WorldWideScience

Sample records for psychologist jean piaget

  1. Child Psychologist:Jean Piaget

    Institute of Scientific and Technical Information of China (English)

    郭大任

    2006-01-01

    Jean Piaget(1896-1980),a professor of psychology at theUniversity of Geneva from 1929 to 1954,was a French Swissdevelopmental psychologist who is most well known for organizingcognitive development into a series of stages,including Sensorimotor,Pheoperational,Concrete Operational,and Formal Operational.Piaget’s theory supposes that people develop schemas(conceptualmodels)by either assimilating or accommodating new information.These concepts can be explained as fitting information in to existingschemas,and altering existing schemas in order to accommodate newinformation,respectively.

  2. Conceptual Development: Piaget's Legacy. Jean Piaget Symposium Series.

    Science.gov (United States)

    Scholnick, Ellin K., Ed.; Nelson, Katherine, Ed.; Gelman, Susan A., Ed.; Miller, Patricia H., Ed.

    Based on the papers presented at the 1996 Symposium of the Jean Piaget Society and highlighting the extent to which Piaget's ideas have served to scaffold contemporary thinking about every aspect of conceptual development, this volume examines the nature of conceptual development, its foundations, and the sources of its novelties. The chapters…

  3. Conceptual Development: Piaget's Legacy. Jean Piaget Symposium Series.

    Science.gov (United States)

    Scholnick, Ellin K., Ed.; Nelson, Katherine, Ed.; Gelman, Susan A., Ed.; Miller, Patricia H., Ed.

    Based on the papers presented at the 1996 Symposium of the Jean Piaget Society and highlighting the extent to which Piaget's ideas have served to scaffold contemporary thinking about every aspect of conceptual development, this volume examines the nature of conceptual development, its foundations, and the sources of its novelties. The chapters…

  4. Jean Piaget' teos mõttestruktuuridest

    Index Scriptorium Estoniae

    2002-01-01

    TPÜ kasvatusteaduste teaduskond esitles 29. okt. 2002.a. Šveitsi psühholoogi Jean Piaget' ja Alina Szeminska teost "Arvumõiste kujunemine lapsel". Kommenteerib TPÜ psühholoogiaprofessor Voldemar Kolga

  5. Jean Piaget's Debt to John Dewey

    Science.gov (United States)

    Tanner, Daniel

    2016-01-01

    Jean Piaget became a veritable institution unto himself in education and psychology, largely as the result of his developmental-stage theory advanced over the second quarter of the twentieth century. Not until Piaget was 73 did he make mention of John Dewey's work at Dewey's laboratory school, founded in 1894 at the University of Chicago. But here…

  6. Jean Piaget's Debt to John Dewey

    Science.gov (United States)

    Tanner, Daniel

    2016-01-01

    Jean Piaget became a veritable institution unto himself in education and psychology, largely as the result of his developmental-stage theory advanced over the second quarter of the twentieth century. Not until Piaget was 73 did he make mention of John Dewey's work at Dewey's laboratory school, founded in 1894 at the University of Chicago. But here…

  7. Reflections on Piaget. Proceedings of the Jean Piaget Memorial Conference.

    Science.gov (United States)

    Broughton, John M., Ed.; And Others

    1981-01-01

    Sessions of and presentations given at a memorial conference, held in honor of Jean Piaget, are reported. The conference was sponsored by the Developmental Psychology Program at Teachers College, Columbia University, on November 14, 1980. Sixteen scholars from the fields of psychology, philosophy, and education participated. (CJ)

  8. Reflections on Piaget. Proceedings of the Jean Piaget Memorial Conference.

    Science.gov (United States)

    Broughton, John M., Ed.; And Others

    1981-01-01

    Sessions of and presentations given at a memorial conference, held in honor of Jean Piaget, are reported. The conference was sponsored by the Developmental Psychology Program at Teachers College, Columbia University, on November 14, 1980. Sixteen scholars from the fields of psychology, philosophy, and education participated. (CJ)

  9. Transitory Connections: The Reception and Rejection of Jean Piaget's Psychology in the Nursery School Movement in the 1920s and 1930s

    Science.gov (United States)

    Beatty, Barbara

    2009-01-01

    In 1927, nursery school educator Lucy Sprague Mitchell heralded Jean Piaget's psychology as of "outstanding interest" and wrote in "Progressive Education" that it should be of "immense service" to psychologists, teachers, and parents. In 1929, psychologist Lois Meek praised Piaget's research in the National Society for the Study of Education's…

  10. Transitory Connections: The Reception and Rejection of Jean Piaget's Psychology in the Nursery School Movement in the 1920s and 1930s

    Science.gov (United States)

    Beatty, Barbara

    2009-01-01

    In 1927, nursery school educator Lucy Sprague Mitchell heralded Jean Piaget's psychology as of "outstanding interest" and wrote in "Progressive Education" that it should be of "immense service" to psychologists, teachers, and parents. In 1929, psychologist Lois Meek praised Piaget's research in the National Society for the Study of Education's…

  11. Jean Piaget et sa Recherche: Search and Research.

    Science.gov (United States)

    Gray, Elspeth M.

    1981-01-01

    The early influences on and development of Jean Piaget's thinking from which crystallized the ideas forming the foundation of his subsequent work are discussed. The influences noted are personal, intellectual, and professional. (MSE)

  12. Jean Piaget et sa Recherche: Search and Research.

    Science.gov (United States)

    Gray, Elspeth M.

    1981-01-01

    The early influences on and development of Jean Piaget's thinking from which crystallized the ideas forming the foundation of his subsequent work are discussed. The influences noted are personal, intellectual, and professional. (MSE)

  13. The Genetic Psychologies of James Mark Baldwin and Jean Piaget.

    Science.gov (United States)

    Cahan, Emily D.

    1984-01-01

    Describes the ideas proposed by James Mark Baldwin which anticipated much of Jean Piaget's work. The goals, genetic approach, and epistemological assumptions underlying Piaget's inquiry into cognitive development found explicit statement in Baldwin's work. Discusses Baldwin's current importance for psychology. (Author/CB)

  14. The Genetic Psychologies of James Mark Baldwin and Jean Piaget.

    Science.gov (United States)

    Cahan, Emily D.

    1984-01-01

    Describes the ideas proposed by James Mark Baldwin which anticipated much of Jean Piaget's work. The goals, genetic approach, and epistemological assumptions underlying Piaget's inquiry into cognitive development found explicit statement in Baldwin's work. Discusses Baldwin's current importance for psychology. (Author/CB)

  15. Jean Piaget: Images of a life and his factory.

    Science.gov (United States)

    Burman, Jeremy Trevelyan

    2012-08-01

    In this article, I use a new book about Jean Piaget to introduce a new historical method: examining "psychological factories." I also discuss some of the ways that "Great Men" are presented in the literature, as well as opportunities for new projects if one approaches the history of the discipline differently and examines the conditions that made that greatness possible. To that end, the article includes many details about Piaget that have never before been discussed in English. Attention is drawn, in particular, to Piaget's collaborators: the hundreds of workers at his factory in Geneva, many of whom were women. (PsycINFO Database Record (c) 2012 APA, all rights reserved).

  16. Karl Popper and Jean Piaget: A Rationale for Constructivism

    Science.gov (United States)

    Harlow, Steve; Cummings, Rhoda; Aberasturi, Suzanne M.

    2006-01-01

    The current faddish use of the term constructivism has taken on as many different definitions as the number of people attempting to define it. This essay clarifies the meaning of constructivism through an examination of Karl Popper's and Jean Piaget's theories. The authors provide a rationale for the use of Popper's paradigm of "Three Worlds" and…

  17. Jean Piaget: An Introduction and Reader's Guide for Children's Librarians.

    Science.gov (United States)

    Getts, Marilyn; Giacoma, Pete

    1981-01-01

    Introduces children's librarians to the theories of cognitive growth in children formulated by Jean Piaget. An annotated bibliography of three primary and 16 secondary references is provided to promote insight and to reinforce commitment to children's services. Five references are listed. (RAA)

  18. Jean Piaget: An Introduction and Reader's Guide for Children's Librarians.

    Science.gov (United States)

    Getts, Marilyn; Giacoma, Pete

    1981-01-01

    Introduces children's librarians to the theories of cognitive growth in children formulated by Jean Piaget. An annotated bibliography of three primary and 16 secondary references is provided to promote insight and to reinforce commitment to children's services. Five references are listed. (RAA)

  19. The early evolution of Jean Piaget's clinical method.

    Science.gov (United States)

    Mayer, Susan Jean

    2005-11-01

    This article analyzes the early evolution of Jean Piaget's renowned "clinical method" in order to investigate the method's strikingly original and generative character. Throughout his 1st decade in the field, Piaget frequently discussed and justified the many different approaches to data collection he used. Analysis of his methodological progression during this period reveals that Piaget's determination to access the genuine convictions of children eventually led him to combine 3 distinct traditions in which he had been trained-naturalistic observation, psychometrics, and the psychiatric clinical examination. It was in this amalgam, first evident in his 4th text, that Piaget discovered the clinical dynamic that would drive the classic experiments for which he is most well known.

  20. Aprendizagem e Desenvolvimento na Teoria de Jean Piaget

    OpenAIRE

    Maria Suzana de Stefano Menin

    2009-01-01

    Neste artigo são apresentadas, segundo indicay6es de Castorina (1988), e desenvolvidas três etapas em que a teoria Psicogenetica de Jean Piaget debruçou-se sobre as relações entre aprendizagem e desenvolvimento buscando esclarece-las. Na primeira etapa, a teoria buscou diferenciar-se das posi96es empiristas e aprioristas afirmando todo o desenvolvimento cognitivo como construção gradual de estruturas. Na segunda, negou-se a possibilidade de apressar a construção de operações 16gicas atraves d...

  1. Jean Piaget's experiences on the couch: some clues to a mystery.

    Science.gov (United States)

    Schepeler, E M

    1993-04-01

    This paper is an attempt to reconstruct the historical, institutional, and personal circumstances leading to and surrounding Jean Piaget's psychoanalysis with Sabina Spielrein. It appears that the young Piaget's interest in psychoanalysis largely emanated from his long-standing problems with his mother. It is suggested that Piaget's lifelong tendency to intellectualise his own emotional experiences may relate to the near omission of affective factors in his psychological theories.

  2. A Biographic Comparison Tracing the Origin of Their Ideas of Jean Piaget and Lev Vygotsky.

    Science.gov (United States)

    Pass, Susan

    This paper compares the early life, background, and education of Jean Piaget and Lev Vygotsky. It makes the case that an adaptation of the curve developed by C. Quigley can be used to trace the motivations of both Piaget and Vygotsky in creating their respective theories. The analysis also reveals the adversity that each man faced. Although they…

  3. A Biographic Comparison Tracing the Similarities in the Lives of Jean Piaget and Lev Vygotsky.

    Science.gov (United States)

    Pass, Susan

    This paper focuses on similarities in the lives of Jean Piaget and Lev Vygotsky to enlighten study of their pedagogies and to provide some information for current classroom techniques. Neither man had a great deal to say about his early life, although Piaget published an autobiography. A number of primary sources were used to construct the…

  4. Aprendizagem e Desenvolvimento na Teoria de Jean Piaget

    Directory of Open Access Journals (Sweden)

    Maria Suzana De Stefano Menin

    2009-12-01

    Full Text Available Neste artigo são apresentadas, segundo indicay6es de Castorina (1988, e desenvolvidas três etapas em que a teoria Psicogenetica de Jean Piaget debruçou-se sobre as relações entre aprendizagem e desenvolvimento buscando esclarece-las. Na primeira etapa, a teoria buscou diferenciar-se das posi96es empiristas e aprioristas afirmando todo o desenvolvimento cognitivo como construção gradual de estruturas. Na segunda, negou-se a possibilidade de apressar a construção de operações 16gicas atraves de treinos baseados em aprendizagens estritas, por associação e reforço, de respostas corretas. Na terceira etapa a teoria Psicogenetica buscou responder às indagações sobre as possibilidades de se promover o desenvolvimento através da apresentação de situações de desequilíbriocognitivo.

  5. A comparison between John Dewey's theory of inquiry and Jean Piaget's genetic analysis of intelligence.

    Science.gov (United States)

    Seltzer, E

    1977-06-01

    This article compares John Dewey's theory of inquiry with Jean Piaget's analysis of the mechanisms implied in the increase of knowledge. The sources for this paper are Dewey's studies on logic and the theory of inquiry and Piaget's historical-critical and psychogenetic investigations. Three major conclusions result from the comparison: first, there are significant convergences between the two theories; second, Piaget's developmental analysis makes explicit what is programmatic in Dewey's investigations; and, finally, Piaget is incorrect in characterizing Dewey's pragmatism as a method that does not meet the criteria of intelligent activity.

  6. Profiles of international archives: Les archives Jean Piaget, University of Geneva, Switzerland.

    Science.gov (United States)

    Burman, Jeremy Trevelyan

    2013-05-01

    This research report provides a look behind closed doors at the Jean Piaget Archives in Geneva, Switzerland. It situates the potential visitor, contextualizes the Archives in its own history, and then describes what scholars can expect to find. New details about Piaget's views on Equal Rights and Equal Pay are also provided, including a look at how they affected the women who worked his factory (esp. Bärbel Inhelder). (PsycINFO Database Record (c) 2013 APA, all rights reserved).

  7. The Hawthorne experiments and the introduction of Jean Piaget in American industrial psychology, 1929-1932.

    Science.gov (United States)

    Hsueh, Yeh

    2002-05-01

    The Hawthorne interview program between 1929 and 1932 was one of the most significant industrial studies in the United States. The Hawthorne researchers applied Jean Piaget's clinical method in their extensive interviews with tens of thousands of workers. Chiefly responsible for the program's methodology was Elton Mayo, an Australian who saw interviewing as a means to promote social cooperation. Previous discussions of the Hawthorne experiments have ignored the influence of Piaget in the social sciences. This article provides an account of Mayo's and the Hawthorne researchers' efforts to fuse Piaget's innovation with burgeoning American industrial psychology. The endeavor was not an isolated event but rather drew on the theories and practice of Janet-Piaget psychology, on the support of the Laura Spelman Rockefeller Memorial Foundation, and on the discourse among social scientists about Piaget's work.

  8. "He sees the development of children's concepts upon a background of sociology": Jean Piaget's honorary degree at Harvard University in 1936.

    Science.gov (United States)

    Hsueh, Yeh

    2004-02-01

    In the recent memory, Jean Piaget has been known as a cognitive developmental psychologist. But in 1936 when Harvard gave him his first honorary degree, he was recognized mainly as a sociologist. Why did Harvard honor him in 1936? Who knew his work well enough to nominate him? This article will address these questions by exploring archival documents from different sources. Evidence draws our attention to a broad social and intellectual endeavor in philanthropy, other social sciences, and especially industrial research that brought Piaget across the water. This article also attempts to interpret the circumstances of the nomination process inside and outside of Harvard University by using a theory of institutional design. It suggests that embodied in Harvard's honor of Piaget in 1936 was an idealistic act in social designing for a future society.

  9. Manufactured Memory, Altered Belief and Self Report Mirage: The Alleged False Memory of Jean Piaget Revisited.

    Science.gov (United States)

    Leavitt, Frank

    1999-01-01

    It is argued that a Jean Piaget anecdote about an alleged memory implanted in a young child leading to both a visual and semantic memory that persists despite disconfirming evidence is entirely different than the recovered memory debate, which is about the alleged introduction of memories to grown adults. (CR)

  10. Manufactured Memory, Altered Belief and Self Report Mirage: The Alleged False Memory of Jean Piaget Revisited.

    Science.gov (United States)

    Leavitt, Frank

    1999-01-01

    It is argued that a Jean Piaget anecdote about an alleged memory implanted in a young child leading to both a visual and semantic memory that persists despite disconfirming evidence is entirely different than the recovered memory debate, which is about the alleged introduction of memories to grown adults. (CR)

  11. Jean Piaget and Rudolf Steiner: Stages of Child Development and Implications for Pedagogy.

    Science.gov (United States)

    Ginsburg, Iona H.

    1982-01-01

    The views of Jean Piaget and Rudolf Steiner concerning children's stages of development are compared and related to present-day instructional practices used in the Waldorf schools, which employ Steiner's ideas. Educational principles and practices used at the elementary school level are discussed. (PP)

  12. Jean Piaget and Rudolf Steiner: Stages of Child Development and Implications for Pedagogy.

    Science.gov (United States)

    Ginsburg, Iona H.

    1982-01-01

    The views of Jean Piaget and Rudolf Steiner concerning children's stages of development are compared and related to present-day instructional practices used in the Waldorf schools, which employ Steiner's ideas. Educational principles and practices used at the elementary school level are discussed. (PP)

  13. Two Schemes of Intellectual Development: A Comparison of Development as Defined by William Perry and Jean Piaget.

    Science.gov (United States)

    Perry, Bruce; And Others

    1986-01-01

    A comparison of the theories of Jean Piaget and William Perry (using individual interviews with college students) shows that the two theories outline different and independent processes for assessing intellectual development. (JN)

  14. Two Schemes of Intellectual Development: A Comparison of Development as Defined by William Perry and Jean Piaget.

    Science.gov (United States)

    Perry, Bruce; And Others

    1986-01-01

    A comparison of the theories of Jean Piaget and William Perry (using individual interviews with college students) shows that the two theories outline different and independent processes for assessing intellectual development. (JN)

  15. Elementary Teachers' Application of Jean Piaget's Theories of Cognitive Development during Social Studies Curriculum Debates in Arizona

    Science.gov (United States)

    Hinde, Elizabeth R.; Perry, Nancy

    2007-01-01

    In this article we explore educators' use of Jean Piaget's theories concerning cognitive development to refute proposed social studies standards in Arizona. We describe the work of Piaget as well as the National Association for the Education of Young Children's developmentally appropriate practices as they apply to primary-grade children's…

  16. Elementary Teachers' Application of Jean Piaget's Theories of Cognitive Development during Social Studies Curriculum Debates in Arizona

    Science.gov (United States)

    Hinde, Elizabeth R.; Perry, Nancy

    2007-01-01

    In this article we explore educators' use of Jean Piaget's theories concerning cognitive development to refute proposed social studies standards in Arizona. We describe the work of Piaget as well as the National Association for the Education of Young Children's developmentally appropriate practices as they apply to primary-grade children's…

  17. Investigando Jean Piaget : a epistemologia genética e o apriorismo

    OpenAIRE

    Rizzon, Gisele

    2009-01-01

    O presente estudo constitui-se na Dissertação de Mestrado apresentada ao Programa de Pós-Graduação da Universidade de Caxias do Sul, pertencente à linha de pesquisa Educação, Epistemologia e Linguagem, e ancora-se nos pressupostos teóricos e conceituais da Epistemologia Genética. Essa teoria, criada pelo pensador suíço Jean Piaget, com o fim investigativo de entender os processos cognitivos, mais especificamente, no que se direciona a revelar a gênese do conhecimento. O intuito principal do e...

  18. "I would eagerly leave Neuchâtel ..." A 1912 letter by Jean Piaget with an introduction and notes.

    Science.gov (United States)

    Vidal, F

    1986-01-01

    A 1912 letter from fifteen-year-old Jean Piaget (1896-1980) to the director of the Museum of Natural History of Geneva illustrates Piaget's precocious integration into a community of professional naturalists, and reveals his hitherto unknown plan to study medicine. It is not certain whether he actually intended to realize that plan. An essential biographical fact, however, is that he finally left natural history by turning to philosophy rather than to medicine.

  19. In Defense of Piaget's Theory: A Reply to 10 Common Criticisms.

    Science.gov (United States)

    Lourenco, Orlando; Machado, Armando

    1996-01-01

    This study attempts to rebut criticisms of the developmental theories of Jean Piaget by showing that most criticisms derive from misinterpretation and forget the dialectical, constructivist, and developmental nature of Piaget's work. Important aspects of Piaget's theory have not been assimilated by developmental psychologists. (SLD)

  20. In Defense of Piaget's Theory: A Reply to 10 Common Criticisms.

    Science.gov (United States)

    Lourenco, Orlando; Machado, Armando

    1996-01-01

    This study attempts to rebut criticisms of the developmental theories of Jean Piaget by showing that most criticisms derive from misinterpretation and forget the dialectical, constructivist, and developmental nature of Piaget's work. Important aspects of Piaget's theory have not been assimilated by developmental psychologists. (SLD)

  1. Contributions to the history of psychology: LXXXV. Jean Piaget, student of Pierre Janet (Paris 1919-1921).

    Science.gov (United States)

    Amann-Gainotti, M

    1992-06-01

    This article provides information about an important period of Piaget's formative years, those he spent in Paris from 1919 to 1921, during which he came into contact with eminent members of the French scientific and philosophical community of the time. Among these was the psychiatrist and psychologist Pierre Janet, whose genetic approach to the psychology of behaviour and ideas about the hierarchical organization of psychological functions converged with Piaget's early scientific interests and provided Piaget a conceptual framework within which to work and develop his own project of studying the genesis of knowledge.

  2. Psychology and Schooling: The Impact of Susan Isaacs and Jean Piaget on 1960s Science Education Reform.

    Science.gov (United States)

    Hall, Jody S.

    2000-01-01

    Focuses on the tensions between two psychological frameworks in the negotiation of teaching practices, curriculum, and ideas about what constitutes childhood: (1) the theories of Jean Piaget focused on behavior at different developmental stages; or (2) the Susan Isaacs research that took a general view of children's intellectual capabilities. (CMK)

  3. Psychology and Schooling: The Impact of Susan Isaacs and Jean Piaget on 1960s Science Education Reform.

    Science.gov (United States)

    Hall, Jody S.

    2000-01-01

    Focuses on the tensions between two psychological frameworks in the negotiation of teaching practices, curriculum, and ideas about what constitutes childhood: (1) the theories of Jean Piaget focused on behavior at different developmental stages; or (2) the Susan Isaacs research that took a general view of children's intellectual capabilities. (CMK)

  4. Two schemes of intellectual development: A comparison of development as defined by william perry and jean piaget

    Science.gov (United States)

    Perry, Bruce; Donovan, Michael P.; Kelsey, Linda J.; Paterson, John; Statkiewicz, Walter; Allen, Robert D.

    The theories of Jean Piaget and William Perry provide two different theories of intellectual development with several similiarities, but also with critical differences. In this study a comparison was made to determine whether the two theories describe operation of the same mental structures or two fundamentally different aspects of intellectual development. The results, based upon individual interviews of all participants, indicate that the two theories outline different and independent processes for assessing intellectual development.

  5. Application of Jean Piaget's theory of human development for nursing children in an adult intensive therapy unit.

    Science.gov (United States)

    Green, A

    1991-12-01

    Piaget (1964) believed that interaction with the environment has a large part to play in human development. Matthew (1986) states that in an ideal world critically ill children should be cared for by staff trained in paediatrics, within designated paediatric intensive therapy units. Unfortunately, there are only 28 paediatric intensive therapy units in Great Britain (CMA Medical Data, 1987), consequently each year a third of children requiring intensive care are admitted to adult intensive therapy units (ITU). A knowledge and understanding of developmental psychology can therefore be beneficial to nurses in assessing which stage of development a child has reached, in order to plan the correct level of stimulation, and hence facilitate progress rather than regression in the accomplishment of developmental tasks. The psychological and social processes involved in Jean Piaget's (1896-1980) theory of human development are discussed with regard to nursing children requiring intubation and ventilation in an adult ITU.

  6. A construção da subjetividade na teoria de Jean Piaget: correlações entre ciência e filosofia

    OpenAIRE

    Dourado, Miguel Angelo Serra

    2009-01-01

    A construção da subjetividade na psicologia do desenvolvimento de Jean Piaget é o tema central da presente dissertação, cujo problema consiste em analisar o processo de construção da subjetividade na psicologia do desenvolvimento de Jean Piaget a partir das relações entre ciência e filosofia. Em termos metodológicos, o presente texto foi desenvolvido através de uma pesquisa bibliográfica, que justificou-se pela escassez de trabalhos em torno do tema em questão. Estruturalmente, o texto foi or...

  7. Piaget and Education

    Science.gov (United States)

    Gelman, Rochel

    1971-01-01

    A review of Science and Education and the Psychology of the Child (Grossman, 1970) by Jean Piaget and Educational Implications of Piaget's Theory (Ginn-Blaisdell, 1970) by Irene J. Athey and Duane O. Rubadeau. (CK)

  8. Piaget and Education

    Science.gov (United States)

    Gelman, Rochel

    1971-01-01

    A review of Science and Education and the Psychology of the Child (Grossman, 1970) by Jean Piaget and Educational Implications of Piaget's Theory (Ginn-Blaisdell, 1970) by Irene J. Athey and Duane O. Rubadeau. (CK)

  9. Piaget's Work and Chemical Education.

    Science.gov (United States)

    Good, Ron; And Others

    1979-01-01

    Presents selected position papers and research papers influenced by the work of Jean Piaget, intended to help science educators understand Piaget's work and how it applies to science education. Emphasis on formal reasoning stage of development. (SA)

  10. Piaget's Work and Chemical Education.

    Science.gov (United States)

    Good, Ron; And Others

    1979-01-01

    Presents selected position papers and research papers influenced by the work of Jean Piaget, intended to help science educators understand Piaget's work and how it applies to science education. Emphasis on formal reasoning stage of development. (SA)

  11. Incorporating Piaget's theories into behavior management techniques for the child dental patient.

    Science.gov (United States)

    Delitala, G

    2000-01-01

    This presentation reviews psychologist Jean Piaget's contributions to knowledge of cognitive development in children, relating it to behavior management techniques. Piaget theorized that children's knowledge about reality is realized by touching and observing; he termed this constructivism. He recognized that there are stages of development in knowledge acquisition. Practitioners should try to stimulate these needs to develop a positive dental experience. Another Piaget model is egocentrism, wherein a child views the world subjectively. The dentist should let the child patient know what's going on and have an active part in treatment.

  12. Piaget's Logic of Meanings: Still Relevant Today

    Science.gov (United States)

    Wavering, Michael James

    2011-01-01

    In his last book, "Toward a Logic of Meanings" (Piaget & Garcia, 1991), Jean Piaget describes how thought can be categorized into a form of propositional logic, a logic of meanings. The intent of this article is to offer this analysis by Piaget as a means to understand the language and teaching of science. Using binary propositions, conjunctions,…

  13. Piaget's Logic of Meanings: Still Relevant Today

    Science.gov (United States)

    Wavering, Michael James

    2011-01-01

    In his last book, "Toward a Logic of Meanings" (Piaget & Garcia, 1991), Jean Piaget describes how thought can be categorized into a form of propositional logic, a logic of meanings. The intent of this article is to offer this analysis by Piaget as a means to understand the language and teaching of science. Using binary propositions, conjunctions,…

  14. Piaget, Marx and the Political Ideology of Schooling.

    Science.gov (United States)

    Kaufman, Barry A.

    1978-01-01

    Examines Jean Piaget's developmental theories and evaluates how his psychology of constructivism relates to contemporary behavioral sciences, modern education, and modern monopoly capitalism. Concludes that Piaget's constructivism is inconsistent with capitalist ideology and is widely misunderstood by educators. (DB)

  15. Piaget, Marx and the Political Ideology of Schooling.

    Science.gov (United States)

    Kaufman, Barry A.

