamiento, mientras que niños en la de operaciones concretas tienen dominio de la noción de causa y consecuencia y pensamiento lógico. Una comparación cualitativa entre las pruebas piagetianas y los dibujos mostró coherencia entre los tipos de evaluación. Todos los participantes comprendían su actual situación de enfermedad y tratamiento, presentando diferentes formas de enfrentamiento. Además, todos resaltaron una actitud optimista en relación a las perspectivas de curación, independiente del momento del desarrollo cognitivo.(AU)

O encontro de Piaget com o teste de inteligência de Cyril Burt: uma revisão narrativa / Piaget meeting with Cyril Burt's intelligence test: a narrative review / El encuentro de Piaget con el test de inteligencia de Cyril Burt: una revisión narrativa

O presente estudo tem por objetivo principal desenvolver uma narrativa que mostre a influência do teste de inteligência de Cyril Burt na criação do método clínico de Jean Piaget, auxiliando na composição de conhecimentos deste assunto pouco estudado. Piaget estudou em Neuchâtel, Zurique e Paris antes de integrar o Instituto Jean-Jacques Rousseau em Genebra, no qual lançou seus primeiros livros, que o levaram a lugar de destaque na psicologia mundial. O presente trabalho faz uma comparação entre os dados disponíveis na literatura para recompor essa trajetória até o ponto decisivo de mudança no trabalho experimental de Piaget, que aconteceu em Paris, onde estudou o teste de inteligência de Cyril Burt. Conhecer os elementos da criação do Método Clínico é importante para compreender os fundamentos ontológicos e epistemológicos dos dados gerados por ele e suas consequências teóricas. Do contato com esse teste, Piaget sofreu três impactos determinantes para sua vida e obra. A primeira está ligada à tradução do teste, que ressaltou questões sobre parte/todo na linguagem das crianças. O segundo é a possibilidade de Piaget de observar dezenas de amostras do raciocínio explicado das crianças por elas mesmas, o que permitiu o ingresso das técnicas de observação da zoologia em sua psicologia. Por fim, as possibilidades de modificação e adaptação do teste, sua primeira experiência original em psicologia experimental, técnica que carregaria sua vida toda na constituição de seu Método Clínico.

The main objective of this study is to present a narrative that shows the influence of Cyril Burt's intelligence test in the creation of the clinical method used Jean Piaget, helping in the composition of knowledge on this subject. Piaget studied in Neuchâtel, Zurich and Paris before joining the Jean-Jacques Rousseau Institute in Geneva, where he launched his first books that took him to a prominent place in the field of psychology. The present work makes a comparison between the data available in the literature to recompose this trajectory until the turning point in Piaget's experimental work, which happened in Paris, where he studied the Cyril Burt's intelligence test. Knowing the elements of the creation of the Clinical Method is important to understand the ontological and epistemological foundations of the data generated by this method and its theoretical consequences. From contact with Cyril Burt's test, Piaget suffered three determinant impacts on his life and work. The first is linked to the translation of the test, which highlighted questions about the notions of part-whole in the children's language. The second is the possibility for Piaget to observe dozens of samples of the children's reasoning explained by themselves, which allowed the introduction of zoology observation techniques in his psychology. Finally, the possibilities of modifying and adapting the test, which is his first original experience in experimental psychology, a technique that he would carry his entire life in the constitution of his Clinical Method.