    1978-01-01

    Examines Jean Piaget's developmental theories and evaluates how his psychology of constructivism relates to contemporary behavioral sciences, modern education, and modern monopoly capitalism. Concludes that Piaget's constructivism is inconsistent with capitalist ideology and is widely misunderstood by educators. (DB)

  16. The application of piaget's theory to physiotherapy.

    Science.gov (United States)

    Sheppard, J L

    1977-12-01

    Jean Piaget is a Swiss psychologist who has presented an extensive theory of the growth of the human intellect from birth to maturity. For more than fifty years he has been producing books and articles on human development, conducting research studies on thousands of children, especially those in the schools of Geneva. He is recognized as the world's foremost authority on cognitive development, and his work has led to the publishing of thousands of studies by other research workers around the world, particularly in the U.S.A., Canada, U.K., Australia, France and Scandinavia. He was 80 years of age in 1976, and in retirement has been producing publications at a consistently high rate. Copyright © 1977 Australian Physiotherapy Association. Published by . All rights reserved.

  17. Um papel para a lógica intraproposicional de Jean Piaget na representação do conhecimento do senso comum

    OpenAIRE

    Wazlawick, Raul Sidnei

    1991-01-01

    Este trabalho procura utilizar algumas das idéias de J. Piaget, em especial a "Lógica Operatória Intraproposicional", para uma análise das relações de herança entre classes empregadas em sistemas de representação de conhecimento. Procura-se sistematizar a noção de taxonomias do conhecimento "científico", ou "classificações sistemáticas". Estas estruturas foram utilizadas por Piaget como ponto de partida para a descoberta de estruturas cognitivas do conhecimento científico. Em especial, define...

  18. Piaget's Enduring Contribution to Developmental Psychology.

    Science.gov (United States)

    Beilin, Harry

    1992-01-01

    Describes Jean Piaget's transformation of society's conception of childhood thought. Emphasizes the enduring contribution to developmental psychology of Piaget's constructivism, his description of developmental mechanisms, his cognitivism, his explication of structural and functional analysis, and his addressing of epistemological issues and…

  19. Piaget's Enduring Contribution to Developmental Psychology.

    Science.gov (United States)

    Beilin, Harry

    1992-01-01

    Describes Jean Piaget's transformation of society's conception of childhood thought. Emphasizes the enduring contribution to developmental psychology of Piaget's constructivism, his description of developmental mechanisms, his cognitivism, his explication of structural and functional analysis, and his addressing of epistemological issues and…

  20. Challenges in Piaget's legacy.

    Science.gov (United States)

    Bibace, Roger

    2013-03-01

    The publication of After Piaget (Martí and Rodríguez 2012) hopefully triggers a new effort to understand the richness of the efforts of that major psychologist of the 20th century. Piaget was consistently concerned with part/whole relationships throughout his life. He addressed this issue philosophically, epistemologically, and psychologically. Conceptually Piaget struggled with the issue of continuity/discontinuity in development and changed his mind about how to reconcile the discontinuities of stages with his concept of development. I also attribute his variability to the implications of his important work on perception, and to his willingness to get involved in widespread concrete applications of his approach to education including the education of children with special needs; his center for genetic epistemology, and his interest in psychoanalysis. Benefiting from all the authors of After Piaget, I want to point out that Piaget has identified many major issues that will continue to constitute challenges to psychology in this century. These include specifying terms such as 'development;' methodological issues such as sampling both quantitatively in one culture and across cultures; comprehensive inclusion of the psychological processes covered by introductory textbooks in psychology; and conceptual issues such as the relationships among all these parts within a whole. I make a distinction between an 'issue' and a 'problem'--problems have solutions; while issues refer to controversies in science generally as well as in psychology that have persisted for centuries.

  1. Piaget's Clay and Descartes' Wax.

    Science.gov (United States)

    Jardine, David W.

    1988-01-01

    Exploration of a coincidental similarity between the work of Rene Descartes and Jean Piaget relating to the contemporary pedagogical conception of understanding as an active construction of reality points out some of the images that coalesce around this conception and reflects upon alternatives to the conception. (CB)

  2. What Does Piaget's Theory Describe?

    Science.gov (United States)

    Egan, Kieran

    1982-01-01

    Jean Piaget's belief that children's developmental levels largely determine what they can learn is challenged. Research concerning the existence of cognitive structures in children is critiqued, and problems with administering Piagetian tasks are pointed out. Educators should not restrict children's exposure to learning because, according to…

  3. Autonomia moral na obra de Jean Piaget : a complexidade do conceito e sua importância para a educação

    OpenAIRE

    Freitas, Lia Beatriz de Lucca

    2002-01-01

    Os resultados de uma pesquisa qualitativa realizada com professoras de escolas infantis da cidade de Porto Alegre (RS), cuja ação educativa fundamenta- se na teoria piagetiana, mostraram uma compreensão bastante superficial do conceito de autonomia moral. O principal objetivo deste artigo é esclarecer o conceito de autonomia moral na teoria piagetiana, visto que este conceito é muito importante quando se trata de educação. Segundo Piaget, o fim da educação deveria ser a autonomia. Dois aspect...

  4. A European Teaching Model: From Vygotsky to Socrates via Piaget.

    Science.gov (United States)

    Frangos, Christos

    This paper presents a new European teaching model based on ideas and methods of Socrates, Jean Piaget, and Lev S. Vygotsky. The starting point for this new model was the use of Socrates' dialectical method in teaching 906 primary and secondary school students the reduplication of a square. Results of this exercise were compared with Piaget's and…

  5. Critical Contributions of Piaget to Humanistic Psychology.

    Science.gov (United States)

    Cassel, Russell N.

    Humanistic psychologists now embrace many of the same principles which served as the basis for Piaget's theory. These same theories were described earlier by John Locke and Immanuel Kant, and were the basis of the new "Humanism" movement in Germany in the 18th century. If one considers humanistic psychology as a kind of culmination of…

  6. "The Clouds Are Alive because They Fly in the Air as if They Were Birds": A Re-Analysis of What Children Say and Mean in Clinical Interviews in the Work of Jean Piaget

    Science.gov (United States)

    Pramling, Niklas

    2006-01-01

    This article is about the contributions children make in clinical interviews. This issue is studied by re-analysing a selection of the empirical excerpts used by Piaget in his seminal book The Child's Conception of the World. The focus is on how children use language non-literally, and especially on how they use meta-communicative markers ("as…

  7. "The Clouds Are Alive because They Fly in the Air as if They Were Birds": A Re-Analysis of What Children Say and Mean in Clinical Interviews in the Work of Jean Piaget

    Science.gov (United States)

    Pramling, Niklas

    2006-01-01

    This article is about the contributions children make in clinical interviews. This issue is studied by re-analysing a selection of the empirical excerpts used by Piaget in his seminal book The Child's Conception of the World. The focus is on how children use language non-literally, and especially on how they use meta-communicative markers ("as…

  8. Persuasion from an Eighteen-Year-Old's Perspective: Perry and Piaget.

    Science.gov (United States)

    Dinitz, Sue; Kiedaisch, Jean

    1990-01-01

    Looks at how the theories of William Perry and Jean Piaget explain choices students made in writing persuasive essays. Examines the implications of their theories for teaching persuasion to eighteen-year olds. (SR)

  9. Persuasion from an Eighteen-Year-Old's Perspective: Perry and Piaget.

    Science.gov (United States)

    Dinitz, Sue; Kiedaisch, Jean

    1990-01-01

    Looks at how the theories of William Perry and Jean Piaget explain choices students made in writing persuasive essays. Examines the implications of their theories for teaching persuasion to eighteen-year olds. (SR)

  10. Situating "Egocentric Language" In the Teaching Of Composition: Piaget, Britton, and Merleau-Ponty.

    Science.gov (United States)

    Grunst, Robert C.

    By assigning negative value to egocentric language, Jean Piaget equates depersonalized thought and logic with maturity, and gives disproportionate favor to socialized language. By focusing on the deterministic ends to be gained through the acquisition of socialized language, Piaget misses the value of egocentric language. Maurice Merleau-Ponty,…

  11. Moral Development as the Personal Education of Feeling and Reason: From James to Piaget

    Science.gov (United States)

    Ferrari, Michel; Okamoto, Carol M.

    2003-01-01

    This article traces the connection between William James's writings in "The Varieties of Religious Experience" and Jean Piaget's work on moral development through Piaget's early work on religious experience. James characterises religious experience as unlocking deep personal power that can sustain a "strenuous mood". These ideas impacted the early…

  12. Moral Development as the Personal Education of Feeling and Reason: From James to Piaget

    Science.gov (United States)

    Ferrari, Michel; Okamoto, Carol M.

    2003-01-01

    This article traces the connection between William James's writings in "The Varieties of Religious Experience" and Jean Piaget's work on moral development through Piaget's early work on religious experience. James characterises religious experience as unlocking deep personal power that can sustain a "strenuous mood". These ideas impacted the early…

  13. Vygotsky and Piaget: Scientific concepts.

    Directory of Open Access Journals (Sweden)

    Alves P.F.

    2014-09-01

    Full Text Available Jean Piaget’s so-called biological perspective is often paired with the viewpoint of Lev Vygotsky when we speak of learning in humans. Both authors acknowledged the active role of children in the construction of knowledge. However, they differ in that, unlike Piaget, Vygotsky believed that the assimilation of new information does not have to wait for an appropriate level of development but must, on the contrary, produce that development through instruction; thus, cooperation between teacher and student promotes the development of higher psychological functions. The present research presents proof that school instruction is instrumental in this process. Samples of adults who had acquired distinct levels of schooling (from illiterates to university students are differentiated experimentally through the use of four Piagetian cognitive problem-solving tasks created for adolescents and adults. The present research suggests that instructional level is the distinctive factor in the development of those problem-solving capacities that implicate higher psychological functions.

  14. Piaget's Nominal Realism from a Linguistic Point of View.

    Science.gov (United States)

    Ephratt, Michal

    1991-01-01

    A study of children's acquisition of synonymy as a sense-property during the second childhood period (as defined by Piaget) suggests that, contrary to psychologists' claims, nominal realism is a linguistic phenomenon that should be studied as such. (75 references) (Author/CB)

  15. Piaget's Structural Developmental Psychology.

    Science.gov (United States)

    Broughton, John M.

    1981-01-01

    Piaget's theory is identified as a branch of structuralism concerned with the concept of truth, in distinction from French structuralism, which is focused on meaning. The two branches are compared and contrasted, and relations between logic and language are explored. Similarities and differences in the theories of Piaget, Levi-Strauss, and Chomsky…

  16. Piaget and psychotherapy.

    Science.gov (United States)

    Friedman, T L

    1978-04-01

    It is difficult to apply Piaget's theory to psychotherapy because the place of affect in it is ambiguous. When the alternatives are considered, it seems most consistent with Piaget's ideas to regard both cognitive and affective phenomena as problem-solving organizations. Piaget's remarkable discoveries in the cognitive sphere are a consequence of the easy access in that sphere to the kind of problems that need solving, and the phasic development of solutions. But the nature of the problems to be solved or the values to be guarded by a patient in psychotherapy are not knowable independently of the patient's actual behavior. In one respect all that is left from Piaget's approach for psychotherapy generally is the truism that therapy fosters differentiation and integration. However, even if we cannot frame a peculiarly Piagetian paradigm of psychotherapy, Piaget is valuable in posing a subsidiary question, namely, what in therapy fosters problem-solving activity. A reading of Piaget suggests that a patient learns by acting on his therapist and tacitly interpreting the results of his actions, that difficulties in therapy are the material from which therapy proceeds, and that in order to grasp the situation of the patient, the therapist himself may need to act on him and not just think about him. An implied lesson for training would be that supervision should instill a professional identity that is reinforced rather than challenged by therapy difficulties, and does not rely solely on theoretical categorizing.

  17. Jean Bodin

    DEFF Research Database (Denmark)

    Harste, Gorm

    2009-01-01

    Jean Bodin (1530 - 1596) skabte teorien om statens suverænitet. Staten er indplaceret på et niveau mellem lokale  domstole og pave/kejser. Grunden til at staten kan få en permanent status er, at den netop på Bodins tid udstyrerede sig som en etat med en hierarikisk opbygget centraladministration...

  18. Piaget, Inhelder and "Minecraft"

    Science.gov (United States)

    Schifter, Catherine C.; Cipollone, Maria; Moffat, Frederick

    2013-01-01

    This paper describes an exploratory study observing the use of "Minecraft" (a popular sandbox style online video game environment) in a high school English literature classroom. We use Piaget and Inhelder's (1969) constructivist theories about the formal operational stage of development to interpret the concepts of plot and…

  19. Jeans' Ghost

    CERN Document Server

    Gumrukcuoglu, A Emir; Sotiriou, Thomas P

    2016-01-01

    We show that a massless canonical scalar field minimally coupled to general relativity can become a tachyonic ghost at low energies around a background in which the scalar's gradient is spacelike. By performing a canonical transformation we demonstrate that this low energy ghost can be recast, at the level of the action, in a form of a fluid that undergoes a Jeans-like instability affecting only modes with large wavelength. This illustrates that low-energy tachyonic ghosts do not lead to a catastrophic quantum vacuum instability, unlike the usual high-energy ghost degrees of freedom.

  20. Piaget's epistemic subject and science education: Epistemological vs. psychological issues

    Science.gov (United States)

    Kitchener, Richard F.

    1993-06-01

    Many individuals claim that Piaget's theory of cognitive development is empirically false or substantially disconfirmed by empirical research. Although there is substance to such a claim, any such conclusion must address three increasingly problematic issues about the possibility of providing an empirical test of Piaget's genetic epistemology: (1) the empirical underdetermination of theory by empirical evidence, (2) the empirical difficulty of testing competence-type explanations, and (3) the difficulty of empirically testing epistemic norms. This is especially true of a central epistemic construct in Piaget's theory — the epistemic subject. To illustrate how similar problems of empirical testability arise in the physical sciences, I briefly examine the case of Galileo and the correlative difficulty of empirically testing Galileo's laws. I then point out some important epistemological similarities between Galileo and Piaget together with correlative changes needed in science studies methodology. I conclude that many psychologists and science educators have failed to appreciate the difficulty of falsifying Piaget's theory because they have tacitly adopted a philosophy of science at odds with the paradigm-case of Galileo.

  1. Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky, Second Edition

    Science.gov (United States)

    Mooney, Carol Garhart

    2013-01-01

    This best-selling resource provides clear, straightforward introductions to the foundational theories of John Dewey, Maria Montessori, Erik Erikson, Jean Piaget, and Lev Vygotsky. Each chapter highlights a theorist's work and includes insight on how the theory impacts teaching young children today. Discussion questions and suggested readings are…

  2. Age, Gender, and Training in Children's Performance of Piaget's Horizontality Task.

    Science.gov (United States)

    Parameswaran, Gowri

    2003-01-01

    Presents a study in which children (n=600), ages five to nine, completed Jean Piaget's horizontality task using a square water bottle. Finds a significant sex difference in the pretest performance of the horizontality task beginning with eight year olds. Includes references. (CMK)

  3. Theories of Childhood: An Introduction to Dewey, Montessori, Erikson, Piaget & Vygotsky, Second Edition

    Science.gov (United States)

    Mooney, Carol Garhart

    2013-01-01

    This best-selling resource provides clear, straightforward introductions to the foundational theories of John Dewey, Maria Montessori, Erik Erikson, Jean Piaget, and Lev Vygotsky. Each chapter highlights a theorist's work and includes insight on how the theory impacts teaching young children today. Discussion questions and suggested readings are…

  4. Age, Gender, and Training in Children's Performance of Piaget's Horizontality Task.

    Science.gov (United States)

    Parameswaran, Gowri

    2003-01-01

    Presents a study in which children (n=600), ages five to nine, completed Jean Piaget's horizontality task using a square water bottle. Finds a significant sex difference in the pretest performance of the horizontality task beginning with eight year olds. Includes references. (CMK)

  5. Another Woman Gets Robbed? What Jung, Freud, Piaget, and Vygotsky Took from Sabina Spielrein

    Science.gov (United States)

    Aldridge, Jerry

    2009-01-01

    Certainly not as many who have heard the names of Carl Jung, Sigmund Freud, Jean Piaget, and Lev Vygotsky, have heard of Sabina Spielrein. While Spielrein had numerous face-to-face encounters, some personal and some professional, with all four men, and the accounting of her life and the interactions she had with them has been the content of…

  6. Young Children Reinvent Arithmetic: Implications of Piaget's Theory. Second Edition. Early Childhood Education Series.

    Science.gov (United States)

    Kamii, Constance

    This book describes and develops an innovative program of teaching arithmetic in the early elementary grades. The educational strategies employed are based on Jean Piaget's constructivist scientific ideas of how children develop logico-mathematical thinking. The book is written in collaboration with a classroom teacher and premised on the…

  7. An Analysis of Erikson's and Piaget's Theories of Human Growth. Final Report.

    Science.gov (United States)

    Light, Donald W., Jr.

    Similarities and differences between Erik H. Erikson's and Jean Piaget's theories concerning social development and the process of identification are explored in this report. The first part of the report is a synthesis of Erikson's concept of the developmental processes of personal growth and societal development. The second part integrates…

  8. Young Children Reinvent Arithmetic: Implications of Piaget's Theory. Second Edition. Early Childhood Education Series.

    Science.gov (United States)

    Kamii, Constance

    This book describes and develops an innovative program of teaching arithmetic in the early elementary grades. The educational strategies employed are based on Jean Piaget's constructivist scientific ideas of how children develop logico-mathematical thinking. The book is written in collaboration with a classroom teacher and premised on the…

  9. Another Woman Gets Robbed? What Jung, Freud, Piaget, and Vygotsky Took from Sabina Spielrein

    Science.gov (United States)

    Aldridge, Jerry

    2009-01-01

    Certainly not as many who have heard the names of Carl Jung, Sigmund Freud, Jean Piaget, and Lev Vygotsky, have heard of Sabina Spielrein. While Spielrein had numerous face-to-face encounters, some personal and some professional, with all four men, and the accounting of her life and the interactions she had with them has been the content of…

  10. Artificial life and Piaget.

    Science.gov (United States)

    Mueller, Ulrich; Grobman, K H.

    2003-04-01

    Artificial life provides important theoretical and methodological tools for the investigation of Piaget's developmental theory. This new method uses artificial neural networks to simulate living phenomena in a computer. A recent study by Parisi and Schlesinger suggests that artificial life might reinvigorate the Piagetian framework. We contrast artificial life with traditional cognitivist approaches, discuss the role of innateness in development, and examine the relation between physiological and psychological explanations of intelligent behaviour.

  11. Piaget and the Pendulum

    Science.gov (United States)

    Bond, Trevor G.

    Piaget's investigations into children's understanding of the laws governing the movement of a simple pendulum were first reported in 1955 as part of a report into how children's knowledge of the physical world changes during development. Chapter 4 of Inhelder & Piaget (1955/1958) entitled `The Oscillation of a Pendulum and the Operations of Exclusion'' demonstrated how adolescents could construct the experimental strategies necessary to isolate each of the variables, exclude the irrelevant factors and conclude concerning the causal role of length. This became one of the most easily replicable tasks from the Genevan school and was used in a number of important investigations to detect the onset of formal operational thinking. While it seems that the pendulum investigation fits nicely into Piaget's sequence of studies of concepts such as time, distance and speed suggested to him by Einstein, more recent research (Bond 2001) shows Inhelder to be directly responsible for the investigations into children's induction of physical laws. The inter-relationship between the pendulum problem, developing thought and scientific method is revealed in a number of Genevan and post-Piagetian investigations.

  12. Is Piaget's epistemic subject dead?

    Science.gov (United States)

    Lawson, Anton E.

    Niaz (1990) presents arguments in favor of the retention of Piaget's epistemic subject as a theoretical construct to guide research and practice in science education and psychology. The intent of this article is to point out the weaknesses of those arguments and to suggest that the weight of evidence argues against the existence of the logical thinker postulated by Piaget. Therefore, contrary to Niaz's conclusion that the acceptance of Piaget's epistemic subject will facilitate the development of cognitive theories with greater explanatory power, the conclusion is reached that Piaget's epistemic subject is dead and that continued acceptance of this aspect of Piagetian theory would be counterproductive.

  13. Rational Emotive Education and the Developmental Stages of Jean Piaget.

    Science.gov (United States)

    Lang, Janet M.

    Rational-Emotive Therapy (RET) is predicated on a theory of causality. According to Ellis (1962), beliefs regarding an event, and not the event itself, cause emotional reactions. Mentally healthy persons practice this reational theory of causality. Neurotic persons accept an irrational theory of causality based on coincidental or correlational…

  14. Forensic psychologist

    Directory of Open Access Journals (Sweden)

    Tinkara Pavšič Mrevlje

    2011-04-01

    Full Text Available The paper is a review of different issues that a forensic psychologists encounter at work. Forensic assessment might be needed in civil law cases, administrative procedures and in criminal law cases. The paper focuses on referrals in criminal law cases regarding matters such as assessing competence to stand trial, criminal responsibility and violence risk assessment. Finally, the role of expert testimony on eyewitness memory, which is not used in practice in Slovenia yet, is presented.

  15. Piaget and Levy-Bruhl.

    Science.gov (United States)

    Jahoda, G

    2000-08-01

    Levy-Bruhl exerted a powerful influence, seldom considered, on Piaget. The Levy-Bruhlian thesis of a "pre-logical mentality" characterized by "mystical participation" is outlined, together with its initial reception. The first evidence of Piaget's interest in it dates from 1920, and when he began his studies of children's thinking he compared it with that of 'primitives," also adopting Levy-Bruhl's concept of "participation." By 1928 Piaget had elaborated a theory of the social foundations of different types of thought, which he regarded as also explaining the alleged similarity between the thinking of primitives and children. Both are subject to constraint, primitives by elders and children by parents and teachers. Logical as opposed to pre-logical thought was said to depend on cooperation in free social interaction. Piaget continued to maintain essentially the same views long after Levy-Bruhl himself had renounced the notion of pre-logicality.

  16. On the Status of Logic in Piaget

    Science.gov (United States)

    Reginensi, Luc

    2004-01-01

    This article analyses the way in which Piaget links the analogy between the child and the primitive with a theory of the history of the sciences, that is, it analyses Piaget's version of Haeckel's principle in which ontogenesis recapitulates phylogenesis. From this analysis, we reconstitute the operations through which Piaget forms and expresses…

  17. Piaget, Pedagogy, and Evolutionary Psychology

    Directory of Open Access Journals (Sweden)

    Jeremy E. C. Genovese

    2003-01-01

    Full Text Available Constructivist pedagogy draws on Piaget's developmental theory. Because Piaget depicted the emergence of formal reasoning skills in adolescence as part of the normal developmental pattern, many constructivists have assumed that intrinsic motivation is possible for all academic tasks. This paper argues that Piaget's concept of a formal operational stage has not been empirically verified and that the cognitive skills associated with that stage are in fact “biologically secondary abilities” (Geary and Bjorklund, 2000 culturally determined abilities that are difficult to acquire. Thus, it is unreasonable to expect that intrinsic motivation will suffice for most students for most higher level academic tasks. In addition, a case is made that educational psychology must incorporate the insights of evolutionary psychology.

  18. Psychologists in Argentina

    Directory of Open Access Journals (Sweden)

    Modesto M. Alonso

    2015-09-01

    Full Text Available ince the beginning of Psychology as an university career, 55853 graduate student have obtained their degree as a psychologist. These professionals studied in 34 universities (7 federal and 27 private universities. 46777 psychologists in activity have been detected up to date. Graduate psychologists who are not in activity are 9076. University psychology students are 56387. In 2005, 12268 have started these studies in the field. Taking into account the amount of graduate psychologists related to national population it yields 154 psychologists every 100.000 citizens or in other way 649 inhabitants per psychologist

  19. Functional Magnetic Resonance Imaging Study of Piaget's Conservation-of-Number Task in Preschool and School-Age Children: A Neo-Piagetian Approach

    Science.gov (United States)

    Houde, Olivier; Pineau, Arlette; Leroux, Gaelle; Poirel, Nicolas; Perchey, Guy; Lanoe, Celine; Lubin, Amelie; Turbelin, Marie-Renee; Rossi, Sandrine; Simon, Gregory; Delcroix, Nicolas; Lamberton, Franck; Vigneau, Mathieu; Wisniewski, Gabriel; Vicet, Jean-Rene; Mazoyer, Bernard

    2011-01-01

    Jean Piaget's theory is a central reference point in the study of logico-mathematical development in children. One of the most famous Piagetian tasks is number conservation. Failures and successes in this task reveal two fundamental stages in children's thinking and judgment, shifting at approximately 7 years of age from visuospatial intuition to…

  20. Functional Magnetic Resonance Imaging Study of Piaget's Conservation-of-Number Task in Preschool and School-Age Children: A Neo-Piagetian Approach

    Science.gov (United States)

    Houde, Olivier; Pineau, Arlette; Leroux, Gaelle; Poirel, Nicolas; Perchey, Guy; Lanoe, Celine; Lubin, Amelie; Turbelin, Marie-Renee; Rossi, Sandrine; Simon, Gregory; Delcroix, Nicolas; Lamberton, Franck; Vigneau, Mathieu; Wisniewski, Gabriel; Vicet, Jean-Rene; Mazoyer, Bernard

    2011-01-01

    Jean Piaget's theory is a central reference point in the study of logico-mathematical development in children. One of the most famous Piagetian tasks is number conservation. Failures and successes in this task reveal two fundamental stages in children's thinking and judgment, shifting at approximately 7 years of age from visuospatial intuition to…

  1. Find a Psychologist

    Science.gov (United States)

    ... Ages Served refers to a particular populations a psychologist has the most experience treating. Registrants have ranked ... 64 yrs.) Older adults (65 yrs. or older) ? Psychologists have education, training, and expertise in specific areas ...

  2. Psychologists in Argentina

    OpenAIRE

    Modesto M. Alonso

    2015-01-01

    ince the beginning of Psychology as an university career, 55853 graduate student have obtained their degree as a psychologist. These professionals studied in 34 universities (7 federal and 27 private universities). 46777 psychologists in activity have been detected up to date. Graduate psychologists who are not in activity are 9076. University psychology students are 56387. In 2005, 12268 have started these studies in the field. Taking into account the amount of graduate psychologists related...

  3. Jeans instability in superfluids

    Energy Technology Data Exchange (ETDEWEB)

    Hason, Itamar; Oz, Yaron [Tel-Aviv University, Raymond and Beverly Sackler School of Physics and Astronomy, Tel Aviv (Israel)

    2014-11-15

    We analyze the effect of a gravitational field on the sound modes of superfluids. We derive an instability condition that generalizes the well-known Jeans instability of the sound mode in normal fluids. We discuss potential experimental implications. (orig.)

  4. Sir James Jeans

    Science.gov (United States)

    Milne, E. A.

    2013-09-01

    Memoir by S. C. Roberts; 1. Merchant Taylor's and Cambridge; 2. Princeton, 1905-9; 3. Return to England. The Adams Prize essay, 1909-19; 4. Secretary of the Royal Society, 1919-29; 5. Popular exposition, 1929-30; 6. Later years, 1931-46; 7. Science in Jeans's boyhood; 8. The partition of energy; 9. Rotating fluid masses; 10. Star clusters; 11. The equilibrium of the stars; 12. Jeans and philosophy; Bibliography; Index.

  5. PENERAPAN TEORI PERKEMBANGAN MENTAL PIAGET PADA KONSEP KEKEKALAN PANJANG

    Directory of Open Access Journals (Sweden)

    Idrus Alhaddad

    2012-02-01

    Full Text Available According to the mental development of Piaget's theory, there are four stages of cognitive development in children, namely: 1 sensory phase motors, from birth until the age of about 2 years; 2 Phase pre operations, from the age of about 2 years to about 7 years; 3 stage of concrete operations, from the age of about 7 years to about 11-12 years; and 4 the stage of formal operations, from the age of about 11 years to mature. Each stage of mental development have a nature or characteristic of each. One of the characteristics that appear in the stage of concrete operations among which at this stage that children are beginning to understand the concept of eternity. Among the concept of eternity long (7-8 years. Of course it is aimed at children abroad where Jean Piaget did research, namely in the State Switzerland. The question is whether the stages of child development applies also to the children in our country. The results of our study showed that, there are children according to age are at the stage of concrete operations is not yet understand the concept of eternity long.

  6. Piaget segundo seus próprios argumentos

    Directory of Open Access Journals (Sweden)

    Zélia Ramozzi-Chiarottino

    2010-03-01

    Full Text Available Neste artigo tivemos a intenção de oferecer ao leitor o resumo de um dos aspectos mais importantes da análise estrutural que realizamos, durante décadas, do texto de Jean Piaget, sobretudo as estreitas relações entre a Biologia e a Lógica na construção e na explicação do conhecimento científico. Nesse sentido, procuramos demonstrar que, a partir dos conceitos de implicação significante e de imagem mental criados por Piaget, um novo campo de investigações se abre, a saber, aquele que denominamos como o dos sistemas de significação não lógica, campo de suma relevância e que vem preencher uma secular lacuna entre a razão e a emoção até hoje presente nas pesquisas sobre os fenômenos normais e patológicos do psiquismo.

  7. Piaget e a consciência moral: um kantismo evolutivo? Piaget and the moral conscience: an evolving kantism?

    Directory of Open Access Journals (Sweden)

    Lia Beatriz de Lucca Freitas

    2002-01-01

    Full Text Available Este artigo apresenta os principais resultados de uma pesquisa sobre a teoria da moral de Jean Piaget. No estudo de seus textos sobre a moral, utilizamos o método da análise estrutural. Essa análise possibilitou-nos descobrir em Recherche o seu plano inicial de pesquisa e propor uma interpretação original do significado de seu livro O julgamento moral na criança. Além disso, constatamos que ele buscou traçar o caminho que conduz o ser humano da anomia à autonomia moral. Esses resultados permitiram explicar por que a sua teoria da moral, assim como a sua teoria do conhecimento, pode ser compreendida como um kantismo evolutivo.This paper gives the main results of a research on Piaget's theory of morality. In the study of his texts on morality, the method of structural analysis was used. This analysis made it possible to discover in Recherche his initial research project and to propose an original interpretation of his book The moral judgment of the child. Besides, it became evident that he tried to outline the way which leads the human being from a non-moral world to moral autonomy. These results show that his theory of morality, as well as his theory of knowledge, may be understood as an evolving kantism.

  8. Om realisme og konstruktivisme i Piagets læringsteori og genetiske epistemologi

    Directory of Open Access Journals (Sweden)

    Oliver Kauffmann

    2014-01-01

    Full Text Available This paper deals with the epistemological foundations of Jean Piaget’s theory of learning and genetic epistemology. The purpose is to estimate the form of Piaget’s constructivism. I take advantage of Ernst von Glasersfeld’s ‘radical constructivist’ interpretation of Piaget. Contrary to von Glasersfeld, it is argued that Piaget at the same time is a realist with respect to the existence of the external world, and a ‘genetic-transcendental constructivist’ in relation to the development of knowledge. I interpret this paradox as Piaget’s acknowledgement of the co-existence of a 3. person and a 1. person epistemological perspective in the scientific investigation of cognition

  9. Om realisme og konstruktivisme i Piagets læringsteori og genetiske epistemologi

    Directory of Open Access Journals (Sweden)

    Oliver Kauffmann

    2013-07-01

    Full Text Available This paper deals with the epistemological foundations of Jean Piaget’s theory of learning and genetic epistemology. The purpose is to estimate the form of Piaget’s constructivism. I take advantage of Ernst von Glasersfeld’s ‘radical constructivist’ interpretation of Piaget. Contrary to von Glasersfeld, it is argued that Piaget at the same time is a realist with respect to the existence of the external world, and a ‘genetic-transcendental constructivist’ in relation to the development of knowledge. I interpret this paradox as Piaget’s acknowledgement of the co-existence of a 3. person and a 1. person epistemological perspective in the scientific investigation of cognition

  10. J. Piaget's theory of intelligence: operational aspect

    Directory of Open Access Journals (Sweden)

    Xenia Naidenova

    2001-08-01

    Full Text Available The Piaget's theory of intelligence is considered from the point of view of genesis and gradual development of human thinking operations. Attention is given to operational aspects of cognitive structures and knowledge. The significance of the Piaget's theory of intelligence is revealed for modeling conceptual reasoning in the framework of artificial intelligence.

  11. Psychologist Retention Factors.

    Science.gov (United States)

    RETENTION(PSYCHOLOGY), *JOB SATISFACTION, *ALL VOLUNTEER, MANAGEMENT PLANNING AND CONTROL, ATTITUDES(PSYCHOLOGY), DEMOGRAPHY, ATTRITION, SURVEYS, QUESTIONNAIRES, PERCEPTION (PSYCHOLOGY), PSYCHOLOGISTS .

  12. Jean Baptiste Joseph Fourier

    Science.gov (United States)

    Sterken, C.

    2003-03-01

    This paper gives a short account of some key elements in the life of Jean Baptiste Joseph Fourier (1768-1830), specifically his relation to Napoleon Bonaparte. The mathematical approach to Fourier series and the original scepticism by French mathematicians are briefly illustrated.

  13. Homage to Jean Roche

    CERN Multimedia

    2010-01-01

    It was with deep sadness that we learnt that Jean Roche had died. Jean was one of those quietly efficient and conscientious pillars of our community who beaver away unobtrusively for decades and make such a contribution to building CERN. An expert in thermal engineering, he left his mark on many buildings on the Meyrin and Prévessin sites. At the time of the LEP project at the beginning of the 1980s he was in charge of defining the principles of the ventilation systems for the new accelerator. Through his design studies and the calls for tenders that he launched, he developed these high-performance state-of-the-art installations which not only made LEP’s successes possible but also served as benchmarks for the fundamental principles underpinning the design of the LHC ventilation system. Jean always liked to surround himself with young people and during the years of his stewardship the design office was a splendid training ground. Despite his responsibilities, Jean was always keen t...

  14. Danish psychologists as psychotherapists

    DEFF Research Database (Denmark)

    Jacobsen, Claus Haugaard; Nielsen, Jan; Orlinsky, David

    2012-01-01

    Psychologists are by far the biggest group of professional psychotherapists in Denmark, and this article presents data from two samples of psychologist psychotherapists collected at an interval of 15 years. The subjects in both samples responded to the Development of Psychotherapists Common Core...

  15. Jean-Yves Hemery

    CERN Multimedia

    CERN Bulletin

    2010-01-01

    The family, friends and colleagues of Jean-Yves HEMERY are sad to announce his accidental death on 24 September, at the age of 63, in Priziac. A funeral service has already taken place in his native region of Brittany and a commemoration will be held at the Mairie de Cessy, on Tuesday 12 October at 1.30 p.m., prior to the burial at the cemetery. Jean-Yves joined CERN in 1973 and worked first at the ISR for ten years and then on the beam instrumentation at LEP. The last twelve years of his career were his most fulfilling as he did great work on the beam design for the LEAR facility at the PS. Since retiring in 2007 his main occupation had been the renovation of his small house in Brittany. His Family and friends

  16. Jean Gervaise 1921 -2007

    CERN Document Server

    2007-01-01

    Jean Gervaise, a pioneer of metrology at CERN, passed away on 10 April. A French geodesist, he was behind the creation and development of CERN's metrology group and was a consistently fervent advocate of innovation to meet the increasingly demanding alignment needs of the accelerators and detectors. Under his leadership, metrology at CERN acquired international renown. Jean Gervaise taking measurements with invar wire and a theodolite on a pillar at the PS. In spite of the disruptions caused by the second world war, Jean Gervaise was able to complete an engineering degree at the Ecole nationale des Sciences géographiques in Paris, which led to a first job in the prestigious Geodesy Department of the Institut géographique national (IGN). This 'queen of disciplines', as he called it, is the most scientific and most complex of the branches of cartography, offering opportunities for exciting and varied - sometimes highly adventurous - missions at home and abroad. The rich experience he acquired here helped to...

  17. Le blue-jean

    OpenAIRE

    Miller, Daniel

    2012-01-01

    Le Blue-jean: pourquoi la technologie vient en dernier. La plupart des personnes pensent que la technique (ou la technologie) correspond à ce qui vient en amont du produit. Dans cet article, Daniel Miller s’intéresse plutôt à des cas dans lesquels l’ordre de la séquence est renversé et où le produit précède, ou initie, en quelque sorte, la technique. L’auteur commence par décrire les techniques d’usure artificielle des blue jeans  : une technique qui vise à copier les effets du port des blue ...

  18. À Jean Serroy

    OpenAIRE

    Roukhomovsky, Bernard

    2008-01-01

    Puisque nous avons choisi, cher Jean Serroy, de placer cet hommage sous le signe du rire, je me plais à imaginer que quelque recueil de clefs tardivement découvert viendra nous confirmer ce que nous devinons : que le portrait qu’on vient de lire au seuil de ce volume est bien le vôtre. Et, le plus sérieusement du monde, je plaiderais volontiers pour l’attribution de ce texte à l’auteur des Caractères, n’était la difficulté chronologique qu’une telle hypothèse soulève, et l’extraordinaire long...

  19. New psychologist at CERN

    CERN Document Server

    Laëtitia Pedroso

    2010-01-01

    A new psychologist, Sigrid Malandain, started work at CERN on 1 November. The psychologist’s office, formerly part of the Social Affairs Service in Human Resources, has now moved to the Medical Service (office 57-1-024). It is open every Tuesday and Thursday.   The new psychologist, Sigrid Malandain. Working in an organisation like CERN has numerous advantages. However, as in any professional setting, the work can sometimes bring stress, anxiety, overwork and so on. For this reason, a few years ago CERN brought in a psychologist for the staff. “As a psychologist, my role isn’t just to deal with known problems, but also to make assessments and, if possible, prevent difficult situations arising. Sometimes people realise that something is wrong, but they can’t say why. In such cases, I may be able to use a discussion to assess the nature of the problem and determine if further sessions are needed. If that is the case, I can either conduct the session...

  20. Behavioral Econometrics for Psychologists

    DEFF Research Database (Denmark)

    Andersen, Steffen; Harrison, Glenn W.; Lau, Morten

    We make the case that psychologists should make wider use of structural econometric methods. These methods involve the development of maximum likelihood estimates of models, where the likelihood function is tailored to the structural model. In recent years these models have been developed...

  1. Kohlberg and Piaget: Differences and Similarities.

    Science.gov (United States)

    Kavathatzopoulos, Iordanis

    1991-01-01

    Discusses the relationship between Lawrence Kohlberg's cognitive-stage theory as a further development of Piaget's moral theory. Argues Kohlberg describes moral thought and not the formation of the independent moral function. Finds Kohlberg's major interest is in the characteristics of stages of individual moral reasoning and the principle of…

  2. Kohlberg and Piaget: Differences and Similarities.

    Science.gov (United States)

    Kavathatzopoulos, Iordanis

    1991-01-01

    Discusses the relationship between Lawrence Kohlberg's cognitive-stage theory as a further development of Piaget's moral theory. Argues Kohlberg describes moral thought and not the formation of the independent moral function. Finds Kohlberg's major interest is in the characteristics of stages of individual moral reasoning and the principle of…

  3. Interview With Jean Laplanche.

    Science.gov (United States)

    Laplanche, Jean; Danon, Gisèle; Lauru, Didier

    2015-10-01

    The starting point for this interview with Jean Laplanche is a question regarding the place of infantile sexuality within psychoanalysis today. Laplanche begins by underscoring the audaciousness of Freud's characterization of infantile sexuality and the significance of the expansion of the field of "the sexual" that this characterization entails. He goes on to outline his celebrated "general theory of seduction." In doing so he explains key terms associated with it, such as the "enigmatic message" and the "fundamental anthropological situation," and clarifies how the theory seeks to account for sexuality in the expanded sense. In particular, Laplanche stresses the intersubjective origins of "drive" sexuality in infancy, its chaotic evolution, its unique economic mode of functioning, and its subsequent conflict with innate "instinctual" sexual impulses that surge forth at puberty. He also positions the general theory of seduction in relation to the important advances made by attachment theory in the field of the adult-child relationship. Throughout the interview, the discussion touches on social contexts, and at points Laplanche outlines positions on topical concerns connected to education, media, and the law, and the importance of rethinking certain psychoanalytic paradigms in an age of new family structures that do not correspond to the nuclear unit.

  4. de Jean Watson

    Directory of Open Access Journals (Sweden)

    Thaís Schossler

    2008-01-01

    Full Text Available Este estudio tuvo como objetivo conocer la percepción del cuidador domiciliario del anciano acerca del cuidado de sí mismo, teniendo como base teórica a Jean Watson en su Teoría del Cuidado Humano. La investigación se caracterizó por un abordaje cualitativo, de tipo exploratorio-descriptivo, el cual fue desarrollado en la Unidad de la Vila Floresta con nueve cuidadores domiciliarios de ancianos, integrantes del Programa de Atención a Domicilio. La recolección de informaciones se realizó en el período de agosto a octubre de 2006, por medio de una entrevista parcialmente estructurada. Se utilizó el análisis de contenido de Bardin y emergieron las categorías: compartir el cuidado al anciano - una posibilidad para cuidar de sí mismo; descansar, pasear, dormir, uno no tiene más ese derecho; presencia de la familia: una necesidad sentida por el cuidador domiciliar; (desequilibrio del cuerpo físico y mental, una resultante percibida en el (descuidado de sí mismo. Se concluye que el cuidador domiciliario es el principal responsable por el cuidado del anciano y que el cuidado de sí mismo se hace presente en su realidad.

  5. Psychiatrists and clinical psychologists

    Directory of Open Access Journals (Sweden)

    Ajai R. Singh

    2006-03-01

    Full Text Available Psychiatrists and clinical psychologists share an inevitable, if rather uneasy, relationship. So very much like a modern marriage. Can't do without it, can't get out of it. Both sides contemplate divorce often. Think of separation by mutual consent. Even keep threatening as they rave and rant. Have secret, and not so secret, flings on the side. But, like the proverbial homing bird, or the conservative Indian arranged marriage, have no option but to stick it out with each other. Psychiatrists are otherwise good people. But that does not make them immune to handling clinical psychologists with the condescending tolerance and patronizing acceptance that teachers, for example, have towards rambling students. Or the rich have towards the poor. This does not take long to get converted into exasperation and smirky asides in the less charitable amongst the psychiatrists. Not that clinical psychologists are very helpful in motivating the psychiatrists to change for the better. For they, like most people in their position, over react and get aggressive when confronted with this attitude. And understandably so. However, it is time both realized their attitudes were not helpful either for mutual interaction, or growth of the Mental Health Movement at large. We can understand why psychiatrists behave the way they do. They are exposed to this same condescending-patronising attitude from their own peers in the medical profession. Their medical colleagues have yet to develop a feeling of healthy respect for psychiatry. Psychiatrists, no doubt, feel this is unjustified, but their peers are still in a position to deny them the respect and acceptance they seek. What they get from their medical colleagues, they unwittingly pass on to their clinical psychologist colleagues. But understanding why it occurs does not absolve them of their responsibility to behave more rationally, rather than emotionally, with the latter. [No abstract available.

  6. Creation Process during Learning of Gifted Students: Contributions from Jean Piaget

    Science.gov (United States)

    Ribeiro Piske, Fernanda Hellen; Stoltz, Tania; de Camargo, Denise; Blum Vestena, Carla Luciane; Machado, Jarci Maria; de Freitas, Samarah Perszel; Dias, Carmen Lúcia; dos Reis Taucei, Joulilda

    2017-01-01

    This research aims to highlight the importance of Creativity in education of gifted students. Recent education focuses exclusively on the development of intellectuality; it starts at an earlier age and stimulates mainly rational thinking, sometimes leaving aside other important dimensions. For gifted children, this fact can mean the desire to…

  7. Jean Piaget Educational Ideology%皮亚杰教育思想述论

    Institute of Scientific and Technical Information of China (English)

    史降云

    2001-01-01

    皮亚杰根据人的智力发展特点,提出了教育过程应分为感知运动阶段、前运算阶段、具体运算阶段与形式运算阶段.依据心理学理论提出了智力优先原则、准备性原则、兴趣诱发原则、主动操作原则、互助协作原则以及与之相应的一整套学习方法.

  8. Role of the epistemic subject in Piaget's genetic epistemology and its importance for science education

    Science.gov (United States)

    Niaz, Mansoor

    According to Piaget, a fundamental epistemological distinction must be made between the psychological and the epistemic subject. The epistemic subject is studied by the genetic epistemologist who charts development through a common universal rationality, which develops, whereas the psychological subject is studied by the developmental/cognitive psychologist by focusing on accidental contingencies surrounding particular people and their individual differences. The epistemic subject as compared to the psychological subject is an idealized abstraction, viz., that set of underlying epistemic structures common to everyone at the same level of development. The objective of this study is to investigate the degree to which investigators in science education conceptualize the difference between the epistemic and the psychological subjects. It is argued that just as the ideal gas law (based on the theoretical formulation of Maxwell and Boltzmann) provides a general model to which the real gases approximate under different experimental conditions, so we can consider (by abduction) the epistemic subject to be an ideal knower to which the real (psychological) subjects approximate to varying degrees. The difference between the epistemic and the psychological subjects, however, cannot be used as an epistemological shield in defense of Piagetian theory. Any test of the Piagetian theory must involve psychological or real subjects. Empirical testability, however, need not be equated to being scientific. An analogy is drawn between Galileo's idealization, which led to the discovery of the law of free-fall, and Piaget's epistemic subject. Research conducted in science education shows that at least for some critics the wide variations in the age at which individuals acquire the different Piagetian stages is crucial for rejecting the theory. It is argued that the real issue is not the proportion of heterogeneity but the understanding that Piaget, by neglecting individual differences

  9. Piaget E Kant: Uma Comparação Do Conceito De Autonomia

    Directory of Open Access Journals (Sweden)

    Raquel Rosan Christino

    2009-12-01

    Full Text Available Uma questão fundamental, para a educação, quando estudamos a moral, é saber quais são as exigências que se colocam para permitir a descoberta de um homem plenamente moral. Porém, para investigar este campo, é preciso saber o que é a moral. Tal conceito é muito bem trabalhado na Filosofia. Assim, estudiosos da moralidade, como Piaget, procuraram e aceitaram definições filosóficas de moral, para só então verificar como esta se dá no cotidiano Tendo consciência, portanto, que o filósofo Emmanuel Kant e o epistemólogo e psicólogo Jean Piaget são freqüentemente associados quando se trata de discutir tal questão, o presente trabalho se propõe a mostrar as diferenças e semelhanças dos pressupostos teóricos subjacentes às teorias kantiana e piagetiana no que se refere ao conceito de autonomia - um dos requisitos do homem moral.

  10. Relevance of Piaget's cognitive principles among 4-7 years old children: a descriptive cross-sectional study.

    Science.gov (United States)

    Asokan, Sharath; Surendran, Sharmila; Asokan, Sureetha; Nuvvula, Sivakumar

    2014-01-01

    According to Jean Piaget, children between 4 and 7 years of age are under the intuitive sub-stage of preoperational stage. Children possess specific characteristics based on their age. These characteristic cognitive principles have not been assessed in a dental setting. Research on the cognitive development of the child and its application to dental health care can enable pediatric dentists to better understand, approach and deliver improved quality of care to children. The purpose of this study is to assess the prevalence of Piaget's cognitive principles among preoperational children. This cross-sectional study was conducted among 200 children, aged 4-7 years. Various characteristics, specific for this age group, such as egocentrism, concept of cardinal numbers based on centration, lack of conservation, and reversibility were assessed, using three tangible experiments and two interview questions. A comparison of the prevalence of each character was carried out among the children based on their age. The prevalence of egocentrism based on the three mountain experiment was 65% and the personal interview showed a prevalence of 58%. Centration was appreciated in 83% of the study sample. The beaker experiment and the interview question revealed a lack of conservation in 89% and 59% of the children, respectively. There was a gradual and uniform reduction in the prevalence of the characters with an increase in age. All the three features assessed were observed in most of the children between 4 and 7 years of age as described by Piaget and most of his principles still appear valid today.

  11. Piaget, Super 8mm, and Preschool Development.

    Science.gov (United States)

    Brainard, H. Lois

    According to the theory of Piaget, until the age of two the chief developmental factor of a child is the permanence of an object or the ability to retain mental images. Between two and six he begins to use mental images, and as he develops the ability to retain a mental image he begins to imitate things from the past which he has seen or…

  12. Prevalence of Principles of Piaget's Theory Among 4-7-year-old Children and their Correlation with IQ.

    Science.gov (United States)

    Marwaha, Sugandha; Goswami, Mousumi; Vashist, Binny

    2017-08-01

    Cognitive development is a major area of human development and was extensively studied by Jean Piaget. He proposed that the development of intellectual abilities occurs in a series of relatively distinct stages and that a child's way of thinking and viewing the world is different at different stages. To assess Piaget's principles of the intuitive stage of preoperational period among 4-7-year-old children relative to their Intelligence quotient (IQ). Various characteristics as described by Jean Piaget specific for the age group of 4-7 years along with those of the previous (preconceptual stage of preoperational period) and successive periods (concrete operations) were analysed using various experiments in 300 children. These characteristics included the concepts of perceptual and cognitive egocentrism, centration and reversibility. IQ of the children was measured using Seguin form board test. Inferential statistics were performed using Chi-square test and Kruskal Wallis test. The level of statistical significance was set at 0.05. The prevalence of perceptual and cognitive egocentrism was 10.7% and 31.7% based on the experiments and 33% based on the interview question. Centration was present in 96.3% of the children. About 99% children lacked the concept of reversibility according to the clay experiment while 97.7% possessed this concept according to the interview question. The mean IQ score of children who possessed perceptual egocentrism, cognitive egocentrism and egocentrism in dental setting was significantly higher than those who lacked these characteristics. Perceptual egocentrism had almost disappeared and prevalence of cognitive egocentrism decreased with increase in age. Centration and lack of reversibility were appreciated in most of the children. There was a gradual reduction in the prevalence of these characters with increasing age. Mean IQ score of children who possessed perceptual egocentrism, cognitive egocentrism and egocentrism in dental setting was

  13. Teoría del conocimiento según Piaget. Theory of knowledge according to Piaget.

    OpenAIRE

    Castaño, Marta

    2006-01-01

    Theory of knowledge according to Piaget. Resumen Para hacer un acercamiento a las formulaciones piagetianas sobre el sujeto, hay que comenzar aclarando que Piaget no es un psicólogo sino un “epistemólogo genético” como el mismo se autodenomina, con lo que podemos entender que se interesa por conocer e investigar el origen y la naturaleza del conocimiento, y como se da éste a través del desarrollo; lo cual muestra claramente sus prioridades intelectuales como biólogo y filosofo. Para logra...

  14. Piaget and Psychological Logic System——Comments on Psychologism and Antipsychologism%皮亚杰与逻辑心理主义——兼评心理主义与反心理主义

    Institute of Scientific and Technical Information of China (English)

    吴芳芳

    2011-01-01

    People have been divided on the subject nature of the psychological logic system since Jean Piaget founded the first Psychological logic system.The Psychological logic system is a logic system,but differs from the general logic system.Jean Piaget explored the intersection of Logic and Psychology,developed a new area for study and speeded up the incubation of Logic and Psychology.But definiting and evaluating the Psychological logic system of Jean Piaget is affected by the psychologism and antipsychologism of logic,therefore,to correctly understand the Psychological logic system of Jean Piaget need us to look at the psychologism and antipsychologism of logic in a proper way.%自皮亚杰创立第一个心理逻辑系统以来,人们对该系统的学科性质看法不一。心理逻辑系统是一个逻辑系统,但其又不同于一般的逻辑系统。皮亚杰开拓了逻辑学与心理学的交叉领域,开辟了新的研究领域,促进了逻辑学与心理学的交叉融合,但由于对皮亚杰心理逻辑的评价和界定受到了逻辑学中心理主义和反心理主义的影响,因而,正确认识皮亚杰的心理逻辑系统需要我们正确认识逻辑学中的心理主义和反心理主义。

  15. Identifying School Psychologists' Intercultural Sensitivity

    Science.gov (United States)

    Puyana, Olivia E.; Edwards, Oliver W.

    2016-01-01

    School psychologists are encouraged to analyze their intercultural sensitivity because they may be subject to personal attitudes and beliefs that pejoratively influence their work with students and clients who are culturally and linguistically diverse (CLD). However, gaps remain in the literature regarding whether school psychologists are prepared…

  16. The "Chaos" Pattern in Piaget's Theory of Cognitive Development.

    Science.gov (United States)

    Lindsay, Jean S.

    Piaget's theory of the cognitive development of the child is related to the recently developed non-linear "chaos" model. The term "chaos" refers to the tendency of dynamical, non-linear systems toward irregular, sometimes unpredictable, deterministic behavior. Piaget identified this same pattern in his model of cognitive development in children.…

  17. Limits of Constructivism: Kant, Piaget and Peirce

    Science.gov (United States)

    Otte, M.

    The paradox of mathematical knowledge that mathematics cannot be conceived of as completely separated from empirical experience and yet cannot be explained by empiricist epistemology (for a slightly different and more elaborate formulation cf. Blackwell Companion to Epistemology, 270f), can only be resolved if one accepts that the causal interactions between knower and environment have themselves a generalizing tendency, a sort of continuity, rather than consisting just of singular events. Kant resolves the schism between the continous and the distinct in a constructivist manner. He assumes that all our knowledge-extending cognitions are synthetic. This synthesis does not lie in the matter of experience but springs from the function of cognizant consciousness. Piaget adhered to a Kantianism where the categories are not there at the outset. He conceives of the subject as constructing itself as well as of the emerging subject's structure as the source of the apprehension of the wo rld and believes in a Kantianism which emphasizes man's active being and potential for unlimited self-development. But he has no use for the Kantian idea of space and time as forms of mathematical intuition.Kantian thought is also central to Peirce's philosophy and conception of mathematics. But Peirce emphasizes the role of perception and analysis as its prerequisites. Peirce's and Piaget's origins in Kantianism are exhibited when both try to replace the Aristotelian notion of abstraction and generalization by something more suitable for mathematical epistemology. Peirce proposes that hypostatic abstraction is the chief explanation for the power of mathematical reasoning and explains: This operation is performed when something, that one has thought about any subject, is itself made a subject of thought. Piaget speaks of reflective abstraction in this context, making it the basis of mathematical knowledge; but separating it completely from empirical abstraction.

  18. Operational Design: Distilling Clarity from Complexity for Decisive Action

    Science.gov (United States)

    2012-08-01

    sensory data. Noted developmental psychologist Jean Piaget theorized that the mind either assimilates new sensory data into existing sche- mata or... Piaget , Jean , and Bärbel Inhelder. Memory and Intelligence. London: Routledge and Kegan Paul, 1973. Pike, Douglas. The Viet-Cong Strategy of Terror... Piaget and Inhelder, Memory and Intelligence. 20. Maleki, “Decision Making in Iran’s Foreign Policy.” See also Afrasiabi and Maleki, “Iran’s Foreign

  19. Jeans instability in the linearized Burnett regime

    CERN Document Server

    García-Colin, L S

    2005-01-01

    Jeans instability is derived for the case of a low density self-gravitating gas beyond the Navier-Stokes equations. The Jeans instability criterium is shown to depend on a Burnett coefficient if the formalism is taken up to fourth order in the wave number. It is also shown that previously known viscosity corrections to the Jeans wave-number are enhanced if the full fourth order formalism is applied to the stability analysis.