El objetivo principal de este estudio es desarrollar una narrativa que muestre la influencia del test de inteligencia de Cyril Burt en la creación del método clínico de Jean Piaget, ayudando en la composición del conocimiento acerca deste tema poco comprendido. Piaget estudió en Neuchâtel, Zurich y París antes de unirse al Instituto Jean-Jacques Rousseau en Ginebra, donde lanzó sus primeros libros que lo llevaron a un lugar destacado en la psicología mundial. El presente trabajo hace una comparación entre los datos disponibles en la literatura especializada para recomponer esta trayectoria hasta el punto de inflexión en el trabajo experimental de Piaget, que sucedió en París, donde estudió el test de inteligencia de Cyril Burt. Conocer los elementos de la creación del Método Clínico es importante para comprender tanto sus fundamentos ontológicos y epistemológicos cuanto los datos generados por él y sus consecuencias teóricas. El contacto con este test, Piaget sufrió tres impactos determinantes en su vida y su trabajo. El primero está vinculado a la traducción del test, donde analizó las preguntas sobre parte / todo en el idioma de los niños. La segunda es la oportunidad para Piaget de observar docenas de muestras del razonamiento de los niños explicadas por ellos mismos, lo que permitió la introducción de las técnicas de observación de zoología en su psicología. Finalmente, las posibilidades de modificar y adaptar el test, su primera experiencia original en psicología experimental, una técnica que llevaría toda su vida en la constitución de su Método Clínico.

On Kuhn's case, and Piaget's: A critical two-sited hauntology (or, On impact without reference).

Picking up on John Forrester's (1949-2015) disclosure that he felt 'haunted' by the suspicion that Thomas Kuhn's (1922-96) interests had become his own, this essay complexifies our understanding of both of their legacies by presenting two sites for that haunting. The first is located by engaging Forrester's argument that the connection between Kuhn and psychoanalysis was direct. (This was the supposed source of his historiographical method: 'climbing into other people's heads'.) However, recent archival discoveries suggest that that is incorrect. Instead, Kuhn's influence in this regard was Jean Piaget (1896-1980). And it is Piaget's thinking that was influenced directly by psychoanalysis. Psychoanalysis then haunts Kuhn's thinking through Piaget, and thus Piaget haunts Forrester through Kuhn. To better understand this second site of the haunting-which is ultimately the more important one, given the intent of this special issue-Piaget's early psychoanalytic ideas are uncovered through their interaction with his early biology and subsequent turn to philosophy. But several layers of conflicting contemporary misunderstandings are first excavated. The method of hauntology is also developed, taking advantage of its origins as a critical response to the psychoanalytic discourse. As a result of adopting this approach, a larger than usual number of primary sources have been unearthed and presented as evidence (including new translations from French originals). Where those influences have continued to have an impact, but their sources forgotten, they have thus been returned. They can then all be considered together in deriving new perspectives of Forrester's cases/Kuhn's exemplars/Piaget's stages.

Investigation of adolescents' developmental stages in deductive reasoning: An application of a specialized confirmatory mixture IRT approach.

In this paper, we propose a specialized confirmatory mixture IRT model to analyze complex cognitive assessment data that is designed to evaluate adolescents' developmental stages in deductive reasoning. The model is specified for the following purposes: (1) to measure multiple deductive reasoning traits, (2) to identify adolescents' differential developmental stages based on their ability levels in the multiple dimensions, (3) to quantify the differences in dimension-specific performance between developmental stages, and (4) to examine the difficulty levels of test design factors. A Bayesian estimation of the model is described. The overall goodness-of-fit of the model is assessed as well as its parameter recovery to validate the application of the model to the data.

A networking model. The case of the International Center for Genetic Epistemology / Um modelo de rede. O caso do Centro Internacional de Epistemologia Genética / Un modelo de red. El caso del Centro Internacional de Epistemología Genética

The article reviews the process of conformation of the International Center for Genetic Epistemology (CIEG), which functioned at the University of Geneva between 1955 and 1986. This Center led by Jean Piaget had the collaboration of hundreds of researchers from around the world and from different disciplines. We will here review the configuration of the centripetal circuits that led to the constitution of an institution with a double centrality. On the one hand, taking into account the history of international scientific circulations, it is feasible to recognize in the CIEG a reference point from which the radial journeys of social exchanges with different scientific communities can be reconstructed. On the other hand, we can identify a research program that positioned psychology at the core of epistemological debates. To contribute to the historical analysis of this double movement of centration, geography and theory, we examine the development of a series of strategies tending to the start-up of the Center, deployed during the first years of the 1950s.(AU)