  20. Entrevista a Jean Michel Vappereau

    OpenAIRE

    Orejuela, Johnny Javier; Universidad San buenaventura; Quintero, John Alexander; Universidad de San Buenaventura

    2013-01-01

    La presente es un fragmento de la entrevista1 hecha al profesor y psicoanalista Jean Michel Vappereau que se llevó a cabo el 28 de abril de 2013 en un hotel de la ciudad de Cali. Johnny Orejuela y John Quintero dialogaron con el reconocido matemático, estudioso de Freud y Lacan, sobre temas derivados de sus intervenciones en el III Seminario Latinoamericano de Psicoanálisis: La Actualidad de la Clínica Psicoanalítica efectuado en la Universidad de San Buenaventura Cali. La conversación contó ...

  1. Jean Rouch e o Surrealismo

    OpenAIRE

    Daniela Dumaresq

    2007-01-01

    Jean Rouch explored the fortuitous, as well as dreams and theimagination of his actors in creating his films. These features identify him as one of the heirs of Surrealism. This article analyzes how his films tackle the ideas of the movement that agitated France in the 1920s. Thus, it presents the discourse constructed by Rouche’s analysts on the relations between his work and Surrealism. It then proceeds to analyse the films La Punition, 1960, and Gare du Nord, 1965. This article proposes that ...

  2. Honoring Jean-David Rochaix.

    Science.gov (United States)

    Govindjee; Redding, Kevin

    2017-02-01

    We honor Jean-David Rochaix, an outstanding scholar of chloroplast biogenesis and photosynthesis, who received the prestigious Lifetime Achievement Award of the International Society of Photosynthesis Research at its 17th International Photosynthesis Congress held in Maastricht, The Netherlands (August 5-12, 2016). With this award he joins other major discoverers in the field of photosynthesis: Pierre Joliot (of France, 2013); Ulrich W. Heber* (of Germany, 2010) and Kenneth Sauer (of USA, 2010); Jan M. Anderson* (of Australia, 2007); and Horst T. Witt* (of Germany, 2004). See "Appendix 1" for the list of those who have received the ISPR Communication, Innovation, Calvin-Benson, and Hill awards.

  3. Use of Piaget's theory in preschool nutrition education

    OpenAIRE

    Başkale,Hatice; Bahar, Zuhal; Başer,Günsel; Ari,Meziyet

    2009-01-01

    The preschool period is a time when children learn many concepts and develop life-long habits. In that period, children learn about appropriate and balanced nutrition and acquire good eating habits for later years. Piaget determined that children's cognitive development is important for their understanding of and learning about the world around them. Piaget's theory can be used as a guide in nutrition education. In fact, it helps to design effective nutrition education appropriate for the dev...

  4. George Kelly: cognitive psychologist, humanistic psychologist, or something else entirely?

    Science.gov (United States)

    Benjafield, John G

    2008-11-01

    George Kelly was regarded by some of his contemporaries as a cognitive psychologist and by others as a humanistic psychologist. Kelly himself resisted being rubricized. He did, however, name several people who had been influential in his life and work, one of whom was J.F. Herbart. A comparison of Herbart and Kelly reveals several similarities. Both shared a belief that psychology was fundamentally a mathematical discipline. Both eliminated distinctions usually taken for granted in psychology, such as emotion versus cognition. Reconstructing Kelly's relation to Herbart allows one to see more clearly why Kelly was such a unique figure in 20th century psychology.

  5. Brief Analysis on Jean Eyre’s Characters

    Institute of Scientific and Technical Information of China (English)

    CHEN Xiu-nan

    2014-01-01

    Charlotte Bronte creates a new woman image-Jean Eyre in Jean Eyre. Analyzing briefly Jean’s characters makes us know why the characer has eternal vitality. The character of Jean Eyre is still of great practical significance.

  6. Jean-Anthelme Brillat-Savarin

    DEFF Research Database (Denmark)

    Fisker, Anna Marie; Jørgensen, René Langdahl

    Pixiebog til undervisning ifm. sommerskole afholdt af Center for Food Science, Design and Experience, august 2010. Forfatteren og gastronomen Jean-Anthelme Brillat-Savarin.......Pixiebog til undervisning ifm. sommerskole afholdt af Center for Food Science, Design and Experience, august 2010. Forfatteren og gastronomen Jean-Anthelme Brillat-Savarin....

  7. Jean Desmet’s Dream Factory

    Directory of Open Access Journals (Sweden)

    Eline Grignard

    2015-07-01

    Full Text Available Exhibition review of "Jean Desmet’s Dream Factory. The Adventurous Years of Film (1907-1916" held in Eye Film Instituut in Amsterdam. Paying hommage to film operator and collector Jean Desmet, the exhibition presents a wide range of the film collection as well as a number of rare archival materials.

  8. Jean Bricmont, Noam Chomsky, activiste

    OpenAIRE

    Eyebiyi, Elieth P.

    2014-01-01

    Dans cet ouvrage, Jean Bricmont tente non seulement de décrire l’activisme d’un auteur controversé et peu connu mais aussi de restituer une pensée riche sur les fondements et modalités de l’activisme. En dépit de la qualité de ses réflexions, Noam Chomsky semble avoir été l’objet d’un certain ostracisme parce qu’il ramait à contre-courant de la pensée politique contextuelle, sur des sujets par ailleurs controversés comme la guerre. Sur la forme, la configuration de l’ouvrage amène l’auteur à ...

  9. Entrevista a Jean Michel Vappereau

    OpenAIRE

    Quintero, John; Universidad de San Buenaventura

    2010-01-01

    John Quintero: En un reportaje sobre usted, hecho por Mirtha Benítez y Ariel Pernicone, publicado en la página web de la revista Fort-Da en octubre de 2000,1 menciona el impacto que le produjo la lectura del texto Más allá del principio del placer de Freud. ¿Cuál fue ese impacto?Jean Michel Vappereau: Bien, quiero responderle de una manera ordenada. Usted sabe que he hecho estudios de matemática. Para mí el psicoanálisis no tenía nada que ver con las matemáticas ni con la ciencia.

  10. Jean Rouch (1917-2004)

    OpenAIRE

    Adler, Alfred; Cartry, Michel

    2005-01-01

    Ethnologue et cinéaste, figure centrale de la recherche africaniste en France, auteur d’une œuvre (livres, articles et films) qui transforma notre regard sur les civilisations africaines d’hier et d’aujourd’hui, Jean Rouch nous a quittés brutalement. Il est mort d’un accident de la route lors d’un voyage au Niger, un pays qu’il découvrit pour la première fois en 1941 et qu’il finit par adopter comme sa seconde patrie, y séjournant chaque année pour observer et filmer un rituel ou quelque épis...

  11. Jean Rouch e o Surrealismo

    Directory of Open Access Journals (Sweden)

    Daniela Dumaresq

    2007-12-01

    Full Text Available Jean Rouch explored the fortuitous, as well as dreams and theimagination of his actors in creating his films. These features identify him as one of the heirs of Surrealism. This article analyzes how his films tackle the ideas of the movement that agitated France in the 1920s. Thus, it presents the discourse constructed by Rouche’s analysts on the relations between his work and Surrealism. It then proceeds to analyse the films La Punition, 1960, and Gare du Nord, 1965. This article proposes that Rouch is not guided by the most famous surrealist images denaturalizing daily life. On the contrary, he will create another kind of surrealist images.

  12. Entrevista a Jean Michel Vappereau

    OpenAIRE

    Quintero, John; Universidad de San Buenaventura

    2010-01-01

    John Quintero: En un reportaje sobre usted, hecho por Mirtha Benítez y Ariel Pernicone, publicado en la página web de la revista Fort-Da en octubre de 2000,1 menciona el impacto que le produjo la lectura del texto Más allá del principio del placer de Freud. ¿Cuál fue ese impacto?Jean Michel Vappereau: Bien, quiero responderle de una manera ordenada. Usted sabe que he hecho estudios de matemática. Para mí el psicoanálisis no tenía nada que ver con las matemáticas ni con la ciencia.

  13. Selected Leading American Educational Psychologists

    Science.gov (United States)

    Ediger, Marlow

    2015-01-01

    There are selected psychologists who have contributed much toward studying problems in teaching and learning. They have suggested plans from research, carefully conducted, which enable educational practices to be set on more secure and justifiable grounds. The writer will briefly write about ten leaders, although there are salient others.

  14. 10 CFR 712.33 - Designated Psychologist.

    Science.gov (United States)

    2010-01-01

    ... 10 Energy 4 2010-01-01 2010-01-01 false Designated Psychologist. 712.33 Section 712.33 Energy DEPARTMENT OF ENERGY HUMAN RELIABILITY PROGRAM Medical Standards § 712.33 Designated Psychologist. (a) The Designated Psychologist reports to the SOMD and determines the psychological fitness of an individual...

  15. Jean-Marie Dufour 1937-2007

    CERN Multimedia

    2007-01-01

    Jean-Marie Dufour, who was head of the CERN Legal Service from 1974 until his retirement in 2001, passed away on 8 July. Following his arrival at CERN in 1966 during the crucial phase of expansion of the Laboratory’s site, Jean-Marie Dufour ensured that CERN’s rules were applied while taking part in essential stages of the Organization’s development. With his fine mind and erudition, Jean-Marie Dufour, a staunch European devoted to the CERN cause, has left his mark on the Legal Service. The Service will publish a tribute to him in a forthcoming issue of the Bulletin.

  16. Piaget 奢华艺术

    Institute of Scientific and Technical Information of China (English)

    2009-01-01

    <正>Piaget Polo 30周年纪念腕表(上图)18K白金及玫瑰金双色设计,18K白金表框镶嵌圆形美钻,银色表盘搭配18K玫瑰金阿拉伯数字时标及小时刻度,同样备有时、分显示功能,特别选用棕色鳄鱼皮表带,令腕表带有浓厚的马术味道。共有三个款式,分别为男装、男装镶钻及女装镶钻款式。大型男装款式搭载800P自动上链机械机芯;带有镶钻表圈的女装款则搭载690P石英机芯,分别限量发行300枚,每枚均有独立编号。(右图)灵感来自1979年原创款式,18K白金表壳,表框、表盘均镶有圆形美钻,与表链的钻石互相呼应。简单的时、分显示,突显整枚腕表简洁优雅特质。大型男装款式搭载534P自动上链机械机芯:女装款式搭载690P石英机芯,分别限量发行150枚,每枚腕表均有独立编号。

  17. The Cognitive, Perceptual, and Neural Bases of Skilled Performance

    Science.gov (United States)

    1991-03-14

    the different modalities that provide accurate control of goal-oriented movements. The Swiss psychologist Jean Piaget has suggested that learning of...learning. The models clarify how a child, or untrained robot, can learn to reach for objects that it sees. Piaget has provided basic insights with

  18. Processes of Skill Performance: A Foundation for the Design and Use of Training Equipment

    Science.gov (United States)

    1983-11-01

    R. D. Jean Piaget and the world of the child. American Psychologist, 1966, 21, 207-217. Turvey, M. T. Visual processing and short-term memory. In W. K...White, 1959); cognitive dissonance (Festinger, 1957); discrepant cognitive organization (Feather, 1971); and Piaget s schematic disequilibrium

  19. Dialectical Philosophy and Developmental Psychology: Hegel and Piaget on Contradiction

    Science.gov (United States)

    Lawler, James

    1975-01-01

    Suggests that although Piaget's psychological theory is developmental and dialectical in a general way, the lack of a developed philosophical basis leads to the subordination of a dialectical approach to static, anti-dialectical concepts. Hegel's theory of interaction and contradiction is examined to show that dialectical theory has a precise…

  20. Dialectical Philosophy and Developmental Psychology: Hegel and Piaget on Contradiction

    Science.gov (United States)

    Lawler, James

    1975-01-01

    Suggests that although Piaget's psychological theory is developmental and dialectical in a general way, the lack of a developed philosophical basis leads to the subordination of a dialectical approach to static, anti-dialectical concepts. Hegel's theory of interaction and contradiction is examined to show that dialectical theory has a precise…

  1. Moral Development: A Guide to Piaget and Kohlberg.

    Science.gov (United States)

    Duska, Ronald; Whelan, Mariellen

    This book discusses the moral development theories of Piaget and Kohlberg and presents practical applications of these theories for teachers and parents. The author's purpose in writing the book is to present an exposition of the work of these men to the general reading public. Chapter titles are Introduction to Developmental Theories, presenting…

  2. Piaget, Kohlberg, and Erikson: Developmental Implications for Secondary Education

    Science.gov (United States)

    Miller, John P.

    1978-01-01

    Although differences exist between their developmental perspectives, the theories of Erik Erikson, with a psychoanalytic focus, and Piaget and Kohlberg, with a cognitive, structural view, are basically complementary, providing a powerful observation on human growth. Here their theories are used to reexamine the secondary curriculum and the…

  3. Piaget on the Moral Development of Forgiveness: Identity or Reciprocity?

    Science.gov (United States)

    Enright, Robert D.; And Others

    1994-01-01

    Proposes a cognitive mechanism that makes forgiveness possible. Revises Piaget's theory that ideal reciprocity is the underlying cognitive operation that makes understanding and appreciation of forgiveness possible. Draws on modern philosophical inquiry, empirical study, and theory to argue instead that abstract identity provides--philosophically…

  4. Creativity in Gifted Education: Contributions from Vygotsky and Piaget

    Science.gov (United States)

    Stoltz, Tania; Piske, Fernanda Hellen Ribeiro; de Fátima Quintal de Freitas, Maria; D'Aroz, Marlene Schüssler; Machado, Járci Maria

    2015-01-01

    This research aims to highlight the importance of developing creativity in the school environment by promoting quality education to gifted students, with contributions from Vygotsky and Piaget. For Vygotsky creativity is inherent in the human condition, and it is the most important activity because it is the expression of consciousness, thought…

  5. Applying Piaget's Theory of Cognitive Development to Mathematics Instruction

    Science.gov (United States)

    Ojose, Bobby

    2008-01-01

    This paper is based on a presentation given at National Council of Teachers of Mathematics (NCTM) in 2005 in Anaheim, California. It explicates the developmental stages of the child as posited by Piaget. The author then ties each of the stages to developmentally appropriate mathematics instruction. The implications in terms of not imposing…

  6. Metacognition and Self-Regulation in James, Piaget, and Vygotsky

    Science.gov (United States)

    Fox, Emily; Riconscente, Michelle

    2008-01-01

    This article investigates the intertwined constructs of metacognition and self-regulation as they emerge in the works and theories of James, Piaget, and Vygotsky. To coordinate this exploration, we use an interpretive framework based on the relation of subject and object. In this framework, James's perspective on metacognition and self-regulation…

  7. Psychologists

    Science.gov (United States)

    ... Contact & Help Economic Releases Latest Releases » Major Economic Indicators » Schedules for news Releases » By Month By News ... styles, and employee morale. They also work with management on matters such as policy planning, ... Hospitals; state, local, and private 6 Individual and family ...

  8. The foundation of Piaget's theories: mental and physical action.

    Science.gov (United States)

    Beilin, H; Fireman, G

    1999-01-01

    Piaget's late theory of action and action implication was the realization of a long history of development. A review of that history shows the central place of action in all of his theoretical assertions, despite the waxing and waning of other important features of his theories. Action was said to be the primary source of knowledge with perception and language in secondary roles. Action is for the most part not only organized but there is logic in action. Action, which is at first physical, becomes internalized and transformed into mental action and mental representation, largely in the development of the symbolic or semiotic function in the sensorimotor period. A number of alternative theories of cognitive development place primary emphasis on mental representation. Piaget provided it with an important place as well, but subordinated it to mental action in the form of operations. In this, as Russell claims, he paralleled Schopenhauer's distinction between representation and will. Piaget's theory of action was intimately related to the gradual development of intentionality in childhood. Intentions were tied to actions by way of the conscious awareness of goals and the means to achieve them. Mental action, following the sensorimotor period, was limited in its logical form to semilogical or one-way functions. These forms were said by Piaget to lack logical reversibility, which was achieved only in the sixth or seventh year, in concrete operations. Mental action was not to be fully realized until the development of formal operations, with hypothetical reasoning, in adolescence, according to the classical Piagetian formulation. This view of the child's logical development, which relied heavily on truth-table (extensional) logic, underwent a number of changes. First from the addition of other logics: category theory and the theory of functions among them. In his last theory, however, an even more radical change occurred. With the collaboration of R. Garcia, he proposed

  9. Getting It Wrong from the Beginning: Our Progressivist Inheritance from Herbert Spencer, John Dewey, and Jean Piaget.

    Science.gov (United States)

    Egan, Kieran

    This book sets out to prove that the progressivist tenets that have become the foundation of American education are mistaken. The author does not argue against progressivism on the basis of the usual alternatives of liberal or traditional theories of education because it is not adequately attuned to preparing students for jobs. The author sets out…

  10. Getting It Wrong from the Beginning: Our Progressivist Inheritance from Herbert Spencer, John Dewey, and Jean Piaget.

    Science.gov (United States)

    Egan, Kieran

    This book sets out to prove that the progressivist tenets that have become the foundation of American education are mistaken. The author does not argue against progressivism on the basis of the usual alternatives of liberal or traditional theories of education because it is not adequately attuned to preparing students for jobs. The author sets out…

  11. The psychologist's dilemma ESHHS Paper Utrecht 2010

    OpenAIRE

    van Hezewijk, René; Stam, Henderikus

    2010-01-01

    The Psychologists Dilemma Game René van Hezewijk and Henderikus Stam Among the recurrent cleavages that define 20th century psychology is the deep division between psychologies that distance the psychologist from the phenomenon under investigation from those that engage the question under investigation from the perspective of the reflexive capacities of the psychologist as one among other human beings and/or members of a specific culture. Most obvious was the emergence – in the late nineteent...

  12. Jeans stability in collisional quantum dusty magnetoplasmas

    Energy Technology Data Exchange (ETDEWEB)

    Jamil, M.; Asif, M. [Department of Physics, COMSATS Institute of Information Technology, Lahore 54000 (Pakistan); Mir, Zahid [Department of Physics, COMSATS Institute of Information Technology, Lahore 54000 (Pakistan); Faculty of Engineering and Technology, Superior University, Lahore 54000 (Pakistan); Salimullah, M. [Department of Physics, Jahangirnagar University, Savar, Dhaka 1342 (Bangladesh)

    2014-09-15

    Jeans instability is examined in detail in uniform dusty magnetoplasmas taking care of collisional and non-zero finite thermal effects in addition to the quantum characteristics arising through the Bohm potential and the Fermi degenerate pressure using the quantum hydrodynamic model of plasmas. It is found that the presence of the dust-lower-hybrid wave, collisional effects of plasma species, thermal effects of electrons, and the quantum mechanical effects of electrons have significance over the Jeans instability. Here, we have pointed out a new class of dissipative instability in quantum plasma regime.

  13. [Psychologist-nurse, a rewarding collaboration].

    Science.gov (United States)

    Léger, Isabelle; Cludy, Laurence

    2011-10-01

    Psychologist-nurse, a rewarding collaboration. The collaboration between nurses and psychologists is relatively recent within healthcare institutes. Gaining maximum value from such a collaboration requires solid knowledge of the roles and the limits of each profession as well as a real desire to work together, for the benefit of the greater well-being of the patient and, indirectly, of the teams.

  14. The psychologist's dilemma ESHHS Paper Utrecht 2010

    NARCIS (Netherlands)

    van Hezewijk, René; Stam, Henderikus

    2010-01-01

    The Psychologists Dilemma Game René van Hezewijk and Henderikus Stam Among the recurrent cleavages that define 20th century psychology is the deep division between psychologies that distance the psychologist from the phenomenon under investigation from those that engage the question under investi

  15. The psychologist's dilemma ESHHS Paper Utrecht 2010

    NARCIS (Netherlands)

    van Hezewijk, René; Stam, Henderikus

    2010-01-01

    The Psychologists Dilemma Game René van Hezewijk and Henderikus Stam Among the recurrent cleavages that define 20th century psychology is the deep division between psychologies that distance the psychologist from the phenomenon under investigation from those that engage the question under investi

  16. The Legalization of the School Psychologists' World

    Science.gov (United States)

    Kirp, David L.; Kirp, Lauren M.

    1976-01-01

    Discusses the increasing tendency of legal rules to shape school psychologist's conduct. The article suggests that "the legalization of the school psychologist's world" may afford an opportunity to reshape, in more "nonformal" and collegial ways, relationships with other school professions, students, and parents. (Author)

  17. The psychologist's dilemma ESHHS Paper Utrecht 2010

    NARCIS (Netherlands)

    van Hezewijk, René; Stam, Henderikus

    2010-01-01

    The Psychologists Dilemma Game René van Hezewijk and Henderikus Stam Among the recurrent cleavages that define 20th century psychology is the deep division between psychologies that distance the psychologist from the phenomenon under investigation from those that engage the question under

  18. A New Role for the Psychologist?

    Science.gov (United States)

    Ainscow, Mel

    1976-01-01

    The educational psychologist and the school staff of an ESN(M) (educationally sub-normal) special school in Great Britain could relate more meaningfully if the assessments of the students by both teachers and psychologists were related to a curriculum based on sequencing of skills. (IM)

  19. Piaget Polo不朽的传奇经典

    Institute of Scientific and Technical Information of China (English)

    2009-01-01

    为庆祝Piaget Polo系列面世30周年,伯爵在2009年推出五款崭新的纪念腕表。其中两款镶钻的白金Piaget Polo腕表完全忠于1979年的原创设计,并沿用最初的表盘外观,内敛中流露高贵风范。大型男装款式搭载伯爵制534P自动上链机械机芯;女装款式则搭载伯爵690P石英机芯。

  20. Jean Tague-Sutcliffe on Measuring Information.

    Science.gov (United States)

    Fricke, Martin

    1998-01-01

    Jean Tague-Sutcliffe's book "Measuring Information" offers a theory to permit the measurement of information services by means of the user-centered notion of the subjective information associated with the interaction between a user and a record on an occasion. Some suggestions are made to improve the theory's foundations. (Author/AEF)

  1. Avoiding the Negative: Blue Jeans Baseball

    Science.gov (United States)

    Maggard, Bob

    1978-01-01

    Blue Jeans Baseball, for eight- to twelve-year old children, is based on the concept that everyone plays. No coaches are allowed; everyone bats once per inning; defensive players rotate positions. These and other rules reduce the emphasis on competition and increase the emphasis on skill development. (MJB)

  2. Jeans instability in classical and modified gravity

    Directory of Open Access Journals (Sweden)

    E.V. Arbuzova

    2014-12-01

    Full Text Available Gravitational instability in classical Jeans theory, General Relativity, and modified gravity is considered. The background density increase leads to a faster growth of perturbations in comparison with the standard theory. The transition to the Newtonian gauge in the case of coordinate dependent background metric functions is studied. For modified gravity a new high frequency stable solution is found.

  3. Jeans instability in classical and modified gravity

    Energy Technology Data Exchange (ETDEWEB)

    Arbuzova, E.V., E-mail: arbuzova@uni-dubna.ru [Novosibirsk State University, Novosibirsk, 630090 (Russian Federation); Department of Higher Mathematics, University “Dubna”, 141980 Dubna (Russian Federation); Dolgov, A.D., E-mail: dolgov@fe.infn.it [Novosibirsk State University, Novosibirsk, 630090 (Russian Federation); ITEP, Bol. Cheremushkinsaya ul., 25, 113259 Moscow (Russian Federation); Dipartimento di Fisica e Scienze della Terra, Università degli Studi di Ferrara, Polo Scientifico e Tecnologico – Edificio C, Via Saragat 1, 44122 Ferrara (Italy); Reverberi, L., E-mail: reverberi@fe.infn.it [Dipartimento di Fisica e Scienze della Terra, Università degli Studi di Ferrara, Polo Scientifico e Tecnologico – Edificio C, Via Saragat 1, 44122 Ferrara (Italy); Istituto Nazionale di Fisica Nucleare (INFN), Sezione di Ferrara, Polo Scientifico e Tecnologico – Edificio C, Via Saragat 1, 44122 Ferrara (Italy)

    2014-12-12

    Gravitational instability in classical Jeans theory, General Relativity, and modified gravity is considered. The background density increase leads to a faster growth of perturbations in comparison with the standard theory. The transition to the Newtonian gauge in the case of coordinate dependent background metric functions is studied. For modified gravity a new high frequency stable solution is found.

  4. INFLUENCE OF VIGOTSKY AND PIAGET TO THE DEVELOPMENT OF DEFECTOLOGY

    Directory of Open Access Journals (Sweden)

    Aleksandar KJORDIC

    1997-03-01

    Full Text Available Vigotsky's work about the problems in defectology point at social dimension of handicap and the need of multidisciplinary approach towards rehabilitation of the handicap persons. His attitude in defectology more humanistic in meeting with handicapped person.Piaget offers to the defectology completely new and more plentiful approaches in the work with the handicapped children, and in providing defectological help to the children, having dis cognitive problems in regular schools, as well.

  5. Piaget e Vygotsky - um debate possível

    Directory of Open Access Journals (Sweden)

    Maria Suzana De Stefano Menin

    2009-12-01

    Full Text Available Neste artigo sobre Piaget e Vygotsky apresentamos alguns conceitos dos dois autores a respeito de três fatores que atuam no desenvolvimento da cognição o ambiente social, a linguagem e os constituintes biológicos. Comparações sobre o significado desses termos são tecidas e, a partir delas, apresentamos questões que podem sugerir prosseguimentos para o debate entre os autores.

  6. Adolescent thinking ála Piaget: The formal stage.

    Science.gov (United States)

    Dulit, E

    1972-12-01

    Two of the formal-stage experiments of Piaget and Inhelder, selected largely for their closeness to the concepts defining the stage, were replicated with groups of average and gifted adolescents. This report describes the relevant Piagetian concepts (formal stage, concrete stage) in context, gives the methods and findings of this study, and concludes with a section discussing implications and making some reformulations which generally support but significantly qualify some of the central themes of the Piaget-Inhelder work. Fully developed formal-stage thinking emerges as far from commonplace among normal or average adolescents (by marked contrast with the impression created by the Piaget-Inhelder text, which chooses to report no middle or older adolescents who function at less than fully formal levels). In this respect, the formal stage differs appreciably from the earlier Piagetian stages, and early adolescence emerges as the age for which a "single path" model of cognitive development becomes seriously inadequate and a more complex model becomes essential. Formal-stage thinking seems best conceptualized, like most other aspects of psychological maturity, as a potentiality only partially attained by most and fully attained only by some.

  7. Psychologists and child psychological maltreatment severity assessment.

    Science.gov (United States)

    Arruabarrena, Ignacia; De Paúl, Joaquín; Indias, Silvia; Ullate, María

    2013-01-01

    Psychological maltreatment (PM) is probably the most difficult child maltreatment form to detect and evaluate. The objective of this research was to determine the effect of an instrument developed to improve accuracy in the assessment of PM severity in Child Protection Services (CPS). Case vignettes representing different severity levels of PM situations were used. 146 CPS psychologists participated in the study. A first group was made up of 115 psychologists who had been trained in the use of the instrument for 4 hours. The second group was made up of 31 psychologists who had been using the instrument for more than 12 months at the time of the study. Psychologists from the first group rated the severity of the vignettes in two ways: applying their own daily work criteria and applying the instrument after the training. Accurate ratings clearly improved when psychologists used the instrument criteria. However, only psychologists who had used the instrument for more than 12 months at the time of the study obtained more than 80% of accurate ratings. Results support the importance for CPS psychologists to use psychological maltreatment severity assessment instruments and show the conditions under which they could be effective.

  8. Review of the Article by Orlando Lourenco:Piaget and Vygotsky: Many resemblances, and a crucial difference(NewIdeasinPsychology 30 (2012 P. 281-295

    Directory of Open Access Journals (Sweden)

    Alexeyeva G.V.

    2013-06-01

    Full Text Available The article sets a goal to introduce readers to the article of Orlando Lourenco, professor of Lisbon University, who suggests totally new (and from his point of view unreasonably ignored for a long period of time parameters of assessing resemblances and differences in approaches of two influential developmental psychologists (Piaget and Vygotsky to several fundamental problems of psychology: 1the origins of knowledge and motor of development; 2 influence of equal vs. those based on authorities relations on child development and learning; 3 the more appropriate method for studying developmental changes; 4the importance of the distinction between true vs. necessary knowledge;5 the role of transformation vs. transmission in the development and learning phenomena.

  9. De Piaget a Gilligan: retrospectiva do desenvolvimento moral em psicologia um caminho para o estudo das virtudes

    Directory of Open Access Journals (Sweden)

    Vanessa Aparecida Alves de Lima

    Full Text Available Este artigo é a adaptação de um capítulo da dissertação desenvolvida no Mestrado em Psicologia Escolar e do Desenvolvimento Humano do Instituto de Psicologia da USP. Implica a visitação teórica das obras de Jean Piaget, Lawrence Kohlberg e Carol Gilligan sobre o desenvolvimento moral na perspectiva da Psicologia. As teorias são construídas a partir de uma concepção da moralidade por meio de fatores cognitivos e baseados na justiça, na opinião dos dois primeiros autores, até o desenvolvimento da ética do cuidado, na teoria da terceira autora. Tal caminho nos leva inevitavelmente a considerar que diversos elementos, não só a justiça, participam do juízo e da ação moral, entre eles, virtudes como a generosidade.

  10. Totalitarismo y educación: Freire, UNESCO y Piaget en la mirada del tradicionalismo católico

    Directory of Open Access Journals (Sweden)

    Laura Graciela Rodríguez

    2017-01-01

    Full Text Available En este artículo analizaremos, en primer término, las ideas que tenían sobre el totalitarismo un grupo de tradicionalistas católicos que actuó entre las décadas de 1960 y 1980, que se reconocía especialista en te- mas educativos y universitarios. En segundo lugar, presentaremos qué tipo de escuela defendían y quiénes eran considerados los principales adversarios al modelo por ellos propuesto. Haremos foco en el estudio del libro de Antonio Caponnetto titulado Pedagogía y educación, pu- blicado durante la última dictadura (1981 y mostraremos cómo el pro- pio Caponnetto y otros tradicionalistas criticaban los lineamientos de la “nueva pedagogía”, al educador Paulo Freire, a los “planificadores” de la Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura (UNESCO y a la psicología de Jean Piaget. En la última parte de este trabajo nos referiremos al diagnóstico que realizaban sobre la edu- cación y más específicamente, acerca del nivel primario y la enseñanza de las asignaturas en la escuela media.

  11. De Piaget a Gilligan: retrospectiva do desenvolvimento moral em psicologia um caminho para o estudo das virtudes

    Directory of Open Access Journals (Sweden)

    Vanessa Aparecida Alves de Lima

    Full Text Available Este artigo é a adaptação de um capítulo da dissertação desenvolvida no Mestrado em Psicologia Escolar e do Desenvolvimento Humano do Instituto de Psicologia da USP. Implica a visitação teórica das obras de Jean Piaget, Lawrence Kohlberg e Carol Gilligan sobre o desenvolvimento moral na perspectiva da Psicologia. As teorias são construídas a partir de uma concepção da moralidade por meio de fatores cognitivos e baseados na justiça, na opinião dos dois primeiros autores, até o desenvolvimento da ética do cuidado, na teoria da terceira autora. Tal caminho nos leva inevitavelmente a considerar que diversos elementos, não só a justiça, participam do juízo e da ação moral, entre eles, virtudes como a generosidade.

  12. Gravitation Field Dynamics in Jeans Theory

    Indian Academy of Sciences (India)

    A. A. Stupka

    2008-09-01

    Closed system of time equations for nonrelativistic gravitation field and hydrodynamic medium was obtained by taking into account binary correlations of the field, which is the generalization of Jeans theory. Distribution function of the systemwas built on the basis of the Bogolyubov reduced description method. Calculations were carried out up to the first order of a perturbation theory in interaction. Adiabatic and enthropic types of perturbations were corrected and two new types of perturbations were found.

  13. Gravitation Field Dynamics in Jeans Theory

    CERN Document Server

    Stupka, A A

    2016-01-01

    Closed system of time equations for nonrelativistic gravitation field and hydrodynamic medium was obtained by taking into account binary correlations of the field, which is the generalization of Jeans theory. Distribution function of the systemwas built on the basis of the Bogolyubov reduced description method. Calculations were carried out up to the first order of a perturbation theory in interaction. Adiabatic and enthropic types of perturbations were corrected and two new types of perturbations were found.

  14. Parole in Jeans: poetry and telematics

    Directory of Open Access Journals (Sweden)

    Paola Barisone

    1998-01-01

    Full Text Available Presentation of project "Parole in Jeans" focuses on poetry and telematics under more 'general education reading in a multimedia context. The theme concerns "the culture of the various Italian regions" created through a collaborative implemented electronically between Genoa Middle School, Udine and Padua. The main aim 'to promote reading, comprehension and production of poetic texts in an interdisciplinary context and key media.

  15. Analysis of Jeans instability from Boltzmann equation

    CERN Document Server

    Kremer, Gilberto M

    2015-01-01

    The dynamics of self-gravitating fluids is analyzed within the framework of a collisionless Boltzmann equation in the presence of gravitational fields and Poisson equation. The equilibrium distribution function takes into account the expansion of the Universe and a pressureless fluid in the matter dominated Universe. Without invoking Jeans "swindle" a dispersion relation is obtained by considering small perturbations of the equilibrium values of the distribution function and gravitational potential. The collapse criterion -- which happens in an unstable region where the solution grows exponentially with time -- is determined from the dispersion relation. The collapse criterion in a static Universe occurs when the wavenumber $k$ is smaller than the Jeans wavenumber $k_J$, which was the solution found by Jeans. For an expanding Universe it is shown that this criterion is $k\\leq\\sqrt{7/6}\\,k_J$. As a consequence the ratio of the mass contained in a sphere of diameter equal to the wavelength $\\lambda=2\\pi/k$ to t...

  16. Jean-Marie Dufour 1937-2007

    CERN Multimedia

    2007-01-01

    Picture taken by Rudiger Voss in the Legal Service LibraryJean-Marie Dufour, CERN Legal Advisor from 1974 until his retirement in 2001, passed away on 8 July. For us, his colleagues in the Legal Service, Jean-Marie was a tutor and a reference, who passed on to us his passion for the practice of law in an intergovernmental organisation. As a boss, his abiding managerial quality was his unstinting loyalty to his collaborators. Jean-Marie joined CERN in 1966 and for the next 35 years was to be the guardian of the Laboratory’s rules. This was his view of the Organization: "...I have discovered [at CERN] a fascinating universe driven by two forces: science and Europe; a world of physicists and engineers who, encouraged by the States of Europe, run a remarkable Laboratory, where Europeans have achieved reconciliation and restored the grand tradition of European physics, attracting physicists from around the world; a Laboratory that transcends not only the fro...

  17. Beyond the Individual-Social Antinomy in Discussions of Piaget and Vygotsky.

    Science.gov (United States)

    Cole, Michael; Wertsch, James V.

    1996-01-01

    Examines the role attributed to cultural mediation in Piaget's and Vygotsky's theories. Mediation of human action by cultural artifacts was central to Vygotsky's account of human development, but less important for Piaget. Vygotsky's claims regarding social origins of individual mental processes need to be understood in light of claims regarding…

  18. Piaget and the theories of organic evolution / Piaget e as teorias da evolução orgânica

    Directory of Open Access Journals (Sweden)

    Argus Vasconcelos de Almeida

    2008-01-01

    Full Text Available Theories of organic evolution, mainly those proposed by Darwin, have strongly influenced human sciences in general, and psychology in particular. Piaget has brought from biology several theoretical proposals which gave support to his formulations concerning human ontogenetic development. The theoretical link between biological and psychological formulations was based on the proposition of correspondences and partial isomorphism between evolutionary biology and cognitive development. However, Piaget's ideas about phylogenetic evolution of live organisms have had little influence over current biology. Nevertheless, epigenetic contemporary theories of biological evolution make use of Piaget's propositions, in theoretical opposition to the neo-Darwinist views. Because of that, it is proposed in this paper the crucial contribution of Piaget in terms of the proposition of a common theoretical ground for psychogenesis and organic evolution.

  19. Ivresse et militantisme : Olivier Rolin, Jean Rolin, Jean-Pierre Le Dantec

    Directory of Open Access Journals (Sweden)

    Mélanie Lamarre

    2009-09-01

    Full Text Available Respectivement nés en 1943, en 1947 et en 1949, Jean-Pierre Le Dantec, Olivier Rolin et Jean Rolin font tous les trois partie, après Mai soixante-huit, de la Gauche prolétarienne, une organisation d’extrême gauche « maoïste» qui s’autodissout au tournant des années 1973-1974, après cinq ans d’activité dont trois dans la clandestinité. Jean-PierreLe Dantec devient professeur d’architecture et l’auteur de quatre romans. Olivier Rolin devient écrivain, et pratique des activités de journaliste et...

  20. Use of Piaget's theory in preschool nutrition education Uso da teoria de Piaget na educação nutricional de pré-escolares

    OpenAIRE

    Hatice Başkale; Zuhal Bahar; Günsel Başer; Meziyet Ari

    2009-01-01

    The preschool period is a time when children learn many concepts and develop life-long habits. In that period, children learn about appropriate and balanced nutrition and acquire good eating habits for later years. Piaget determined that children's cognitive development is important for their understanding of and learning about the world around them. Piaget's theory can be used as a guide in nutrition education. In fact, it helps to design effective nutrition education appropriate for the dev...

  1. [Concept formation in children with schizophrenia (from Piaget test material)].

    Science.gov (United States)

    Lebedinskiĭ, V V; Novikova, E Iu

    1975-01-01

    The authors studied reasons of a domineering perceptive generalizations in the Piaget test by children with schizophrenia. In teaching the children to distinguish and measure different properties of objects, the most typical appeared to be the following actions: a complete or partial refusal to accomplish them, a substitution of measurements by a perceptive comparison, difficulties in the narration of personal activity in well developed speech. Better results were attained in those who were emotionally positive. On these grounds the authors presumed an autistical genesis of these disturbances.

  2. Active Learning: The Dewey, Piaget, Vygotsky, and Constructivist Theory Perspectives

    Directory of Open Access Journals (Sweden)

    Pardjono Pardjono

    2016-02-01

    Full Text Available Active Learning Approach has long been implemented in Indonesian schools, and until now the implementation of Active Learning Approach remains to be suggested to improve the quality of learning process in Indonesian classrooms. However, the constraint is still on the definition of active learning itself. This article discusses the nature of Active Learning from the perspectives of four theories: Dewey's theory of progressive education, Piaget's theory of assimilation and accommodation, Vygotsky's theory of social context and zone of proximal development, and theory of constructivism. The discussion involves the nature of knowledge, learning, and teaching including the roles of teachers in active learning based on the four theories

  3. Periumbilical allergic contact dermatitis: blue jeans or belt buckles?

    Science.gov (United States)

    Byer, Tara T; Morrell, Dean S

    2004-01-01

    Nickel is the most ubiquitous contact allergen among children and adolescents. Metal blue jeans buttons and belts have been noted to cause nickel dermatitis around the umbilicus. For these children, traditional teaching is strict avoidance of all pants with metal snaps/buttons, particularly blue jeans. In this study we tested 90 pairs of blue jeans and 47 belts for nickel using the dimethylglyoxime spot test. Only 10% of blue jeans tested positive, while 53% of belts tested positive. Furthermore, 10 pairs of nickel-negative blue jeans remained negative after 10 washings. Overall we found no resistance to testing in clothing stores. From these results, we recommend that patients with allergic contact dermatitis secondary to nickel need not strictly avoid blue jeans and metal belt buckles. Rather, families should be encouraged to use the dimethylglyoxime spot test to test these items for nickel prior to purchase.

  4. Farewell Jean-Marie Good Luck Eva Welcome back Franz

    CERN Document Server

    2001-01-01

    At the farewell reception offered by the Director-General, Professor Luciano Maiani, on the occasion of Jean-Marie Dufour's retirement from CERN, three generations of CERN Legal Counsel met. From right to left: Jean-Marie Dufour, who retires on 30 November 2001, after 35 years of service. Eva-Maria Gröniger-Voss, who takes over from Jean-Marie Dufour on 1st December 2001. Ambassador Franz Schmid, CERN Legal Counsel from 1971 to 1974.

  5. Piaget e Freud: facetas psicanalíticas da cognição

    Directory of Open Access Journals (Sweden)

    Sergio Sklar

    2014-06-01

    Full Text Available Apesar de discutida e explorada ao longo do último século, a obra de Piaget continua a ser fonte de inspiração para novos debates teóricos. Um deles se refere às possíveis articulações entre a teoria piagetiana e a psicanálise. Partindo da reflexão elaborada por Piaget em que é vislumbrada uma nova forma de ver o sentido de cognição, este artigo tem como objetivo rever as formulações de Piaget sobre as convergências entre afeto e cognição. A aproximação entre Piaget e Freud é estabelecida, já que na teoria freudiana existe uma dimensão que está além da consciência. Enquanto para Freud o inconsciente é estruturado segundo mudanças afetivas, entre as quais o recalque, para Piaget há uma cognição inconsciente, que não provém unicamente das transformações afetivas.   Palavras-chave: Piaget; Freud; inconsciente afetivo; inconsciente cognitivo; recalque cognitivo. PIAGET AND FREUD: PSYCHOANALYTICAL FACETS OF COGNITION ABSTRACT Although discussed and explored throughout the last century, the work of Piaget remains a source of inspiration for new theoretical debates. One of them concerns the possible connections between Piaget’s theory and psychoanalysis. Based on the reflection developed by Piaget, in which a new way of understanding the sense of cognition is conceived, this article has the purpose to review the formulations of Piaget on the convergences between affect and cognition. The approach between Piaget and Freud is established, as in Freudian theory there is a dimension which is beyond consciousness. While for Freud the unconscious is structured according to affective changes, including repression, for Piaget there is an unconscious cognition, which does not arise solely from affective transformations.   Keywords: Piaget; Freud; affective unconscious; cognitive unconscious; cognitive repression.

  6. The National Association of School Psychologists' Self-Assessment Tool for School Psychologists: Factor Structure and Relationship to the National Association of School Psychologists' Practice Model

    Science.gov (United States)

    Eklund, Katie; Rossen, Eric; Charvat, Jeff; Meyer, Lauren; Tanner, Nick

    2016-01-01

    The National Association of School Psychologists' Model for Comprehensive and Integrated School Psychological Services (2010a), often referred to as the National Association of School Psychologists' Practice Model, describes the comprehensive range of professional skills and competencies available from school psychologists across 10 domains. The…

  7. Jean-Baptiste Charcot and Brazil.

    Science.gov (United States)

    Teive, Hélio Afonso Ghizoni; Lima, Carlos Frederico Leite de Souza; Lima, Plínio Marcos Garcia de; Germiniani, Francisco Manoel Branco; Munhoz, Renato Puppi

    2014-08-01

    Jean-Baptiste Charcot, a neurologist from the famous Salpêtrière school and a renowned maritime explorer, visited Brazil twice. The first visit was in 1903, when the first French Antarctic expedition, traveling aboard the ship Français, made a very short stopover in Recife, in the state of Pernambuco. The second took place in 1908, during the famous voyage of the Pourquoi Pas? to the Antarctic, when Charcot and his crew stayed in the city of Rio de Janeiro for eight days.

  8. Jean-Baptiste Charcot and Brazil

    Directory of Open Access Journals (Sweden)

    Hélio Afonso Ghizoni Teive

    2014-06-01

    Full Text Available Jean-Baptiste Charcot, a neurologist from the famous Salpêtrière school and a renowned maritime explorer, visited Brazil twice. The first visit was in 1903, when the first French Antarctic expedition, traveling aboard the ship Français, made a very short stopover in Recife, in the state of Pernambuco. The second took place in 1908, during the famous voyage of the Pourquoi Pas? to the Antarctic, when Charcot and his crew stayed in the city of Rio de Janeiro for eight days.

  9. Low energy ghosts and the Jeans' instability

    Science.gov (United States)

    Gümrükçüoǧlu, A. Emir; Mukohyama, Shinji; Sotiriou, Thomas P.

    2016-09-01

    We show that a massless canonical scalar field minimally coupled to general relativity can become a tachyonic ghost at low energies around a background in which the scalar's gradient is spacelike. By performing a canonical transformation we demonstrate that this low energy ghost can be recast, at the level of the action, in a form of a fluid that undergoes a Jeans-like instability affecting only modes with large wavelength. This illustrates that low energy tachyonic ghosts do not lead to a catastrophic quantum vacuum instability, unlike the usual high-energy ghost degrees of freedom.

  10. Remarques de Jean-Claude Risset

    Directory of Open Access Journals (Sweden)

    Jean-Claude Risset

    2010-12-01

    Full Text Available Jean-Claude Risset analyzes the role of computer science in relation to the creation of music, highlighting the need for the composers to create their ‘own’ resources through a specific research activity, similar to what happened in the path that has seen the birth and development of the electric technologies and, later, of the digital ones. Activities that can and should – thanks to the possibilities increasingly offered today by programming languages – be kept alive, so that we can achieve a new type of complementarity between the composer and the work, as called for by Célestin Deliège.

  11. Jean Starobinski e la storia della medicina

    OpenAIRE

    Aldo Trucchio

    2014-01-01

    Jean Starobinski is well-known for his critical studies on 18th century French literature, but has also been constantly interested in the history of medicine. Before starting to teach History of ideas and French modern literature at the University of Geneva, he graduated with a thesis on the history of the treatment of melancholy and practised medicine at the Hôpitaux Universitaires de Genève and at the Psychiatric clinic of Cery. His familiarity with both literary theory and scientific pract...

  12. Jean-Paul Diss (1928-2012)

    CERN Multimedia

    2012-01-01

    We were greatly saddened to learn of the sudden death of Dr Jean-Paul Diss at his home on 7 June 2012.   Jean-Paul studied medicine at the Strasbourg Faculty of Medicine and began his career as an occupational medical practitioner at the Mulhouse potash mines. He then came to CERN in 1965 to set up a Medical Service at the request of the then CERN Director-General, Professor Weisskopf. He was the first person to hold the position of Head of the Medical Service and he invested all his energies to provide the Organization with an occupational healthcare unit worthy of the name. As a pioneer of occupational medicine, he worked tirelessly to improve the working conditions of the members of the personnel and continued to be solicitous about the health of every member of the personnel until his retirement in 1993.  Over the past twenty years, he remained active within the CERN Pensioners Association, in particular as the pensioners’ representative on the CERN Health Insuran...

  13. Eneseotsingutee / Jean-Charles Hue ; intervjueerinud Reet Varblane

    Index Scriptorium Estoniae

    Hue, Jean-Charles, 1968-

    2011-01-01

    Tallinna Kunstihoone galeriis on 12. juunini 2011 vaadata prantsuse videokunstniku Jean-Charles Hue' näitus "Tattoo Fight" ("Tätorebimine"), kuraator Harry Liivrand. Kunstnikust, kelle emapoolsed sugulased on Prantsusmaa mustlased ehk yéniche'id. Jean-Charles Hue yéniche'itest, nende olukorrast Prantsusmaal, oma loomingust, pikemalt mustlaste teema käsitlemisest

  14. Jean Nouveli supermodernism Barcelonas / Raili Seppänen

    Index Scriptorium Estoniae

    Seppänen, Raili

    2005-01-01

    2005. a. suvel valmivast prantsuse arhitekti Jean Nouveli (sünd. 1945) projekteeritud tornmajast Torre Agbar Barcelonas Avinguda Diagonal 209-211. Abiks hispaania arhitekt Fermin Vazquez arhitektibüroost b720 Arquitectura S.L. Jean Nouveli tuntud projekte. Ill.: J. Nouveli portreefoto, tornmaja välisvaade

  15. Eneseotsingutee / Jean-Charles Hue ; intervjueerinud Reet Varblane

    Index Scriptorium Estoniae

    Hue, Jean-Charles, 1968-

    2011-01-01

    Tallinna Kunstihoone galeriis on 12. juunini 2011 vaadata prantsuse videokunstniku Jean-Charles Hue' näitus "Tattoo Fight" ("Tätorebimine"), kuraator Harry Liivrand. Kunstnikust, kelle emapoolsed sugulased on Prantsusmaa mustlased ehk yéniche'id. Jean-Charles Hue yéniche'itest, nende olukorrast Prantsusmaal, oma loomingust, pikemalt mustlaste teema käsitlemisest

  16. Jean Nouveli supermodernism Barcelonas / Raili Seppänen

    Index Scriptorium Estoniae

    Seppänen, Raili

    2005-01-01

    2005. a. suvel valmivast prantsuse arhitekti Jean Nouveli (sünd. 1945) projekteeritud tornmajast Torre Agbar Barcelonas Avinguda Diagonal 209-211. Abiks hispaania arhitekt Fermin Vazquez arhitektibüroost b720 Arquitectura S.L. Jean Nouveli tuntud projekte. Ill.: J. Nouveli portreefoto, tornmaja välisvaade

  17. Relationship between the Physical Properties and Hand of Jean Fabric

    Directory of Open Access Journals (Sweden)

    Kawamura Atsushi

    2016-09-01

    Full Text Available We investigated the distinctive characteristics of jean fabrics (denim fabrics obtained from jeans and compared the physical properties and the hand. We used 13 kinds of jean fabric from commercial jeans and 26 other fabric types. The physical properties were measured using the Kawabata evaluation system, and the fabric hand was evaluated by 20 subjects using a semantic differential method. To characterise the hand of jean fabrics compared with other fabrics, we used principal component analysis and obtained three principal components. We found that jean fabrics were characterised by the second principal component, which was affected by feelings of thickness and weight. We further characterised the jean fabrics according to ‘softness & smoothness’ and ‘non-fullness’, depending on country of origin and type of manufacturer. The three principal components were analysed using multiple linear regression to characterise the components according to the physical properties. We explained the hand of fabrics including jean fabrics using its association with physical properties.

  18. Piaget: Notas para uma Teoria Construtivista da Inteligência

    Directory of Open Access Journals (Sweden)

    Lajonquière Leandro de

    1997-01-01

    Full Text Available Constata-se que boa parte dos comentadores da obra de Piaget afirma que a inteligência é originariamente de natureza individual e que, portanto, a socialização seria o efeito de um processo de evolução cognitiva. Essa interpretação substancializa a inteligência, recorre a explicações redu-cionistas e considera o processo de construção epistêmica como uma simples atualização de possíveis cognitivos pré-formados. Uma série de investigações tem sugerido a existência de uma interdependência causal entre as dinâmicas sociais e o desenvolvimento cognitivo, que nos alerta da necessidade de rediscutir o estatuto da interação.

  19. Practicalizing piaget at the asep guidelines conference 1970

    Science.gov (United States)

    Fawns, Rod

    1990-01-01

    ‘To understand is to invent’ (Piaget, 1968). This paper examines the attempt of Les Dale, the Assistant Director of the Australian Science Education Project, to apply Piagetian theory to describing a theory of instruction for the Project. The historiographical method consists in examining and comparing instances of curriculum invention in science education in Australia starting with contemporary and retrospective accounts of the key figures (Fawns 1988a). This paper is a case record (Stenhouse, 1978) which synthesises public and personal material in the files collected by the author. It has been subjected to review by Dale and others including those to whom it was presented at A.S.E.R.A. It accompanies an earlier paper (Fawns, 1989) which assessed the social context of the Debate at the Guidelines Conference 20 years on.

  20. Child Maltreatment and the School Psychologist

    Science.gov (United States)

    Viezel, Kathleen D.; Davis, Andrew S.

    2015-01-01

    Child maltreatment remains a relevant issue for school psychologists. This special issue was designed to provide school psychology practitioners, researchers, and other school personnel with current, empirically sound information about child maltreatment. This introduction provides context for the articles in this volume, including definitions of…

  1. Bereavement: a postgraduate training design for psychologists

    Directory of Open Access Journals (Sweden)

    Maricel Peña Villamar

    2015-09-01

    Full Text Available Background: death is a fact that impacts the lives of all human beings, so that it can neither be ignored nor distanced from its subsequent bereavement period, even if being wished. The grief reaction is one of the problems that most frequently demand the assistance of health staff, especially psychologists in all health care areas.Objective: to devise a system of activities that contributes to increase the psychologists’ knowledge about bereavement and its management.Methods: a multiple cases study was carried out with the application of two research instruments (questionnaire and interview to those psychologists who work in primary and secondary health care in Las Tunas municipality to diagnose their needs related to the management of bereavement. Qualitative methodology was used, based on the method of participatory action research, and workshops were designed as forms of educational intervention.Results: it was proved that psychologists have insufficient theoretical and methodological training in relation to care for the bereaved. Consequently, psychotherapeutic workshops were designed, offering the general methodology and procedures to be followed by the professional who assists the bereaved.Conclusions: psychotherapeutic workshops constitute a referential theoretical and practical model very useful for the preparation of psychologists to deal with bereavement.

  2. Training Ethical Psychologists: An Acculturation Model.

    Science.gov (United States)

    Gottlieb, Michael C.; Handelsman, Mitchell M.; Knapp, Samuel

    This paper posits the thesis that socialization into the profession of psychology is a process of acculturation. Students enter training with their own value traditions but are required to learn new ones when they become psychologists. The assumptions of the framework are that this "professional acculturation" (a) takes place over time, (b)…

  3. Child Maltreatment and the School Psychologist

    Science.gov (United States)

    Viezel, Kathleen D.; Davis, Andrew S.

    2015-01-01

    Child maltreatment remains a relevant issue for school psychologists. This special issue was designed to provide school psychology practitioners, researchers, and other school personnel with current, empirically sound information about child maltreatment. This introduction provides context for the articles in this volume, including definitions of…

  4. The Musician, the Researcher and the Psychologist

    DEFF Research Database (Denmark)

    Uddholm, Mats

    2013-01-01

    The Musician, the Researcher and the Psychologist The aim of this presentation is to illuminate and discuss some connections between the therapeutic profession and development of music pedagogic theory. A topic that initially emerged as a result of a sub-study in my PhD -project about professiona...

  5. Piaget's Structural Developmental Psychology. v. Ideology-Critique and the Possibility of a Critical Developmental Theory.

    Science.gov (United States)

    Broughton, John M.

    1981-01-01

    This final essay in a five-part series examining Piaget's structural developmental psychology suggests that a psychological theory which integrates aspects of developmental structuralism within a critical social framework can be developed. (Author/RH)

  6. Jean Rotz and the Marine Chart, 1542

    Science.gov (United States)

    Taylor, E. G. R.

    This paper was first published in the Journal in 1954 (Vol. 7, p. 138). It is followed by comments from Michael Richey.At the time (1542) when Jean Rotz presented Henry VIII with a variation compass, and an accompanying treatise on its making and use, the question of magnetic variation was an acute one. It formed part of a wider controversy concerning the general validity of the sea-chart which had been raised among seamen. As to this, Dr Pedro Nunez, writing a treatise in 1537 addressed to his friend and pupil the Infante Dom Luys of Portugal, said that there were skilled pilots who derided the chart and declared it to be - the falsest thing in the world. Hastening to its defence, Nunez dealt at length with the navigating errors introduced by ignoring the convergence of the meridians, and showed besides that a rhumb, or line of constant bearing was a spiral curve on the globe.

  7. Entretien avec Jean-Paul Amat

    Directory of Open Access Journals (Sweden)

    Anne Hertzog

    2011-12-01

    Full Text Available Jean Paul Amat est professeur de biogéographie à l’Université Paris IV-Sorbonne. Ses recherches portent sur la géographie des forêts, les relations entre milieux forestiers et sociétés, la géographie historique. Le croisement entre sa spécialité d’origine, la biogéographie historique, et l’histoire de la Première Guerre Mondiale l’a amené à s’intéresser au rôle stratégique de la forêt et à la question des boisements post-conflit. Ces recherches l’ont conduit à développer des réflexions sur la...