O artigo analisa o processo de constituição do Centro Internacional de Epistemologia Genética (CIEG), localizado na Universidade de Genebra entre 1955 e 1986. Este centro liderado por Jean Piaget contava com a colaboração de centenas de pesquisadores de todo o mundo e de diferentes disciplinas. Aqui, revisaremos a configuração dos circuitos centrípetos que levaram à constituição de uma instituição com dupla centralidade. Por um lado, levando em conta a história das circulações científicas internacionais, é viável reconhecer no CIEG um ponto de referência a partir do qual as viagens radiais de trocas sociais com diferentes comunidades científicas podem ser reconstruídas. Por outro lado, podemos identificar um programa de pesquisa que posicionou a psicologia no centro dos debates epistemológicos. Para contribuir com a análise histórica desse duplo movimento de centralização, geografia e teoria, examinamos o desenvolvimento de uma série de estratégias, do Centro, implantadas nos primeiros anos da década de 1950.(AU)

El artículo revisa el proceso de conformación del Centro Internacional de Epistemología Genética (CIEG), radicado en la Universidad de Ginebra entre 1955 y 1986. Este Centro liderado por Jean Piaget contó con la colaboración de cientos de investigadores de todo el mundo y de diversas disciplinas. Aquí, nos ocuparemos de revisar la configuración de los circuitos centrípetos que desembocaron en la constitución de una institución con una doble centralidad. Por un lado, atendiendo a la historia de las circulaciones científicas internacionales, es factible reconocer en el CIEG un lugar de referencia desde el cual pueden reconstruirse los trayectos radiales de intercambios sociales con diferentes comunidades científicas. Por otra parte, podemos identificar un programa de investigación que posicionó a la psicología en el núcleo de los debates epistemológicos. Para contribuir al análisis histórico de este doble movimiento de centralización, geográfica y teórica, examinamos el desarrollo de una serie de estrategias tendientes a la puesta en marcha del Centro, desplegadas durante los primeros años de la década de 1950.(AU)

Lecturas de Piaget en América Latina: Emilia Ferreiro, la lectoescritura y el fracaso escolar / Leituras de Piaget na América Latina: Emilia Ferreiro, alfabetização e fracasso escolar / Piaget readings in Latin America: Emilia Ferreiro, literacy and school failure

Se presentan las transformaciones en la lectura y utilización de la teoría de Piaget que desarrollaron en la Argentina en la década de 1970, y cómo estas recogieron importantes problemáticas sociales de su tiempo. En primer lugar se presenta la labor de Emilia Ferreiro, sus antecedentes formativos y la investigación que dio lugar a la publicación del libro Los sistemas de escritura en el desarrollo del niño (Ferreiro & Teberosky, 1979). Luego se destacan las innovaciones que ese texto produjo en la época: la introducción de una lectura novedosa de la teoría de Piaget; la utilización de conceptos de psicología genética en un campo nuevo; la realización de una investigación empírica desde el método piagetiano; la localización del problema del acceso a la lectoescritura y su relación con el fracaso escolar involucrando aspectos hasta ese momento invisibilizados, como la pobreza y la desigualdad social en América Latina. Finalmente se analiza la recepción del texto en la Argentina, donde aparecen las marcas de la dictadura militar, como el exilio, la censura y la clandestinidad; el encuentro con el texto de Ferreiro muestra una cara de la persecución ejercida sobre los intelectuales y las formas clandestinas de circulación de saberes que una generación profesional enfrentó.(AU)