  8. Jean Starobinski e la storia della medicina

    Directory of Open Access Journals (Sweden)

    Aldo Trucchio

    2014-06-01

    Full Text Available Jean Starobinski is well-known for his critical studies on 18th century French literature, but has also been constantly interested in the history of medicine. Before starting to teach History of ideas and French modern literature at the University of Geneva, he graduated with a thesis on the history of the treatment of melancholy and practised medicine at the Hôpitaux Universitaires de Genève and at the Psychiatric clinic of Cery. His familiarity with both literary theory and scientific practice allowed him to develop what he called a «binocular vision» embracing the progress of the sciences all along with the literary expressions of modern Europeans. This essay aims at exploring the origin and implications of this facet of Starobinski's thought, focussing on his attempt at understanding aesthetic and artistic expression in its dialectical relation with techno-scientific experience, while respecting the specificity of the two languages.

  9. L’Orient multiple de Jean Potocki

    Directory of Open Access Journals (Sweden)

    François Rosset

    2011-10-01

    Full Text Available L’Orient perçu par Jean Potocki (1761-1815 entre son voyage en Turquie et en Egypte en 1784 et l’expédition de Chine de 1805-1806 ne peut se comparer sur aucun plan avec celui des grands voyageurs qui l’ont précédé au siècle des Lumières, les Galland, les Challe, les Lucas.Tout d’abord, parce que Potocki est un homme des confins ; son lieu d’origine, l’espace de son enfance où il est toujours revenu et où il passera aussi les dernières années de sa vie se situe en Podolie, zone de voisinage,...

  10. Sex Bias in Clinical Judgment among School Psychologists.

    Science.gov (United States)

    Prout, H. Thompson; Frederickson, Anne K.

    1991-01-01

    Used analogue case study format to examine sex bias in clinical judgment among school psychologists. Varied sex of adolescent and problem type in 2 X 2 design. School psychologists read case study and rated perceived disturbance and importance of intervention. Psychologists rated it more important to intervene when subject was male; no differences…

  11. School Psychologists' Role Concerning Children with Chronic Illnesses in Schools

    Science.gov (United States)

    Barraclough, Camille; Machek, Greg

    2010-01-01

    The authors examined the role of school psychologists in working with children with chronic illnesses in the schools. A total of 300 practicing school psychologists in public schools, drawn from the National Association of School Psychologists membership directory, completed a standard mail survey. The survey solicited information on (a) graduate…

  12. 38 CFR 1.514a - Disclosure to private psychologists.

    Science.gov (United States)

    2010-07-01

    ... psychologists. 1.514a Section 1.514a Pensions, Bonuses, and Veterans' Relief DEPARTMENT OF VETERANS AFFAIRS... Disclosure to private psychologists. When a beneficiary elects to obtain therapy or analysis as a private patient from a private psychologist, such information in the medical record as may be pertinent may...

  13. School Psychologist Diagnostic Decision-Making: A Pilot Study

    Science.gov (United States)

    Barnard-Brak, Lucy; Stevens, Tara; Robinson, Eric; Holt, Ann

    2013-01-01

    The current study examined the diagnostic decision-making of school psychologists as a function of a student's disability and academic performance with three research questions using a randomly-selected sample of school psychologists from the state of Texas. Results from the first research question indicated that school psychologists significantly…

  14. Cognitive Assessment Practices: A Survey of School Psychologists

    Science.gov (United States)

    Sotelo-Dynega, Marlene; Dixon, Shauna G.

    2014-01-01

    The present article describes an exploratory study regarding the preferred cognitive assessment practices of current school psychologists. Three hundred and twenty-three school psychologists participated in the survey. The results suggest that the majority of school psychologists endorsed that they base their assessment practices on an underlying…

  15. National Association of School Psychologists Principles for Professional Ethics

    Science.gov (United States)

    School Psychology Review, 2010

    2010-01-01

    The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school psychologists to enhance the learning and mental health of all children and youth. "School psychologists" provide effective services to help children and youth succeed academically, socially, behaviorally, and emotionally.…

  16. A Warrior as well as Idealist--An Analysis of Jean Christophe in Jean Christophe

    Institute of Scientific and Technical Information of China (English)

    申辰瑜

    2015-01-01

    Jean Cheistiphe,the tragic genius under Roman Rolland’s pen,is a world-renowned image in literary world. His whole life is a miracle yet with miserable struggles and countless failures,encouraging millions of people to face the obstacles in their lives since its very first publish. Here in this paper,I would like to make an analysis of this warrior as well as idealist and see what exterior also functioned to lead to his personal tragedy.

  17. Piaget: Only the Galileo of cognitive development? Comment on Niaz and Lawson on genetic epistemology

    Science.gov (United States)

    Shayer, Michael

    Niaz argued for the epistemic subject as an ideal knower, with never a mention of logic - only of science understanding. Lawson identifies the epistemic subject as pure logical reasoner - a straw man. Net result: no meeting of minds, and little light shown on Piaget. Both fail to present the constructivist Piaget who, as far as he went, did resolve the contextual knowledge/abstract reasoning dilemma.

  18. Contribuições da teoria de Piaget para a formação de professores/Contribution of Piaget’s theory to the formation of teachers

    Directory of Open Access Journals (Sweden)

    Eliane Giachetto Saravali

    2004-01-01

    Full Text Available O artigo discute a importância do conhecimento e do aprofundamento do referencial construtivista de Jean Piaget e suas principais contribuições para a formação do pedagogo e sua prática docente. Mediante a análise das respostas de estudantes de Pedagogia a um questionário avaliativo, o texto apresenta as percepções dos alunos sobre o estudo continuado da epistemologia genética. The article discusses the importance of the knowledge and of the deepening of Piaget’s constructivist referential and his main contributions to the formation of the pedagogue and his teaching practice. According to the analysis of the answers of Pedagogy students to an estimator questionary, the text presents the perceptions of the students about the continual study of the genetic epistemology.

  19. Use of Piaget's theory in preschool nutrition education Uso da teoria de Piaget na educação nutricional de pré-escolares

    Directory of Open Access Journals (Sweden)

    Hatice Başkale

    2009-12-01

    Full Text Available The preschool period is a time when children learn many concepts and develop life-long habits. In that period, children learn about appropriate and balanced nutrition and acquire good eating habits for later years. Piaget determined that children's cognitive development is important for their understanding of and learning about the world around them. Piaget's theory can be used as a guide in nutrition education. In fact, it helps to design effective nutrition education appropriate for the developmental stages of childhood. The purpose of this article is to describe Piaget's theory and nutrition education based on this theory. This article will discuss how Piaget's theory is to be used in the development of nutritional habits of preschool children and will make an attempt to provide a viewpoint for those who provide nutrition education.O período pré-escolar é uma época na qual a criança aprende muitos conceitos e desenvolve hábitos que persistem a vida toda. Nesta época, a criança aprende sobre nutrição adequada e balanceada e adquire bons hábitos alimentares para os anos seguintes. Piaget estabeleceu que o desenvolvimento cognitivo de uma criança é importante para a compreensão e o aprendizado do mundo que a cerca. A teoria de Piaget pode ser usada como um guia na educação nutricional. De fato, a teoria ajuda a elaborar uma educação nutricional apropriada para os estágios de desenvolvimento infantis. O objetivo deste artigo é descrever a teoria de Piaget e a educação nutricional com base nesta teoria. Este artigo discutirá como a teoria de Piaget pode ser usada no desenvolvimento dos hábitos nutricionais de pré-escolares na tentativa de apresentar um panorama aos profissionais envolvidos com a educação nutricional.

  20. Updating the debate between Piaget and Chomsky in a neurobiological perspective / Atualizando o debate entre Piaget e Chomsky em uma perspectiva neurobiológica

    Directory of Open Access Journals (Sweden)

    Marcelo Leandro Eichler

    2005-01-01

    Full Text Available The understandings of language acquisition and of cognitive structures are in debate in the center of the cognitive sciences. It happens despite of a group of academics who, in a rhetorical way, insists on despising Piaget's constructivist model, keeping a connection to Chomsky's innatist theory. This paper recalls the classical debate between these two knowledge systems, rethinking it in a psychobiological perspective and presenting recent neurobiological studies that suggest a correction of commitment between innate and acquired as pointed by Piaget.

  1. 42 CFR 410.71 - Clinical psychologist services and services and supplies incident to clinical psychologist services.

    Science.gov (United States)

    2010-10-01

    ... 42 Public Health 2 2010-10-01 2010-10-01 false Clinical psychologist services and services and supplies incident to clinical psychologist services. 410.71 Section 410.71 Public Health CENTERS FOR... MEDICAL INSURANCE (SMI) BENEFITS Medical and Other Health Services § 410.71 Clinical psychologist...

  2. History's mysteries demystified: becoming a psychologist-historian.

    Science.gov (United States)

    Vaughn-Blount, Kelli; Rutherford, Alexandra; Baker, David; Johnson, Deborah

    2009-01-01

    More than 40 years ago, psychologist-historian Robert Watson argued that the study of history was of particular salience to psychology. In this article we explore the relationship between psychology and history and argue that the psychologist-historian plays a vital role in the discipline of psychology. We provide a brief overview of the emergence of the history of psychology as a professional subdiscipline, describe who psychologist-historians are, explain why they are needed, and detail how to join their ranks. We argue that increasing historical sophistication among psychologists will have beneficial effects on research and teaching, and we invite all psychologists to participate in the making of psychology's history.

  3. Chronic headache: the role of the psychologist.

    Science.gov (United States)

    Nicholson, Robert A

    2010-02-01

    The role of the psychologist in chronic headache needs to be tailored to the patient's presentation. For some patients, psychological issues need to be directly addressed (eg, psychiatric comorbidity, difficulties coping with headache, significant problems with sleep and/or stress, medication overuse, and history of abuse). Other situations (eg, patients' beliefs about their readiness to change ability to actively manage headaches, medication adherence, and managing triggers) involve behavioral/psychological principles even when there is no direct contact with a psychologist. This article reviews the literature on the importance of psychological issues in headache management and provides suggestions for how to address behavioral and cognitive factors and their potential for improved headache care.

  4. Pavlov as a psychologist. A reappraisal.

    Science.gov (United States)

    Windholz, G

    1987-01-01

    American psychologists are informed on Pavlov's work on conditional reflexes but not on the full development of his theory of higher nervous activity. This article shows that Pavlov's theory of higher nervous activity dealt with concepts that concerned contemporary psychologists. Pavlov used the conditioning of the salivary reflex for methodological purposes. Pavlov's theory of higher nervous activity encompassed overt behavior, neural processes, and the conscious experience. The strong Darwinian element of Pavlov's theory, with its stress on the higher organisms' adaptation, is described. With regard to learning, Pavlov, at the end of his scholarly career, proposed that although all learning involves the formation of associations, the organism's adaptation to the environment is established through conditioning, but the accumulation of knowledge is established by trial and error.

  5. The activity model of legal psychologist

    Directory of Open Access Journals (Sweden)

    N.V. Bogdanovich,

    2014-08-01

    Full Text Available We propose an activity model of legal psychologist work. As a basis for the construction of the system of legal psychologist activity, we use trajectory of teenager living in the legal field. As the main activities within their respective specializations, we highlighted prevention, maintenance and rehabilitation. We define the main activities necessary for the development within the FGOSIII specialization 050407 “Pedagogy and Psychology of deviant behavior”: general and pathopsychologic diagnostics, development activity and psychological education, psycho-correction, psychological counseling. Accordingly, we define the types of psychological practices. We highlight the motivational and integrative practice (teaching introductory and trainee. We propose a system of training modules, ensuring the formation of the necessary competencies. The modules feature is their focus on practice (the association of training courses with the main types of psychological practice.

  6. Research contributions of counseling psychologists to neuropsychology.

    Science.gov (United States)

    Lopez, S J; Ryan, J J; Sumerall, S W

    1998-10-01

    Research productivity of counseling psychologists with credentials in clinical neuropsychology were examined. Eighteen were ABPP/ABCN Diplomates. Division 40 Fellows, or both. They published an average of 3.06 (SD= 4.82; range = 0 to 20) neuropsychologically relevant, first-authored articles over the past 5 years. When counseling psychologists were compared to a random sample of ABPP/ABCN diplomates with doctoral degrees in other areas of psychology, no reliable differences emerged between the groups in age, research productivity, or number of years between graduation and receipt of the ABPP/ABCN diploma. Research contributions of neuropsychologists with degrees in counseling psychology are comparable to those of ABPP/ABCN diplomates who were trained in other areas of psychology (e.g., clinical, developmental, and physiological).

  7. Bereavement: a postgraduate training design for psychologists

    OpenAIRE

    Maricel Peña Villamar

    2015-01-01

    Background: death is a fact that impacts the lives of all human beings, so that it can neither be ignored nor distanced from its subsequent bereavement period, even if being wished. The grief reaction is one of the problems that most frequently demand the assistance of health staff, especially psychologists in all health care areas.Objective: to devise a system of activities that contributes to increase the psychologists’ knowledge about bereavement and its management.Methods: a multiple case...

  8. Learning by doing - Piagets Konstruktivistische Lerntheorie und Ihre Konsequenzen FÜR Die PÄDAGOGISCHE Praxis

    Science.gov (United States)

    Vollmers, Burkhard

    1997-01-01

    Piaget's theory of genetic recognition has a number of pedagogical implications. With the swing from structuralism to constructivism, Piaget created one of the first constructivist learning theories around the middle of this century. After this has been briefly presented, its relationship to present-day teaching and learning research, pedagogical practice and other forms of constructivism is examined critically. Although Piaget's theory does not embrace all forms of human learning, it does contain some significant pointers for pedagogical practice. An appropriate practical application of Piaget's learning theory would be to teach by encouraging spontaneous activity and the interests of the pupils.

  9. Questionable research practices among italian research psychologists.

    Science.gov (United States)

    Agnoli, Franca; Wicherts, Jelte M; Veldkamp, Coosje L S; Albiero, Paolo; Cubelli, Roberto

    2017-01-01

    A survey in the United States revealed that an alarmingly large percentage of university psychologists admitted having used questionable research practices that can contaminate the research literature with false positive and biased findings. We conducted a replication of this study among Italian research psychologists to investigate whether these findings generalize to other countries. All the original materials were translated into Italian, and members of the Italian Association of Psychology were invited to participate via an online survey. The percentages of Italian psychologists who admitted to having used ten questionable research practices were similar to the results obtained in the United States although there were small but significant differences in self-admission rates for some QRPs. Nearly all researchers (88%) admitted using at least one of the practices, and researchers generally considered a practice possibly defensible if they admitted using it, but Italian researchers were much less likely than US researchers to consider a practice defensible. Participants' estimates of the percentage of researchers who have used these practices were greater than the self-admission rates, and participants estimated that researchers would be unlikely to admit it. In written responses, participants argued that some of these practices are not questionable and they have used some practices because reviewers and journals demand it. The similarity of results obtained in the United States, this study, and a related study conducted in Germany suggest that adoption of these practices is an international phenomenon and is likely due to systemic features of the international research and publication processes.

  10. Questionable research practices among italian research psychologists

    Science.gov (United States)

    Wicherts, Jelte M.; Veldkamp, Coosje L. S.; Albiero, Paolo; Cubelli, Roberto

    2017-01-01

    A survey in the United States revealed that an alarmingly large percentage of university psychologists admitted having used questionable research practices that can contaminate the research literature with false positive and biased findings. We conducted a replication of this study among Italian research psychologists to investigate whether these findings generalize to other countries. All the original materials were translated into Italian, and members of the Italian Association of Psychology were invited to participate via an online survey. The percentages of Italian psychologists who admitted to having used ten questionable research practices were similar to the results obtained in the United States although there were small but significant differences in self-admission rates for some QRPs. Nearly all researchers (88%) admitted using at least one of the practices, and researchers generally considered a practice possibly defensible if they admitted using it, but Italian researchers were much less likely than US researchers to consider a practice defensible. Participants’ estimates of the percentage of researchers who have used these practices were greater than the self-admission rates, and participants estimated that researchers would be unlikely to admit it. In written responses, participants argued that some of these practices are not questionable and they have used some practices because reviewers and journals demand it. The similarity of results obtained in the United States, this study, and a related study conducted in Germany suggest that adoption of these practices is an international phenomenon and is likely due to systemic features of the international research and publication processes. PMID:28296929

  11. Hiiu murdekeel Jean Baptiste Holzmayeri "Osilianas" / Helmi Neetar

    Index Scriptorium Estoniae

    Neetar, Helmi

    1997-01-01

    Saaremaa muinasusundi ja rahvaluule koguja ning uurija Jean Baptiste Holzmayeri teosest "Osiliana" (II osa ilmus 1873) ja Pühalepa pastori von Segenbuschi kaastööst sellele ning uurimuses sisalduvatest hiiumurdelistest keelenditest

  12. Jean-Baptiste Charcot, the French Antarctic expedition and scurvy.

    Science.gov (United States)

    Teive, Hélio Afonso Ghizoni; Germiniani, Francisco Manoel Branco; Munhoz, Renato Puppi

    2014-07-01

    During the second expedition to the South Pole, Commander Jean-Baptiste Charcot and some members of the crew of "Pourquoi Pas?" developed symptoms suggestive of scurvy. The clinical picture was totally reversed after dietary changes.

  13. Jeans instability and hydrodynamic roots of Landau damping

    CERN Document Server

    Ershkovich, Alexander

    2015-01-01

    Landau damping of Langmuir waves is shown to have hydrodynamic roots, and, in principle, might have been predicted (along with Langmuir waves) several decades earlier, soon after Jeans (1902) paper appeared.

  14. 2097-IJBCS-Article-Jean Pierre Mingoas K

    African Journals Online (AJOL)

    hp

    and reproductive characteristics in Gudali zebu and Namchi taurine bulls. Jean Pierre ... Cattle, sheep, goats, pigs, horses can suffer the acute form ... quarter. One week before the start of the experiment, the animals were orally treated with the ...

  15. Jean-Claude Brunet (1941 - 2016)

    CERN Multimedia

    2016-01-01

    Jean-Claude Brunet passed away on 27 February 2016.   Brunet joined CERN in 1966 and was one of the key players in the design of the colliders, from the ISR, the first Intersecting Storage Rings, to the LHC, not forgetting the AA, the first Antiproton Accumulator, and LEP. An engineer in the design office, he participated as a precursor to the development and implementation of many elements of the ultra-high vacuum (UHV) systems of these machines. He also played an important role in the design and construction of the LHC cryostats. As a leader, he was always open-minded and much appreciated by the younger generations. His strong energy led him to be a staff representative and one of the pillars of the touring section of the Ski Club. We have lost a creator, a traveller, a sailor, a mountaineer and a great friend. Our thoughts go to his wife, Marie-Claude and his family. His friends and former colleagues

  16. Entrevista con Jean-Pierre Vernant.

    Directory of Open Access Journals (Sweden)

    - Consejo de Redacción

    1996-01-01

    Full Text Available Jean-Pierre Vernant, sin duda el mayor helenista francés después de la segunda guerra mundial, nació en Provins (Seine-et-Marne, en 1914. Recibió una educación laica y crítica: su abuelo y su padre fueron directores del diario de izquierda republicana Le Briard, de Provins. Vernant, estudioso de la antropología histórica en la Grecia antigua, comienza su carrera intelectual como filósofo. De hecho, consiguió una agregación en filosofía en 1937; hizo algún estudio inicial sobre Diderot y pensó en dedicarse a analizar la idea de trabajo en Platón. Además, el racionalismo cognoscitivo y ético ha sido un punto de referencia para él siempre, desde el cartesiano hasta el de los Manuscritos de Marx. Pero sus verdaderos maestros personales fueron dos grandes figuras en campos distintos al de sus inicios, el helenista y sociólogo Louis Gernet y el psicólogo-historiador Ignace Meyerson, con quienes trabajó estrechamente tras haber seguido sus enseñanzas, colaborando incluso en el Centre de psychologie comparative, fundado por el segundo.

  17. From blue jeans to blue genes.

    Science.gov (United States)

    Boon, Laurence M; Vikkula, Miikka

    2009-03-01

    Cutaneous venous anomalies are common. They are blue and vary in size, number, and location and account for most consultations at specialized interdisciplinary clinics for vascular anomalies. Venous lesions are clinically important because they cause pain, dysfunction, destruction of adjacent tissues, and esthetic concern. Only resection and sclerotherapy are helpful, although not always curative. Understanding etiopathogenesis could help design animal models and develop novel therapeutic approaches. John B. Mulliken, MD, envisioned a project to uncover the genetic basis of an inherited form of venous malformation in a large New England family. Recruitment of 2 young fellows resulted in a collaborative project that unraveled the searched-for gene and its mutation. This was an opening for a new era in vascular anomalies. Two blue genes' mutations were discovered, which account for most, if not all, of the inherited forms of venous anomalies, but other genes as well, for rheologically diverse lesions. Differential diagnosis and management has improved, and animal models are being made. This was achieved through the help of Dr Mulliken, who inspired 2 young investigators in blue jeans to find 2 blue genes.

  18. 华丽计时艺术piaget

    Institute of Scientific and Technical Information of China (English)

    2012-01-01

    <正>由个人兴趣发展成为家族事业,凭着创意与胆识,不但在技术上推陈出新作出重大突破,腕表.外形上亦屡创新猷,甚至将名贵的珠宝融入设计之中。今时今日,它在国际表坛享有崇高地位,并获‘制表与珠宝工艺大师’的雅号,这就是Piaget伯爵。掩不住的制表热情1874年,年仅19岁的乔治·伯爵(GeorgesEdouard Piaget)创立伯爵。在瑞士侏罗山区上的宁静小村庄La Cote-aux-Fees,每年十一月到翌年四月这个漫长严寒冬季,都是研修第二职业的好时机,乔治·伯爵就在这情况下展开了对杠干擒纵结构的研究热情。他对制表的热忱渐渐感染家族成员,不久大家都投入了制作高度精准机芯的行列。

  19. Direito natural e propriedade em Jean Bodin Natural right and property in Jean Bodin

    Directory of Open Access Journals (Sweden)

    Alberto Ribeiro G. de Barros

    2006-01-01

    Full Text Available Este artigo pretende discutir os conceitos de direito natural e propriedade no Iuri universi distributio (1578 e as suas conseqüências políticas no Methodus ad facilem historiarum cognitionem (1566 e no Les Six Livres de la République (1576, de Jean Bodin.This article aims to discuss the concepts of natural right and property in Bodin's Iuri distributio universi (1578 and the political consequences of these ideas in Methodus ad facilem historiarum cognitionem (1566 and Les Six Livres de la République (1576.

  20. The relationship between Piaget and cognitive levels in persons with Alzheimer's disease and related disorders.

    Science.gov (United States)

    Matteson, M A; Linton, A D; Barnes, S J; Cleary, B L; Lichtenstein, M J

    1996-02-01

    Clinical observations and research studies have documented that people with Alzheimer's disease and related disorders (ADRD) appear to regress developmentally during the course of the disease. The purpose of this study was to prospectively determine the association between changes in Piaget levels of cognitive development and cognitive decline in nursing home residents in various stages of ADRD. Fifty-seven people were tested three times at yearly intervals, using the Folstein Mini-Mental State Exam to determine cognitive levels and a set of 14 Piaget tasks to determine cognitive developmental levels: 1) Formal Operations; 2) Concrete Operations; 3) Preoperational; and 4) Sensorimotor. Mean MMSE scores declined from 12.7 to 9.4, and there was a downward trend in Piaget levels over the study period. ANOVA showed significant differences (p Piaget levels, and Spearman rho analysis showed significant correlations between Piaget levels and MMSE for each year (p < 0.0005, Years 1, 2, 3). The results suggest that there is a concurrent decline in cognitive developmental levels and cognition in people in various stages of Alzheimer's disease and related disorders.

  1. Jean-Martin Charcot and his legacy.

    Science.gov (United States)

    Bogousslavsky, Julien

    2014-01-01

    Jean-Martin Charcot (1825-1893) rightly is considered the father of both modern neurology and psychiatry in France and much beyond. While he never was interested in mental disease and what was called 'alienism' at the time, his career at La Salpêtrière Hospital over 30 years was mainly marked by the development of a huge group of students which focused on the study and management of hysteria. When Charcot took office at the beginning of 1862, hysteria was a 'no-man's land', medically speaking, since neither the alienists nor the internists had much interest in this condition. At La Salpêtrière, these chronic patients were largely left to themselves before Désiré Bourneville, one of Charcot's first students, convinced his chief to care for them. Subsequently, the studies of Charcot with Paul Richer, Joseph Babinski, Georges Gilles de la Tourette, Paul Sollier, Pierre Janet, and many others allowed the condition to be addressed in detail. During his stay with Charcot in 1885-1866, Sigmund Freud, a young neuropathologist at the time, became fascinated by hysteria, an interest which probably was the main start of his interest in psychology. Charcot emphasized the concept of mental factors in hysteria, along with that of a 'dynamic' lesion, which accounted for the lack of neuropathological findings in the patients. While his ideas on hysteria and hypnotism were criticized after his death even by former pupils, such as Babinski, recent findings from functional studies using magnetic resonance imaging show how accurate and often visionary Charcot's thinking was in this field.

  2. Development Stages and Curriculum: A Japanese Perspective.

    Science.gov (United States)

    Abiko, Tadahiko

    2002-01-01

    Discusses contemporary psychologists' criticism of Jean Piaget's developmental theory; reviews research in brain science, psychology, history, and the experiences of teachers; proposes a new theory of developmental stages based on children's shifting interests; discuses implications of "shifting interest center theory" for school…

  3. Consciousness, Social Heredity, and Development: The Evolutionary Thought of James Mark Baldwin

    Science.gov (United States)

    Wozniak, Robert H.

    2009-01-01

    James Mark Baldwin is one of the most important and least known early American scientific psychologists. Drawing inspiration from Charles Darwin and other evolutionists of the period, Baldwin developed a biosocial theory of psychological development that influenced both Jean Piaget and Lev S. Vygotsky; and he proposed a mechanism relating learned…

  4. The ABCs of Stress Management: A Little Stress Is Good For You, If You Know How To Handle It

    Science.gov (United States)

    Kelehear, Zach

    2005-01-01

    Educational psychologist Jean Piaget (1972) used a term called "equilibration" to describe our attempts to manage stress. He suggested that some stress was a good thing because it was during moments of stress and angst that we were likely to learn and grow. Put another way, if we are never stressed then there is nothing challenging us to grow. So…

  5. Consciousness, Social Heredity, and Development: The Evolutionary Thought of James Mark Baldwin

    Science.gov (United States)

    Wozniak, Robert H.

    2009-01-01

    James Mark Baldwin is one of the most important and least known early American scientific psychologists. Drawing inspiration from Charles Darwin and other evolutionists of the period, Baldwin developed a biosocial theory of psychological development that influenced both Jean Piaget and Lev S. Vygotsky; and he proposed a mechanism relating learned…

  6. The ABCs of Stress Management: A Little Stress Is Good For You, If You Know How To Handle It

    Science.gov (United States)

    Kelehear, Zach

    2005-01-01

    Educational psychologist Jean Piaget (1972) used a term called "equilibration" to describe our attempts to manage stress. He suggested that some stress was a good thing because it was during moments of stress and angst that we were likely to learn and grow. Put another way, if we are never stressed then there is nothing challenging us to grow. So…

  7. Development Stages and Curriculum: A Japanese Perspective.

    Science.gov (United States)

    Abiko, Tadahiko

    2002-01-01

    Discusses contemporary psychologists' criticism of Jean Piaget's developmental theory; reviews research in brain science, psychology, history, and the experiences of teachers; proposes a new theory of developmental stages based on children's shifting interests; discuses implications of "shifting interest center theory" for school…

  8. Civilian primary care prescribing psychologist in an army medical center.

    Science.gov (United States)

    Shearer, David S

    2012-12-01

    The present article discusses the integration of a civilian prescribing psychologist into a primary care clinic at Madigan Army Medical Center. A description of the role of the prescribing psychologist in this setting is provided. The author asserts that integrating prescribing psychology into primary care can improve patient access to skilled behavioral health services including psychotherapeutic and psychopharmacologic treatment. Potential benefits to the primary care providers (PCPs) working in primary care clinics are discussed. The importance of collaboration between the prescribing psychologist and PCP is emphasized. Initial feedback indicates that integration of a prescribing psychologist into primary care has been well received in this setting.

  9. Piaget e as teorias da evolução orgânica Piaget and the theories of organic evolution

    Directory of Open Access Journals (Sweden)

    Argus Vasconcelos de Almeida

    2008-01-01

    Full Text Available As teorias da evolução orgânica, principalmente a de Darwin, tiveram enorme impacto nas ciências humanas, notadamente na psicologia. Piaget importou da biologia diversas formulações teóricas que fundamentaram as suas teorias sobre o desenvolvimento ontogenético humano. A sua tese central estabelece a existência de uma correspondência de funções e isomorfismos parciais de estruturas entre a biologia evolutiva e as funções cognitivas dos sujeitos. Entretanto, suas idéias sobre a evolução dos seres vivos, com ênfase no papel do comportamento na evolução, pouca influência tiveram na biologia dominante de sua época. Não obstante, as teorias epigenéticas contemporâneas da evolução, em confronto teórico com o paradigma neodarwinista, reproduzem e atualizam as idéias piagetianas sobre a evolução e desenvolvimento dos seres vivos. Nesse sentido, defende-se aqui a idéia segundo a qual Piaget formula plataforma teórica que estabelece bases comuns para a psicogênese e a evolução orgânica.Theories of organic evolution, mainly those proposed by Darwin, have strongly influenced human sciences in general, and psychology in particular. Piaget has brought from biology several theoretical proposals which gave support to his formulations concerning human ontogenetic development. The theoretical link between biological and psychological formulations was based on the proposition of correspondences and partial isomorphism between evolutionary biology and cognitive development. However, Piaget's ideas about phylogenetic evolution of live organisms have had little influence over current biology. Nevertheless, epigenetic contemporary theories of biological evolution make use of Piaget's propositions, in theoretical opposition to the neo-Darwinist views. Because of that, it is proposed in this paper the crucial contribution of Piaget in terms of the proposition of a common theoretical ground for psychogenesis and organic evolution.

  10. Democracia e regionalismo chez Jean-Louis Quermonne Democracy and regionalism chez Jean-Louis Quermonne

    Directory of Open Access Journals (Sweden)

    Marcelo de Almeida Medeiros

    2008-01-01

    Full Text Available Com o intuito de contribuir para o alargamento do espectro de autores não anglófonos na literatura de Ciência Política do Brasil, o presente texto visa a (revisitar a questão da Democracia e do Regionalismo em Jean-Louis Quermonne. Ele está constituído de três partes. A primeira situa o autor no cenário da ciência política francesa através de expedita biografia. A segunda promove uma análise crítica e comparativa dos trabalhos de Quermonne que versam sobre a temática da Democracia, a saber: O governo da França sob a República, Os regimes políticos ocidentais e As políticas institucionais. A terceira parte procura estudar, também crítica e comparativamente, o pensamento de Quermonne no que toca a problemática do Regionalismo: O sistema político da União Européia, A Europa e o federalismo e A Europa em busca de legitimidade. Finalmente, o artigo traz algumas reflexões conclusivas apontando a importância do pensamento político francês em geral e de Jean-Louis Quermonne, em particular, para a ciência política contemporânea.Aiming at the development of the study of non-anglophone authors in the Political Science literature in Brazil, this text seeks to approach the issues of both Democracy and Regionalism in Jean-Louis Quermonne's bibliography. It has three parts. The first situates the author in the French political science scenario through a brief biography. The second part promotes a critical and comparative analysis of Quemonne's works on Democracy , i.e.: Le Gouvernement de la France sous la Vème République, Les régimes politiques occidentaux and Les politiques institutionnelles. The third part inquires, also critically and comparatively, about Quermonne's thinking on Regionalism: Le système politique de l'Union Européenne, L'Europe et le fédéralisme and L'Europe en quête de légitimité. Finally, this article brings some conclusive considerations, pointing out both the importance of the French, in general

  11. PIAGET ALTIPLANO 38MM 900P打破纤薄纪录的奥秘

    Institute of Scientific and Technical Information of China (English)

    2015-01-01

    3.65毫米,略大于一个一元硬币的厚度,也是Piaget Altiplano 38 mm 900P打破机械腕表纤薄纪录的厚度。同时,它还有令人惊艳的高级珠宝表款式,厚度仅5.65毫米的Piaget Altiplano 38 mm 900P珠宝腕表,镶嵌共计4.71克拉美钻,创下全球珠宝腕表的纤薄纪录。

  12. The Jeans Modeling of the Milky Way Galaxy

    Science.gov (United States)

    Samurovic, S.; Lalovic, A.

    2012-12-01

    In this work we investigate the predictions of Newtonian dynamics and the MOND theory related to the Milky Way galaxy using the Jeans equation. We used the measurements of the radial velocities of the blue horizontal branch (BHB) halo stars to test the predictions of Newtonian gravity and to also extend our study to different MOND models, taking orbital anisotropies that we calculate into account. The halo stars of the Galaxy were used as a tracer of the Galaxy's gravitational potential. The Jeans equation was calculated for both the Newtonian and the MOND approaches. We assumed spherical symmetry and calculated the Jeans equation by taking orbital anisotropies into account. Circular velocities for both approaches were also analyzed. We solved the Jeans equation in spherical approximation and confirm that the Newtonian model without dark matter cannot fit the observed velocity dispersion profile and that the truncated flat model with dark matter can provide a good fit to the observed velocity dispersion. For the MOND models, from the Jeans modeling we found that three models ("simple", "standard" and Zhao, 2007) can provide a fit to the data without significant anisotropies whereas the "toy" model needs anisotropies to obtain the same result.

  13. We’re all behind you, Jean-Yves!

    CERN Document Server

    Laëtitia Pedroso

    2010-01-01

    Jean-Yves Le Meur, developer of the CERN Document Server (CDS) which manages the Organization’s electronic archives, is about to take part in his third Paralympic Winter Games in Vancouver. Don’t miss him on TV from 15th March onwards !   Jean-Yves, second from the right, participates in a five-day IT training programme in Rwanda. Jean-Yves Le Meur won his place in the 14-strong “Team France” (11 men and 3 women) that will compete at the 2010 Paralympic Winter Games in Vancouver via the qualifying events held in Austria and Italy in 2009. “It was really tough to get selected this time round. You either had to make a top-three finish in a World Cup event or win gold at the European Cup”, says Jean-Yves.     Jean-Yves will be competing in four alpine skiing events: the "Super G" (Super Giant Slalom), the Super Combined Slalom, the Giant Slalom and the Slalom. And given his good performances in ...

  14. Jeans instability criterion modified by external tidal field

    CERN Document Server

    Jog, Chanda J

    2013-01-01

    The well-known Jeans criterion describes the onset of instabilities in an infinite, homogeneous, self-gravitating medium supported by pressure. Most realistic astrophysical systems, however, are not isolated - instead they are under the influence of an external field such as the tidal field due to a neighbour. Here we do a linear perturbation analysis for a system in an external field, and obtain a generalized dispersion relation that depends on the wavenumber, the sound speed, and also the magnitude of the tidal field. A typical, disruptive tidal field is shown to make the system more stable against perturbations, and results in a higher effective Jeans wavelength. The minimum mass that can become unstable is then higher (super-Jeans) than the usual Jeans mass. Conversely, in a compressive tidal field, perturbations can grow even when the mass is lower (sub-Jeans). This approach involving the inclusion of tidal field opens up a new way of looking at instabilities in gravitating systems. The treatment is gene...

  15. Analysis of Jeans instability from the Boltzmann equation

    Science.gov (United States)

    Kremer, Gilberto M.

    2016-11-01

    The dynamics of self-gravitating fluids is analyzed within the framework of a collisionless Boltzmann equation in the presence of gravitational fields and Poisson equation. Two cases are analyzed: a system with baryonic and dark matter in a static universe and a single system in an expanding universe. The amplitudes of the perturbed distribution functions are considered as a linear combination of the collision invariants of the Boltzmann equation. For the system of baryonic and dark matter, the Jeans mass of the combined system is smaller than the one of the single system indicating that a smaller mass is needed to initiate the collapse. For the single system in an expanding universe it is not necessary to make use of Jeans "swindle"and it shown that for small wavelengths the density contrast oscillates while for large wavelengths it grows with time and the Jeans instability emerges.

  16. Jean-Marie Dufour receives the Legion of Honour

    CERN Multimedia

    2001-01-01

    French Ambassador Philippe Petit (left) presents the cross of Knight of the Légion d'Honneur to Jean-Marie Dufour. On Friday 22 June, Jean-Marie Dufour, Head of CERN's Legal Service, was made Knight of the Legion of Honour by Ambassador Philippe Petit, at a ceremony held at the Permanent Mission of France in Geneva. Ambassador Petit is Permanent Representative of France at the United Nations and French delegate at CERN. He was awarded the decoration in recognition of his services. He has played an active part in all the great stages of CERN's development, in fact, ranging from its scientific programmes, to its establishment in its Host States, Switzerland and France, and its opening up to the wider world. The ceremony took place in the presence of Professor Luciano Maiani. The award is an honour to CERN, and the Organization takes this opportunity to convey its friendliest congratulations to Jean-Marie Dufour, a committed European.

  17. 皮亚杰儿童发展理论的批评之批评%Comments on Criticism of Jean. Piaget's Theory on Child Development

    Institute of Scientific and Technical Information of China (English)

    陶云; 刘艳

    2000-01-01

    近来皮亚杰儿童发展理论遭到许多批评责难。批评者就皮亚杰理论中有关儿童能力、年龄标准和发展特征的论述提出了批评。本文依据皮亚杰理论针对这些批评进行深入地分析研究,从而论证这些批评广泛地误解了皮亚杰理论。

  18. The Education Theory Of Jean Piaget in Mathematics Teaching%皮亚杰教育理论在数学教学中的应用

    Institute of Scientific and Technical Information of China (English)

    郑翔

    2004-01-01

    皮亚杰的发生认识论极大地推动了儿童心理学的发展,深刻地揭示了人类认识的发生及发展的规律,对全世界的教育教学变革都产生了重大影响.本文从皮亚杰的阶段理论、图式理论、活动理论三方面探讨皮亚杰教育理论在数学教学中的应用.

  19. 皮亚杰体育教育思想研究%A Study of Jean Piaget's Theory on Physical Education

    Institute of Scientific and Technical Information of China (English)

    李启迪; 邵伟德; 王健; 胡建华

    2013-01-01

    在综合让·皮亚杰教育理论对我国体育教育影响的前期研究基础上,对皮亚杰体育教育思想进行了深入探讨,并认为皮亚杰体育教育思想的主线为:婴幼儿的“感觉运动论”,其他围绕此核心展开的观点为感觉运动论的理论依据是认识发生论;感觉运动发展的机制是“图式”的更新;感觉运动高级形式是动作习惯与动作智慧;强调游戏在儿童智力发展中的重要性等.同时提出了皮亚杰的理论对我国体育教育改革与发展的启示:“感觉运动论”为婴幼儿体育提供依据与方法;建构主义为“自主学习和探究学习”深化研究提供思路;体育教学有效实施学生的个别差异、因材施教;有助于构建平等的师生教学观;强调游戏在促进学生社会化中的特殊价值.

  20. Implications in the Theories of Lev Vygotsky, Jean Piaget, George Kelly and Erik Erikson for the Assessment of Instruction in College Reading.

    Science.gov (United States)

    Chaplin, Miriam Thomas

    The interpretation a mature reader gleans from written language is a reflection of his linguistic, cognitive, emotional, and experiential level. In providing adequate instruction, therefore, instructors must be knowledgeable about the developmental sequences characteristic of each of these domains. The theories of L.S. Vygotsky, George Kelly, Jean…

  1. Atualizando o debate entre Piaget e Chomsky em uma perspectiva neurobiológica Updating the debate between Piaget and Chomsky in a neurobiological perspective

    Directory of Open Access Journals (Sweden)

    Marcelo Leandro Eichler

    2005-08-01

    Full Text Available Os entendimentos sobre a aquisição da linguagem e sobre as estruturas cognitivas estão em debate no seio das ciências cognitivas. Isso se dá apesar de um grupo de acadêmicos, de forma retórica, insistir em desmerecer o modelo construtivista piagetiano, mantendo uma adesão ao inatista ponto de vista chomskyano. Nesse artigo, retoma-se o clássico debate entre esses dois sistemas de conhecimento, repensando-o em uma perspectiva psicobiológica e apresentando recentes estudos neurobiológicos que sugerem a correção do compromisso, apontado por Piaget, entre o inato e o adquirido.The understandings of language acquisition and of cognitive structures are in debate in the center of the cognitive sciences. It happens despite of a group of academics who, in a rhetorical way, insists on despising Piaget's constructivist model, keeping a connection to Chomsky's innatist theory. This paper recalls the classical debate between these two knowledge systems, rethinking it in a psychobiological perspective and presenting recent neurobiological studies that suggest a correction of commitment between innate and acquired as pointed by Piaget.

  2. The Role of a School Psychologist in Concussion

    Science.gov (United States)

    Lewandowski, Lawrence J.; Rieger, Brian

    2009-01-01

    School psychologists historically have received little training on topics such as mild traumatic brain injury or concussion, yet they could play a significant role in assessment, consultation, and intervention with students who have sustained a concussion. The purpose of this article is to educate school psychologists with regard to definition,…

  3. Preparing School Psychologists to Testify at Due Process Hearings.

    Science.gov (United States)

    Fineman, Carol A.

    Guidelines are presented for school psychologists in order to make their testimony at special education due process hearings as effective as possible. Recommendations are offered to prepare the school psychologist to: (1) accept the role of expert witness; (2) organize and review case materials; (3) state relevant rules, procedures, and criteria;…

  4. The Preparation of Educational Psychologists in Hong Kong

    Science.gov (United States)

    Lam, Shui-fong

    2014-01-01

    Modeled after the British system, school psychologists in Hong Kong are called educational psychologists. Hong Kong is the first location in Asia to have a recognized specialty vocation in educational psychology and a program for their professional preparation. The first program in Hong Kong, established by the University of Hong Kong in 1981…

  5. Online Video Gaming: What Should Educational Psychologists Know?

    Science.gov (United States)

    Griffiths, Mark

    2010-01-01

    Based on a significant increase in correspondence to the author from parents, teachers and psychologists concerning "addiction" to online video games like "World of Warcraft", this paper provides a brief overview of the main issues surrounding excessive video game playing among adolescents. As an aid to educational psychologists, and based on two…

  6. The Preparation of Educational Psychologists in Hong Kong

    Science.gov (United States)

    Lam, Shui-fong

    2014-01-01

    Modeled after the British system, school psychologists in Hong Kong are called educational psychologists. Hong Kong is the first location in Asia to have a recognized specialty vocation in educational psychology and a program for their professional preparation. The first program in Hong Kong, established by the University of Hong Kong in 1981…

  7. School Psychologists Working with Children Affected by Abuse and Neglect

    Science.gov (United States)

    Dezen, Kristin A.; Gurl, Aaron; Ping, Jenn

    2010-01-01

    School psychologists encounter children regularly who have been affected by abuse and neglect. Maltreatment adversely affects the mental health status and academic achievement of youth, thereby making the topic an area of concern for school psychologists. More recently, child protection laws have been expanded to include mandatory child abuse…

  8. Training for Tragedy: Critical Challenges for School Psychologists

    Science.gov (United States)

    DeNisco, Alison

    2013-01-01

    School psychologists are often the first professionals to reach students with mental illness, and part of their role is to help identify threats that can lead to events such as the massacre at Sandy Hook Elementary School in Newtown, Conn., which left 20 children and six adults dead, including school psychologist Mary Sherlach, who was one of the…

  9. Practice Guidelines regarding Psychologists' Involvement in Pharmacological Issues

    Science.gov (United States)

    American Psychologist, 2011

    2011-01-01

    The guidelines presented in this document are intended to provide a resource to psychologists interested in the issue of what represents optimal practice in relation to pharmacotherapy. They are not intended to apply to those psychologists who choose not to become directly or indirectly involved in medication management regardless of their level…

  10. Preparation of School/Educational Psychologists in Romania

    Science.gov (United States)

    Negovan, Valeria; Dinca, Margareta

    2014-01-01

    This article focuses on the academic and professional training of educational/school psychologists in Romania. Their training mirrors the country's history, legal provisions, social qualities, and current professional status of psychologists and their specialization. Efforts to increase the quality of training for educational/school psychologists…

  11. Bilingual School Psychologists' Assessment Practices with English Language Learners

    Science.gov (United States)

    O'Bryon, Elisabeth C.; Rogers, Margaret R.

    2010-01-01

    This study explored bilingual school psychologists' assessment practices with students identified as English language learners (ELL). One thousand bilingual National Association of School Psychologist members were recruited nationwide, and 276 participated. Among those conducting language proficiency assessments of ELLs, many (58%) use…

  12. Online Video Gaming: What Should Educational Psychologists Know?

    Science.gov (United States)

    Griffiths, Mark

    2010-01-01

    Based on a significant increase in correspondence to the author from parents, teachers and psychologists concerning "addiction" to online video games like "World of Warcraft", this paper provides a brief overview of the main issues surrounding excessive video game playing among adolescents. As an aid to educational psychologists, and based on two…

  13. A School Psychologist's Self-Study Guide to Sport Psychology

    Science.gov (United States)

    Lesyk, Jack J.

    2005-01-01

    School psychologists may find the field of sport psychology beneficial to them in extending their skills and effectiveness. As trained psychologists, they are likely to already have some of the knowledge and skills necessary for working in the area of sport psychology. However, without additional training, this may not be sufficient for ethical…

  14. Elementary School Psychologists and Response to Intervention (RTI)

    Science.gov (United States)

    Little, Suzanne; Marrs, Heath; Bogue, Heidi

    2017-01-01

    The implementation of Response to Intervention (RTI) in elementary schools may have important implications for school psychologists. Therefore, it is important to better understand how elementary school psychologists perceive RTI and what barriers to successful RTI implementation they identify. Although previous research has investigated the…

  15. The Vocational Personality of School Psychologists in the United States

    Science.gov (United States)

    Toomey, Kristine D.; Levinson, Edward M.; Morrison, Takea J.

    2008-01-01

    This study represents the first empirical test of the vocational personality of US school psychologists. Specifically, we investigated the personality of school psychologists using Holland's (1997) well-researched theory of vocational personalities and work environments. The sample consisted of 241 randomly selected members of the National…

  16. The Vocational Personality of School Psychologists in the United States

    Science.gov (United States)

    Toomey, Kristine D.; Levinson, Edward M.; Morrison, Takea J.

    2008-01-01

    This study represents the first empirical test of the vocational personality of US school psychologists. Specifically, we investigated the personality of school psychologists using Holland's (1997) well-researched theory of vocational personalities and work environments. The sample consisted of 241 randomly selected members of the National…

  17. What School Psychologists Can Do for Gifted Students

    Science.gov (United States)

    Shore, Bruce M.; Bramer, Dawn H. H.; French, Lisa R.; Assouline, Susan L. G.

    2006-01-01

    The term "twice exceptional" is used to describe gifted students who also have specific academic, behavioral, and social-emotional difficulties. This is a population of gifted students for whom the expertise and experience of school psychologists may be particularly relevant. This article discusses the ways in which school psychologists can help…

  18. Jean Baudrillard: o elogio radical da parte maldita

    OpenAIRE

    da Silva (entrevista), Juremir Machado; Pontifícia Universidade Católica do Rio Grande do Sul

    2008-01-01

    Entrevista com Jean Baudrillard. Pensador do radical e dos fenômenos extremos, Jean Baudrillard, 69, considera-se um “paroxista indiferente”. Postura reduzida por muitos dos seus detratores a uma espécie de niilismo, de imobilismo ou mesmo de impostura. Praticante convicto da ironia e do paradoxo, Baudrillard desconcerta, pois enxerga o conformismo onde outros imaginam germinar a revolução. Para ele, quando a crítica se transforma em moralismo, somente a derrisão fatal pode gerar rebelião. Ad...

  19. Jeans instability of rotating magnetized quantum plasma: Influence of radiation

    Energy Technology Data Exchange (ETDEWEB)

    Joshi, H., E-mail: hjoshi8525@yahoo.com [Department of Physics, Mewar University, Chittorgarh (Raj.) India (India); Pensia, R. K. [Department of Physics, Govt. Girls College, Neemuch (M.P.) India (India)

    2015-07-31

    The effect of radiative heat-loss function and rotation on the Jeans instability of quantum plasma is investigated. The basic set of equations for this problem is constructed by considering quantum magnetohydrodynamic (QMHD) model. Using normal mode analysis, the general dispersion relation is obtained. This dispersion relation is studied in both, longitudinal and transverse direction of propagations. In both case of longitudinal and transverse direction of propagation, the Jeans instability criterion is modified due to presence of radiative heat-loss function and quantum correction.

  20. Jeans instability with exchange effects in quantum dusty magnetoplasmas

    Energy Technology Data Exchange (ETDEWEB)

    Jamil, M., E-mail: jamil.gcu@gmail.com [Department of Physics, COMSATS Institute of Information Technology, Lahore 54000 (Pakistan); Rasheed, A. [Department of Physics, Government College University, Faisalabad 38000 (Pakistan); Rozina, Ch. [Department of Physics, Lahore College for Women University, Lahore 54000 (Pakistan); Jung, Y.-D. [Department of Applied Physics and Department of Bionanotechnology, Hanyang University, Ansan, Kyunggi-Do 426-791 (Korea, Republic of); Salimullah, M. [Department of Physics, Jahangirnagar University, Savar, Dhaka 1342 (Bangladesh)

    2015-08-15

    Jeans instability is examined in magnetized quantum dusty plasmas using the quantum hydrodynamic model. The quantum effects are considered via exchange-correlation potential, recoil effect, and Fermi degenerate pressure, in addition to thermal effects of plasma species. It is found that the electron exchange and correlation potential have significant effects over the threshold value of wave vector and Jeans instability. The presence of electron exchange and correlation effect shortens the time of dust sound that comparatively stabilizes the self gravitational collapse. The results at quantum scale are helpful in understanding the collapse of the self-gravitating dusty plasma systems.

  1. Slovenian psychologists about the use of psychological tests

    Directory of Open Access Journals (Sweden)

    Dušica Boben

    2000-09-01

    Full Text Available The Committee for Psychological Tests of the Slovenian Psychological Association (SPA is participating actively in the work of the Task Force for Tests and Testing of the European Federation of Professional Psychological Associations (EFPPA. This task force developed the questionnaire on tests and testing for psychologists, members of the national associations in the European states, which are members of EFPPA. 321 psychologists answered the questionnaire in Slovenia. We have collected the opinions of psychologists about various topics regarding the use of psychological tests: knowledge and competence, legal standards and control, missuse and abuse of tests and testing, testing procedures and their limitations, significance of tests and testing etc. In addition, psychologists named three psychological tests they use most frequently. The respondents also provided useful commentaries on test use. In our study, Slovenian results are also compared with answers of psychologists in Great Britain, Spain, Croatia and Germany.

  2. The dilemma of the academic industrial psychologist

    Directory of Open Access Journals (Sweden)

    C. Orpen

    1977-11-01

    Full Text Available The university industrial psychologist is often faced with a conflict between his roles as an 'academic scientist' and as a 'professional technician'. It is argued that this problem of 'dual allegiance' can be resolved to a large extent if the industrial psychologist: (i reminds himself (and his students that industrial psychology is not a special discipline on its own, but is an integral part of psychology-in-general, (ii does not view his subject as just a mirror of professional practice, (iii has regard for his subject as a scientific discipline, and not just as a useful tool for management, and (iv convinces practitioners of the value of the subject in a variety of areas, ranging from testing to consumer behaviour.OpsommingDie bedryfsielkundige aan die universiteit kom dikwels te staan voor 'n konflik tussen sy rol as "akademiese wetenskaplike" en "professionele tegnikus". Dit word beweer dat hierdie probleem van "tweeledige verbondenheid" tot ‘n groot mate opgelos kan word as die bedryfsielkundige (en sy studente: (a dit in gedagte hou dat bedryfsielkunde nie wesentlik 'n onafhanklike dissipline is nie, maar 'n integrale deel van sielkunde-in-diealgemeen vorm, (b nie sy vak as slegs 'n weerspieëling van die professionele praktyk beskou nie, (c agting vir sy vak as 'n wetenskaplike dissipline het en nie net as 'n gerieflike werktuig vir bestuur beskou word nie, en (d die praktyk kan oortuig van die waarde van die vak in 'n verskeidenheid gebiede, wat strek van toetsing tot verbruikersgedrag.

  3. Rules constitution and the moral development in the theory of piaget: a Kantian keflection / Constituição das regras e o desenvolvimento moral na teoria de piaget: uma reflexão Kantiana

    Directory of Open Access Journals (Sweden)

    Sávio Silveira de Queiroz

    2009-01-01

    Full Text Available The games of rules have complex systems of rules expressed in socio-cultural relations favoring, according to Piaget, the study of autonomy versus heteronomy - a dimension of the moral development. Our aim was to analyze the importance of the rules' constitution for Piaget, examining his appropriations of Kantian terms, providing a reflection on terms that have been differently used from their original philosophical meanings. We observed that the differentiation between the two moral systems and the conception of respect are Kantian presuppositions used by Piaget. We concluded that the understanding of the moral development in the Piagetian theory became evident when terms in the Kantian writings are specified.

  4. A dynamic systems model of basic developmental mechanisms : Piaget, Vygotsky, and beyond

    NARCIS (Netherlands)

    van Geert, P

    1998-01-01

    A dynamic systems model is proposed on the basis of a general developmental mechanism adopted from the theories of J. Piaget and L. S. Vygotsky, more particularly a mechanism based on the concepts assimilation versus accommodation and actual development versus zone of proximal development. In the

  5. Tests Built from Piaget's and Gesell's Tasks as Predictors of First-Grade Achievement

    Science.gov (United States)

    Kaufman, Alan S.; Kaufman, Nadeen L.

    1972-01-01

    Results offer empirical support to Ilg and Ames's claim that the Gesell battery is an excellent predictor of school readiness. The close similarity of the Piaget and Gesell tests accords well with previous findings that the two tests have much in common. (Authors/MB)

  6. Mathematical Analysis of Piaget's Grouping Concept. Papy's Minicomputer as a Grouping

    Science.gov (United States)

    Steiner, H. G.

    1974-01-01

    Through a mathematical analysis, Piaget's grouping concept can be formally interpreted as being a hybrid between the mathematical concepts of a group and a lattice. Some relevant pedagogical models are presented. Activities with Cuisenaire Rods, Dienes Blocks, and Papy's Minicomputer are shown to take place in groupings. (LS)

  7. Another Look at Piaget: Some Thoughts for Curriculum Workers and Teachers.

    Science.gov (United States)

    McGrath, Dennis M.