O texto apresenta as transformações na leitura e utilização da teoria de Piaget na Argentina na década de 1970, e como foram estes trabalhos levantaram importantes questões sociais da época . Primeiro, introduz-se o trabalho de Ferreiro, sua formação educacional e as pesquisas que levaram à publicação do livro Psicogênese da língua escrita (Ferreiro & Teberosky, 1979). Em seguida, apresentam-se as inovações que esse texto produziu na época: uma nova leitura da teoria de Piaget na mídia acadêmica da Argentina; a utilização da psicologia genética em um novo campo; a realização de uma pesquisa empírica a partir do método piagetiano; a localização do problema do acesso à alfabetização e sua relação com o fracasso escolar, envolvendo aspectos até então invisíveis, como a pobreza e a desigualdade social na América Latina. Finalmente, expomos os avatares da recepção do texto na Argentina, aí aparecendo as marcas da ditadura militar, como o exílio, a censura e a clandestinidade; o encontro com o texto de Ferreiro mostra o rosto da perseguição exercida sobre os intelectuais e as formas clandestinas de circulação de conhecimento que uma geração profissional teve que enfrentar.(AU)

Transformations in readings and use of the theory of Piaget in Argentina in the 1970s are presented, and how they collected social important problems of their time. First, we present the work of Emilia Ferreiro, his educational background and the research that led to the publication of the book Literacy before schooling (Ferreiro & Teberosky, 1979). Then we highlight the innovations that that text introduced: a novel reading of Piaget's theory in the academic media of Argentina; the qualification of genetic psychology concepts in a new field; an empirical research process from the Piagetian method; To place the problem of access to literacy and its relation to school failure, involving aspects that until then have been invisible, such as poverty and social inequality in Latin America. Finally we expose the vicissitudes of the reception in Argentina, were they appeared the marks of the military dictatorship, such as exile, censorship and clandestinity; the encounter with Ferreiro's text shows one side of the persecution exerted on the intellectuals and clandestine forms of circulation of knowledge that a professional generation had to face.(AU)

Symbolic representation of numerosity by honeybees ( Apis mellifera): matching characters to small quantities.

The assignment of a symbolic representation to a specific numerosity is a fundamental requirement for humans solving complex mathematical calculations used in diverse applications such as algebra, accounting, physics and everyday commerce. Here we show that honeybees are able to learn to match a sign to a numerosity, or a numerosity to a sign, and subsequently transfer this knowledge to novel numerosity stimuli changed in colour properties, shape and configuration. While honeybees learned the associations between two quantities (two; three) and two signs (N-shape; inverted T-shape), they failed at reversing their specific task of sign-to-numerosity matching to numerosity-to-sign matching and vice versa (i.e. a honeybee that learned to match a sign to a number of elements was not able to invert this learning to match the numerosity of elements to a sign). Thus, while bees could learn the association between a symbol and numerosity, it was linked to the specific task and bees could not spontaneously extrapolate the association to a novel, reversed task. Our study therefore reveals that the basic requirement for numerical symbolic representation can be fulfilled by an insect brain, suggesting that the absence of its spontaneous emergence in animals is not due to cognitive limitation.

Análise fenômeno-estrutural da temporalidade no primeiro ano de vida / Phenomenological-structural analysis of temporality in the first year of life / Análisis fenómeno-estructural de la temporalidad en el primer año de vida / Analyse phénoménologique et structurelle de la temporalité dans la première année de vie

Este artigo apresenta uma proposta fenomenológica estrutural de psicologia do desenvolvimento dos primeiros 12 meses de vida. A literatura clássica fenomenológica fomenta, neste artigo, um aprofundamento da compreensão antropológica piagetiana do desenvolvimento. As descrições minuciosas de Jean Piaget do desenvolvimento de seus três filhos foram utilizadas como paradigma para a apresentação de uma proposta de como a temporalidade se apresenta nos 12 primeiros meses de vida. Ao constatarmos uma temporalidade em expansão, porém imatura, aprofundamos a compreensão do papel vital do contato interpessoal no primeiro ano de vida como fator constituinte de uma estrutura psíquica saudável.

This article presents a structural phenomenological proposal of developmental psychology of the first 12 months of life. In this article, the classical phenomenological literature fosters a deepening of Piagetian anthropological understanding of development. Jean Piaget's detailed descriptions of the development of his three children acted as a paradigm for the presentation of a proposal of how temporality presents itself in the first 12 months of life. When we see an expanding but immature temporality, we deepen our understanding of the vital role of interpersonal contact in the first year of life as an essential factor of a healthy psychic structure.

Este trabajo presenta una propuesta fenomenológica estructural de psicología del desarrollo de los primeros 12 meses de vida. La literatura clásica fenomenológica fomenta, en este trabajo, una profundización de la comprensión antropológica piagetiana del desarrollo. Las descripciones minuciosas de Jean Piaget del desarrollo de sus tres hijos fueron utilizadas como paradigma para la presentación de una propuesta de como la temporalidad se presenta en los 12 primeros años de vida. Al constatar una temporalidad en expansión, aunque inmatura, profundizamos la comprensión del papel vital del contacto interpersonal en el primer año de vida como factor constituyente de una estructura psíquica saludable.

Cet article présente une proposition phénoménologique structurelle de la psychologie du développement des 12 premiers mois de la vie. La littérature phénoménologique classique promeut, dans cet article, un approfondissement de la compréhension anthropologique piagétienne du développement. Les descriptions détaillées de Jean Piaget sur le développement de ses trois enfants ont servi de paradigme à une proposition sur comment la temporalité se présente au cours des 12 premiers mois de la vie. Lorsque nous voyons une temporalité en expansion mais immature, nous approfondissons notre compréhension du rôle vital du contact interpersonnel au cours de la première année de la vie en tant que facteur constitutif d'une structure psychique saine.

Evaluación de operaciones lógico-matemáticas mediante dos métodos distintos en niños del pueblo indígena Shipibo-Konibo / Assessment of mathematical operations by two different methods in Shipibo-Konibo indigenous children

Se presentan los resultados de una evaluación de las operaciones matemáticas de adición y sustracción, en un grupo de niños de enseñanza primaria (5 niñas y 2 niños) de 7, 9 y 11 años, de una comunidad nativa Shipibo-Konibo de la región Ucayali, en la Amazonía del Perú. Se realizó con dos métodos distintos, la Entrevista Clínico-crítica de Piaget, que incluyó problemas culturalmente contextualizados y material representativo y manipulable como figuras de animales y bolitas para armar collares, y una prueba tradicional de lápiz y papel. Ambas pruebas evaluaron el mismo tipo de operaciones, extraídas de lo que propone el diseño curricular nacional para esos grados. Los resultados muestran que los niños tienen dificultades tanto en la adición como en la sustracción y no logran resolver con éxito todas las tareas. Sin embargo, se pueden observar mejores resultados con la evaluación cualitativa por medio de la entrevista clínico-crítica, en contraste con la evaluación tradicional de lápiz y papel que evidencia resultados mucho más pobres. La primera otorga además mayor información sobre el proceso operativo de los niños y muestra que los niveles de desarrollo de sus competencias matemáticas van de la mano con lo que plantea la teoría piagetiana. Los resultados se discuten señalando la universalidad del conocimiento lógico-matemático y su pertinencia para comprender los procesos de aprendizaje en contextos de diversidad cultural y analizando críticamente el modo en que la evaluación constructivista ofrece mayor información y recursos para los docentes de educación intercultural bilingüe de comunidades amazónicas del Perú.

Elementary-school children from a Shipibo-Konibo indigenous community in the Ucayali region, in the Amazonian rainforest of Perú, were evaluated regarding their abilities to solve addition and subtraction problems. These operations were assessed by two means: through Jean Piaget's clinical-critical method (using culturally contextualized problems and concrete materials such as pictures of Amazonian fish, pictures of arrows, or beads and thread to make necklaces), and by a traditional pencil-and-paper test. Both the clinical interview and the pencil-and-paper test evaluated the same type of operations, which were taken from the national curricular program for these school grades. The Shipibo-Konibo people are an Amazonian indigenous group that speaks a native language in the Panoan family; since most members of this group are fluent in Spanish, however, no translator was needed and the assessments were conducted in Spanish. The Shipibo-Konibo people are principally settled along the Ucayali River in the Amazon rainforest in Perú, although currently many of them have relocated to other areas of the country, including Lima the capital city, in search of better work or education opportunities. After the Asháninka and the Awajún, the Shipibo-Konibo is the third largest Amazonian indigenous group in Perú. Informed consent was obtained following the guidelines of Frisancho, Delgado, and Lam (2015), which are based on previous experience working with Amazonian indigenous communities in the Ucayali region of Peru. As research has shown that individuals from cultural diverse backgrounds may have different expectations for the research process, and may perceive it in a different way than people from industrialized nations (Lakes, Vaughan, Jones, Burke, Baker, & Swanson 2012), informed consent included both individual consent and a communitarian meeting. It also included the donation of gifts (tools, groceries, and other useful items) for the community, and a debriefing meeting with the community's school teachers. The assessment was conducted by two researchers in a school classroom. It took around 30 minutes with the older children and 45 with the younger ones. In all cases the clinical-critical interview was applied first (addition and then subtraction), and finally the pencil-and-paper test. Although a native speaker of shipibo was present during the evaluation, his services were not needed as children were fluent in Spanish. Results show that children have difficulties in the development of both addition and subtraction. They make counting mistakes and have trouble understanding the logic of subtraction (taking a number from another, larger one). Some do not conceptualize subtraction as the opposite of addition and, in consequence, cannot foresee that joining two numbers that were previously separated will result in the same original quantity. Children aged seven were unable to solve any of the operations in the pencil-and-paper test. However, better results were obtained through qualitative, Piagetian assessments, in contrast to the quantitative, pencil-and-paper assessments. During the interviews, children were able to show their cognitive processes and ways of thinking while solving the problems, and with scaffolding, the use of concrete materials such as pictures or beads, and strategic help from the evaluators (Parrat, 2016a, 2016b), many of them were also able to develop a better comprehension of the problem and self-correct their initial answers. Developmental levels for addition and subtraction consistent with Piagetian theory were identified. These levels show a progression from the impossibility of grasping logical addition or subtraction, to the capabilities of psychological reversibility and logical composition of inverse and direct operations. The results are discussed using Piaget's theory and the problem of particulars and universals in cognitive development, and analyzing critically how this kind of assessment can help elementary school teachers respond to the needs of intercultural bilingual education in Peru's Amazonian indigenous communities.

Where's the cookie? The ability of monkeys to track object transpositions.

Object permanence is the ability to represent mentally an object and follow its position even when it has disappeared from view. According to Piaget's 6-stage scale of the sensorimotor period of development, it seems that object permanence appears in Stage 4 and fully develops in Stage 6. In this study, we investigated the ability of some species of monkeys (i.e. pig-tailed macaque, lion-tailed macaque, Celebes crested macaque, barbary macaque, De Brazza's monkey, L'Hoest's monkey, Allen's swamp monkey, black crested mangabeys, collared mangabeys, Geoffroy's spider monkey) to track the displacement of an object, which consisted of a reward hidden under one of two cups. Our findings showed that the examined subjects possess Stage 6 of object permanence. We then compared our results with data on apes and dogs participating in Rooijakkers et al. (Anim Cogn 12:789-796, 2009) experiment, where the same method was applied. The monkeys examined by us performed significantly better than the dogs but worse than the apes. In our experiment, the monkeys performed above chance level in all variants, but it should be noted that we observed significant differences in the number of correct choices according to the level of a variant's complexity.