    1980-01-01

    Reviews the stages of children's thinking according to Piaget's Theory. Illustrates how a curriculum writer might consider the complexities of a topic and match these to a level of thinking as represented by a school grade level. Outlines the implications of Piagetian levels in the construction of examinations. (GS)

  8. Negative Priming Effect after Inhibition of Weight/Number Interference in a Piaget-Like Task

    Science.gov (United States)

    Schirlin, Olivier; Houde, Olivier

    2007-01-01

    Piagetian tasks have more to do with the child's ability to inhibit interference than they do with the ability to grasp their underlying logic. Here we used a chronometric paradigm with 11-year-olds, who succeed in Piaget's conservation-of-weight task, to test the role of cognitive inhibition in a priming version of this classical task. The…

  9. A Study of Vocational College English Teaching Based on Piaget's Theory of Cognitive Development

    Institute of Scientific and Technical Information of China (English)

    陈映丹; 江晶鑫

    2015-01-01

    Piaget has taught us that we learn a great deal about how students think by listening carefully during the class,by paying attention to their own ways of solving problems. If English teachers understand the Vocational College students' thinking,they will be better able to match teaching methods to students' abilities.

  10. The Failure to Construct Proof Based on Assimilation and Accommodation Framework from Piaget

    Science.gov (United States)

    Netti, Syukma; Nusantara, Toto; Subanji; Abadyo; Anwar, Lathiful

    2016-01-01

    The purpose of this article is to describe the process of a proof construction. It is more specific on the failure of the process. Piaget's frameworks, assimilation and accommodation, were used to analyze it. Method of this research was qualitative method. Data were collected by asking five students working on problems of proof using think aloud…

  11. A dynamic systems model of basic developmental mechanisms : Piaget, Vygotsky, and beyond

    NARCIS (Netherlands)

    van Geert, P

    1998-01-01

    A dynamic systems model is proposed on the basis of a general developmental mechanism adopted from the theories of J. Piaget and L. S. Vygotsky, more particularly a mechanism based on the concepts assimilation versus accommodation and actual development versus zone of proximal development. In the mo

  12. Charcot's son, commander Jean-Baptiste Charcot: from neurology to "Pourquoi Pas?".

    Science.gov (United States)

    Teive, Hélio A G; Munhoz, Renato P; Simões, Jefferson C

    2012-04-01

    Charcot name became very famous around the world, firstly because of the work of Professor Jean-Martin Charcot, the founder of Clinical Neurology, and, secondly, because of his son, Jean-Baptiste, the world famous maritime explorer.

  13. Hannah Arendt & Jean Baudrillard: Pedagogy in the Consumer Society

    Science.gov (United States)

    Norris, Trevor

    2006-01-01

    This paper considers the place of education within our "consumers' society", beginning with Hannah Arendt's account of the rise of consumerism to a position of political dominance and the resulting eclipse of public life. Connections are then made between Arendt's account of this rise and Jean Baudrillard's account of the postmodern proliferation…

  14. Nothing is Erased: Hubert Damisch and Jean Dubuffet

    NARCIS (Netherlands)

    Berrebi, S.

    2015-01-01

    Alongside his writings on the cloud, architecture, the Italian Renaissance, and cinema that established him as one of the most important art historians and philosophers working in France since the 1960s, Hubert Damisch (1928-) edited the four volumes of the writings of artist Jean Dubuffet (1901-198

  15. Reklaamid nagu kino / Jean Marie Bouriscot ; interv.Valner Valme

    Index Scriptorium Estoniae

    Bouriscot, Jean Marie

    2001-01-01

    Sakala keskuses toimus reedel 6. korda reklaamiõgijate öö, kus näidati reklaamiklippe Jean Marie Bouriscotþ kogust. Kogu omanik polnud küll seekord ise kohal, kuid vastas siiski ajakirjaniku küsimustele oma huviala kohta

  16. Jean Desmet and the Early Dutch Film Trade

    NARCIS (Netherlands)

    Blom, Ivo

    2003-01-01

    Since 1957 the Film Museum in Amsterdam has been in possession of the Desmet Collection which contains the estate of the Dutch cinema owner and film distributor Jean Desmet (1875-1956). The collection comprises almost nine hundred European and American films in all genres, a collection of publicity

  17. Jean Dieudonné (1906-1992) mathematician

    CERN Document Server

    Cartier, P

    2005-01-01

    Jean Dieudonn\\'e has been one of the most influential French mathematicians during the 20$^{\\rm th}$ century, especially through his association -- even identification -- with the Bourbaki group. An excellent biography has been written by his friend P. Dugac, a historian of science [4]. We shall retrace here his long and distinguished career.

  18. Jean Desmet and the Early Dutch Film Trade

    NARCIS (Netherlands)

    Blom, Ivo

    2003-01-01

    Since 1957 the Film Museum in Amsterdam has been in possession of the Desmet Collection which contains the estate of the Dutch cinema owner and film distributor Jean Desmet (1875-1956). The collection comprises almost nine hundred European and American films in all genres, a collection of publicity

  19. An interview with Jean-François Braunstein

    Directory of Open Access Journals (Sweden)

    Tiago Santos Almeida

    2016-05-01

    Full Text Available Jean-François Braunstein, is a professor of philosophy at the University of Paris 1 Panthéon-Sorbonne. He currently carries out research on history and philosophy of biological, medical and human sciences at the XIXe century, like on history of French epistemology.

  20. Reklaamid nagu kino / Jean Marie Bouriscot ; interv.Valner Valme

    Index Scriptorium Estoniae

    Bouriscot, Jean Marie

    2001-01-01

    Sakala keskuses toimus reedel 6. korda reklaamiõgijate öö, kus näidati reklaamiklippe Jean Marie Bouriscotþ kogust. Kogu omanik polnud küll seekord ise kohal, kuid vastas siiski ajakirjaniku küsimustele oma huviala kohta

  1. Ajalool on ajaloolaste nägu / Jean-Claude Schmitt ; interv. Marek Tamm

    Index Scriptorium Estoniae

    Schmitt, Jean-Claude

    2004-01-01

    Intervjuu ajaloolase Jean-Claude Schmittiga. Ilm. ka: Keha, pilt ja unenägu : intervjuu Jean-Claude Scmittiga // Schmitt, Jean-Claude. Püha hurdakoer : Guinefort - lasteravija 13. sajandist. - Tallinn, 2000. - Lk. 296-305 ; Kuidas kirjutatakse ajalugu? // Tamm, Marek. Kuidas kirjutatakse ajalugu? - Tallinn, 2007. - 161-177

  2. Ajalool on ajaloolaste nägu / Jean-Claude Schmitt ; interv. Marek Tamm

    Index Scriptorium Estoniae

    Schmitt, Jean-Claude

    2004-01-01

    Intervjuu ajaloolase Jean-Claude Schmittiga. Ilm. ka: Keha, pilt ja unenägu : intervjuu Jean-Claude Scmittiga // Schmitt, Jean-Claude. Püha hurdakoer : Guinefort - lasteravija 13. sajandist. - Tallinn, 2000. - Lk. 296-305 ; Kuidas kirjutatakse ajalugu? // Tamm, Marek. Kuidas kirjutatakse ajalugu? - Tallinn, 2007. - 161-177

  3. Constituição das regras e o desenvolvimento moral na teoria de piaget: uma reflexão Kantiana Rules constitution and the moral development in the theory of piaget: a Kantian keflection

    National Research Council Canada - National Science Library

    Sávio Silveira de Queiroz; Juliana Peterle Ronchi; Rosana Suemi Tokumaru

    2009-01-01

    ... kantianos.The games of rules have complex systems of rules expressed in socio-cultural relations favoring, according to Piaget, the study of autonomy versus heteronomy - a dimension of the moral development...

  4. 李连杰为伯爵经典Piaget Polo系列殿堂级时尚演绎

    Institute of Scientific and Technical Information of China (English)

    2007-01-01

    PiagetPolo系列自推出以来,广受上流社会人仕喜爱,至今仍是品牌极受欢迎系列之一,红星李连杰先生亦是Piaget Polo系列的拥戴者。固此促成伯爵与国际巨星李连杰先生于2007年首度合作,为大家演绎多个Piaget Polo腕表的配戴风格,示范了多款造型。让太家以不同角度欣赏Piaget Polo经典创作。

  5. Evolving Expectations for Personality Traits in Counselling Psychologist in Training

    National Research Council Canada - National Science Library

    Bakare Aveez Oluwatoyin

    2016-01-01

    ... of a counsellor's personality characteristics has been linked to effective outcome. In view of these, this paper examines evolvement of expectations for personality traits among the counselling psychologist-in training...

  6. Sources Informing Undergraduate College Student Perceptions of Psychologists

    National Research Council Canada - National Science Library

    McDonald, Dana N; Wantz, Richard A; Firmin, Michael W

    2014-01-01

    ... psychologists from other HSPs.We surveyed 259 students enrolled in a general psychology class at a selective private comprehensive university in the Midwest in order to determine the sources that inform their perceptions...

  7. 20 CFR 30.402 - What are the special rules for the services of clinical psychologists?

    Science.gov (United States)

    2010-04-01

    ... of clinical psychologists? 30.402 Section 30.402 Employees' Benefits OFFICE OF WORKERS' COMPENSATION... rules for the services of clinical psychologists? A clinical psychologist may serve as a physician within the scope of his or her practice as defined by state law. Therefore, a clinical psychologist...

  8. 20 CFR 10.312 - What are the special rules for the services of clinical psychologists?

    Science.gov (United States)

    2010-04-01

    ... of clinical psychologists? 10.312 Section 10.312 Employees' Benefits OFFICE OF WORKERS' COMPENSATION... § 10.312 What are the special rules for the services of clinical psychologists? A clinical psychologist.... Therefore, a clinical psychologist may not serve as a physician for conditions that include a...

  9. 42 CFR 405.2450 - Clinical psychologist and clinical social worker services.

    Science.gov (United States)

    2010-10-01

    ... 42 Public Health 2 2010-10-01 2010-10-01 false Clinical psychologist and clinical social worker... § 405.2450 Clinical psychologist and clinical social worker services. (a) For clinical psychologist or...) Of a type that the clinical psychologist or clinical social worker who furnishes the services...

  10. Ever since language and learning: afterthoughts on the Piaget-Chomsky debate.

    Science.gov (United States)

    Piattelli-Palmarini, M

    1994-01-01

    The central arguments and counter-arguments presented by several participants during the debate between Piaget and Chomsky at the Royaumont Abbey in October 1975 are here reconstructed in a particularly consice chronological and "logical" sequence. Once the essential points of this important exchange are thus clearly laid out, it is easy to witness that recent developments in generative grammar, as well as new data on language acquisition, especially in the acquisition of pronouns by the congenitally deaf child, corroborate the "language specificity" thesis defended by Chomsky. By the same token these data and these new theoretical refinements refute the Piagetian hypothesis that language is constructed upon abstractions from sensorimotor schemata. Moreover, in the light of modern evolutionary theory, Piaget's basic assumptions on the biological roots of cognition, language and learning turn out to be unfounded. In hindsight, all this accrues to the validity of Fodor's seemingly "paradoxical" argument against "learning" as a transition from "less" powerful to "more" powerful conceptual systems.

  11. Relationships among gender, cognitive style, academic major, and performance on the Piaget water-level task.

    Science.gov (United States)

    Hammer, R E; Hoffer, N; King, W L

    1995-06-01

    Many researchers have found that more college-age adults than would be expected fail Piaget's water-level task, with women failing more frequently than men. It has been hypothesized that differences in cognitive style may account for performance differences on the water-level task. In the present study, 27 male and 27 female architectural students and 27 male and 27 female liberal-arts students were assessed for their performance on both Piaget's Water-level Task and Witkin's Group Embedded Figures Test. No difference was found in performance of male and female architectural students on either task, but male liberal-arts students scored significantly higher than female liberal-arts students on both measures. A disembedding cognitive style predicted success on the water-level task for the architectural students but not for the liberal arts students.

  12. Infants' development of object permanence: a refined methodology and new evidence of Piaget's hypothesized ordinality.

    Science.gov (United States)

    Kramer, J A; Hill, K T; Cohen, L B

    1975-03-01

    To investigate Piaget's theory of object concept development, a series of 6 tasks was administered in a combined longitudinal/cross-sectional design incorporating a number of methodological controls. The tasks spanned the entire sensorimotor period and included single versus sequential displacements combined with visible or invisible hidings. 36 infants from 5 to 32 months of age at initial testing were drawn equally from day-care and home settings. All infants received the 6 tasks during each of 3 testing sessions over a 6-month period. Clear evidence was obtained for task ordinality as proposed by Piaget, with ordinality coefficients ranging from .71 to .82 for the 3 testing sessions. Performance changes across the 3 sessions were also ordinal in 80% of the cases. Expected age, task, and session effects and accompanying interactions were also obtained.

  13. Luciano Maiani and Jean Iliopoulos awarded the Dirac Medal

    CERN Multimedia

    2007-01-01

    Luciano Maiani, when he was Director-General of CERN. Jean Iliopoulos in 1999. (©CNRS Photothèque - Julien Quideau)On 8 August, the 2007 Dirac Medal, one of the most prestigious prizes in the fields of theoretical physics and mathematics, was awarded to Luciano Maiani, professor at Rome’s La Sapienza University and former Director-General of CERN, and to Jean Iliopoulos, emeritus Director of Research at the CNRS Laboratory of Theoretical Physics. The medal was awarded to both physicists for their joint "work on the physics of the charm quark, a major contribution to the birth of the Standard Model, the modern theory of Elementary Particles." Founded by the Abdus Salam International Centre for Theoretical Physics (ICTP) in 1985, the Dirac Medal is awarded annually on 8 August, the birthday of the famous physicist Paul Dirac, winner of the 1933 Nobel Prize for Physics. It is awarded to ...

  14. Nickel dermatitis provoked by buttons in blue jeans.

    Science.gov (United States)

    Brandrup, F; Larsen, F S

    1979-05-01

    A total of 79 nickel-sensitive patients (65 women, 14 men) were examined with regard to a present or past eczema corresponding to contact with metallic buttons in blue jeans; 63% of the women and 64% of the men had or had had eczema of this kind. Among 40% of the women below 30 years this was the primary site of manifestation. The seriousness of this sensitivity is illustrated by the fact that two-thirds of the nickel sensitive patients with button dermatitis had or had had eczema of the hands. The conclusion is that blue jean buttons should be made of a material which does not contain nickel, for instance zinc alloys which are presently used for some metallic buttons, or they should be designed in such a way that the button does not directly contact the skin.

  15. En mémoire de Jean Chesneaux

    Directory of Open Access Journals (Sweden)

    Claude Dubar

    2009-06-01

    Full Text Available L’historien Jean Chesneaux, notre collègue et ami, nous a quittés le 23 juillet. Historien connu et reconnu pour ses travaux sur l’Extrême-Orient, plus précisément sur la Chine contemporaine (il a consacré sa thèse de doctorat au mouvement ouvrier chinois au début du 20e siècle, il n’a pas limité son horizon à la seule Chine. Il a porté un intérêt constant à la péninsule indochinoise, particulièrement au Viet Nam.  Jean Chesneaux n’était pas un savant de cabinet bien que son parcours univers...

  16. The Narcissim of Baron Dominique-Jean Larrey

    Science.gov (United States)

    2015-04-01

    AU/ACSC/ETTESTAD E./AY15 AIR COMMAND AND STAFF COLLEGE AIR UNIVERSITY THE NARCISSISM OF BARON DOMINIQUE-JEAN LARREY by Eric W. Ettestad, Maj...studies on narcissism throughout the past fourteen years to show Dr. Larrey was indeed a narcissist and his narcissistic tendencies precluded him...portion of the behaviors of Dr. Larrey and marries them up with research studies on narcissism throughout the past fourteen years to show Dr. Larrey was

  17. Jean-Martin Charcot Pathologist, Neurologist, Psychiatrist and Physician

    Directory of Open Access Journals (Sweden)

    Sanjay Pandey

    2012-01-01

    Full Text Available Jean-Martin Charcot is known as father of modern neurology. Before him, neurology was only limited to select disorders like chorea. His contributions were not limited to neurology only, as he was instrumental in many new developments in the field of pathology, psychiatry, and internal medicine. Even after 100 years, Charcot`s clinical methods remain the pillar of modern neurology.

  18. PROBLEM PENDIDIKAN VIDEO GAMES DALAM PERSPEKTIF TEORI SIMULACRA JEAN BAUDRILLARD

    OpenAIRE

    Siti Murtiningsih, Joko Siswanto, M. Mukhtasar Syamsudin

    2013-01-01

    Abstract: Education Problems of Video Games in the Perspective of Jean Baudrillard’s Theory of Simulacra. In the era of digital age, we are witnessing how video games penetrate children’s daily life and it is believed to have some impacts on their cognitive and affective processes. Referring to hermeneutical approach, the present library research seeks to answer the question whether video games create a real identity or simply forge false consciousness in children. In the first step, the data...

  19. PROBLEM PENDIDIKAN VIDEO GAMES DALAM PERSPEKTIF TEORI SIMULACRA JEAN BAUDRILLARD

    Directory of Open Access Journals (Sweden)

    Siti Murtiningsih, Joko Siswanto, M. Mukhtasar Syamsudin

    2013-05-01

    Full Text Available Abstract: Education Problems of Video Games in the Perspective of Jean Baudrillard’s Theory of Simulacra. In the era of digital age, we are witnessing how video games penetrate children’s daily life and it is believed to have some impacts on their cognitive and affective processes. Referring to hermeneutical approach, the present library research seeks to answer the question whether video games create a real identity or simply forge false consciousness in children. In the first step, the data were collected from bibliographi­cal sources that related to data. In the second step, the data were analyzed to examine the pedagogical-philosophical properties of the video games. The results indicate that video games change the way children view the world. Video games present the world as hiper-reality. Bu putting aside the negative values and maximizing the positive ones, the understanding of hiper-reality allows for the inculcation of children. Abstrak: Problem Pendidikan Video Games dalam Perspectif Teori Simulacra Jean Baudrillard. Permainan video games diyakini berdampak positif sekaligus negatif pada proses kognitif dan afektif anak.-anak. Terutama, video games berpengaruh pada proses internalisasi nilai-nilai dan pembentukan identitas mereka. Teknologi virtual yang disajikan oleh video games, seperti didekati oleh teori simulacra Jean Baudrillard, menyuguhkan jebakan akan realitas palsu. Melalui riset pustaka dengan metode "filsafat her­meneutis", dianalisis data untuk membangun refleksi filsafat pendidikan atas permainan video games itu. Hasil penelitian ini menyatakan video games menyuguhkan sebuah hiper-realitas dari simulasi realitas, atau simulacra dalam teori Jean Baudrillard. Simulacra adalah dunia yang terbentuk dari salinan realitas, yang menjadi acuan melebihi realitas asli. Disimpulkan bahwa video games menjadi semacam “ruang konseptual”, yang dibentuk oleh simulacra. Dengan mengenali hakikat hiper-realitas, video games dapat

  20. Jean Ping, a Legendary Figure In Sino-African Contacts

    Institute of Scientific and Technical Information of China (English)

    Tang; Ruimin

    2013-01-01

    <正>Jean Ping completed his term of office as Chairman of the Commission of the African Union in2012,and,this year,made his sixth visit to China at the invitation of the CPAFFC to receive its honorary title of Friendship Ambassador.He was born in Gabon in 1942.His father,Cheng Zhiping,was a wellknown local timber merchant from Wenzhou,Zhejiang Province who emigrated to Gabon in the 1930s,married

  1. Réponse à Jean-Luc Petit

    Directory of Open Access Journals (Sweden)

    Vincent Descombes

    2014-07-01

    Full Text Available  AbstractRicœur, in his Philosophy of the Will (1950, is already turning eidetic descriptions into linguistic descriptions. Therefore what is at stake between phenomenologists and analytic philosophers is not the linguistic turn as such. Rather, it is the question whether all psychological verbs are experiential verbs. The contribution of Vincent Descombes is presented as a response to the communication of Jean-Luc Petit delivered in Paris in November 2013 for the International Congress "Ricœur and Contemporary Philosophy in the English Language." A written version of Jean-Luc Petit’s paper can be found in this issue. NDE RésuméDès sa Philosophie de la volonté (1950, Ricœur donne un tour linguistique à ses descriptions eidétiques. Ce n'est donc pas le tournant linguistique qui sépare la phénoménologie de l'action d'une grammaire philosophique, mais plutôt la question de savoir si tous les verbes psychologiques sont des verbes d'expérience. La contribution de Vincent Descombes se présente comme une réponse à la communication de Jean-Luc Petit prononcée à Paris en novembre 2013 pour le congrès international “Ricœur et la philosophie contemporaine de langue anglaise.” On trouvera dans ce numéro la version écrite de la communication de Jean-Luc Petit. NDE

  2. Cognitive development in the first year of life: a challenge to Piaget's theory

    Directory of Open Access Journals (Sweden)

    Maja Zupančič

    2000-06-01

    Full Text Available Up to the eighties, the psychological interpretations of early cognitive development had been dominated by Piaget's theory of sensori-motor development, according to which infants' knowledge of the world is constructed through their actions upon the world. Older empirical findings also led to a conclusion that infants' basic concepts of objects and representations of objects develop relatively late during the infancy period. Searching for new answers to the old questions about infants' cognitive competence in the first year after birth, and when and how it is manifested in their behaviours, encouraged researchers to re-examine the existing knowledge about the milestones and the mechanisms of early cognitive development, as well as to use new research techniques, and revealed new empirical evidence. These show that infants are much more cognitively competent and that some of their cognitive capacities develop much earlier than Piaget suggested. In the article, some recent findings in the field of infants' development of knowledge about physical world are presented and discussed. Some fundamental points of Piaget's sensori-motor stage of development which were not supported by the recent empirical evidence are highlightened.

  3. Early Tests of Piagetian Theory Through World War II.

    Science.gov (United States)

    Beins, Bernard C

    2016-01-01

    Psychologists recognized the importance of Jean Piaget's theory from its inception. Within a year of the appearance of his first book translated into English, The Language and Thought of the Child (J. Piaget, 1926) , it had been reviewed and welcomed; shortly thereafter, psychologists began testing the tenets of the theory empirically. The author traces the empirical testing of his theory in the 2 decades following publication of his initial book. A review of the published literature through the World War II era reveals that the research resulted in consistent failure to support the theoretical mechanisms that Piaget proposed. Nonetheless, the theory ultimately gained traction to become the bedrock of developmental psychology. Reasons for its persistence may include a possible lack of awareness by psychologists about the lack of empirical support, its breadth and complexity, and a lack of a viable alternate theory. As a result, the theory still exerts influence in psychology even though its dominance has diminished.

  4. INFLUENŢA LUI JEAN JACQUES ROUSSEAU ASUPRA PEDAGOGIEI MODERNE

    Directory of Open Access Journals (Sweden)

    Alexandru MAZILU

    2015-11-01

    Full Text Available Jean-Jacques Rousseau a avut o influenţă importantă asupra paradigmei pedagogiei moderne. Obiectivismul cunoş-tinţelor sociale în domeniul educaţiei este accentuat de principii educaţionale negative care au generat o contradicţie între individul biologic şi cel social. În domeniul cercetării teoretice a educaţiei, politica poate fi comparată cu educaţia, deoarece aceasta, pe de o parte, cere intervenţii interdisciplinare şi, pe de altă parte, solicită convergenţa viziunilor, fapt necesar pentru a elabora un obiect specific de studiu şi o metodologie proprie de cercetare.THE ROLE OF JEAN JACQUES ROUSSEAU ON THE MODERN PEDAGOGY Jean-Jacques Rousseau had an important role in modern pedagogy pattern. Social knowledge objectivity in the education field is emphasized by the negative education principles, which developed a contradiction between the natural human and the social one. In a theoretical area of research, politics can be compared to the education, because it requires on one hand, interdis-ciplinary interventions and on the other hand, an integrator point of view is needed in order to express a specific study object and a self methodology.

  5. Diálogos Bourdieu - Piaget: implicações para a Psicologia Diálogos Bourdieu - Piaget: implicaciones para la Psicología Dialogues Bourdieu - Piaget: implications for Psychology

    Directory of Open Access Journals (Sweden)

    Denise Machado Duran Gutierrez

    2013-01-01

    Full Text Available Este trabalho de revisão tem como objetivo refletir sobre algumas contribuições de trabalhos de Bourdieu e Piaget para a Psicologia a partir da análise das inter-relações entre os conceitos de habitus e de estrutura. Destacam-se alguns aspectos relevantes dos trabalhos dos autores e evidencia-se a importância das relações humanas no contexto social para a formação da autonomia moral e intelectual dos sujeitos. O estudo demonstra que há uma inter-relação entre os autores e sugere que a formação do sujeito perpassa por relações sociais, relacionais e educacionais que apresentam reflexos na formação da cognição, além de contribuir para uma epistemologia da cognição entrelaçada com os contextos sociais e educativos.Este trabajo de revisión tiene como objetivo reflexionar sobre algunas contribuciones de trabajos de Bourdieu y Piaget para la Psicología a partir del análisis de las interrelaciones entre los conceptos de habitus y de estructura. Se destacan algunos aspectos relevantes de los trabajos de los autores y se evidencia la importancia de las relaciones humanas en el contexto social para la formación de la autonomía moral e intelectual de los sujetos. El estudio demuestra que hay una interrelación entre los autores y sugiere que la formación del sujeto esta permeada por relaciones sociales, relacionales y educacionales que presentan reflejos en la formación de la cognición, además de contribuir para una epistemología de la cognición entrelazada con los contextos sociales y educativos.This review paper has as objective to reflect on some contributions of Bourdieu and Piaget pertaining to school psychology from the analysis of its interrelations with the concept of habitus. Some relevant aspects of their work are distinguished and prove the importance of the educative relations for the formation of the moral and intellectual autonomy of the citizens in a context of democracy, citizenship and autonomy. The

  6. Contemporary roles of the pediatric psychologist in diabetes care.

    Science.gov (United States)

    Kichler, Jessica C; Harris, Michael A; Weissberg-Benchell, Jill

    2015-01-01

    Important stakeholders, including the American Diabetes Association (ADA) and the International Society of Pediatric and Adolescent Diabetes (ISPAD), recognize the need for psychologists to be an integral part of diabetes care. This review paper aims to provide a comprehensive examination of pediatric psychologists' roles in working with children and adolescents with diabetes, including during distinct phases of treatment (e.g., diagnosis, outpatient diabetes clinic visits, inpatient hospitalizations, and outpatient psychology visits) and with different modalities of psychological interventions (e.g., screening, individual, family, and group therapy). In addition, the role of the psychologist in diabetes care within various settings (e.g., private practice, academic medical centers, and community organizations) will be explored. Finally, this paper will outline other roles in which psychologists contribute to diabetes-specific efforts (e.g., translational research, program development in transition to adult care, advocacy for health care reform initiatives, health care billing/reimbursement, and alternative methods to psychosocial care delivery) as well as future directions for working with children and adolescents with diabetes. Pediatric psychologists have multiple professional roles in a wide variety of settings; however, there is more that can be done in the future to fully utilize pediatric psychologists in diabetes care for children and adolescents, such as embedding psychologists into integrated clinic visits where families receive comprehensive medical and psychological services to support overall health and well-being. Therefore, there is a need for increased advocacy to obtain even more pediatric psychology engagement in diabetes care to provide new clinical services and develop more translational research.

  7. A psychologist's view of validating aviation systems

    Science.gov (United States)

    Stein, Earl S.; Wagner, Dan

    1994-01-01

    All systems, no matter what they are designed to do, have shortcomings that may make them less productive than was hoped during the initial development. Such shortcomings can arise at any stage of development: from conception to the end of the implementation life cycle. While systems failure and errors of a lesser magnitude can occur as a function of mechanical or software breakdown, the majority of such problems, in aviation are usually laid on the shoulders of the human operator and, to a lesser extent, on human factors. The operator bears the responsibility and blame even though, from a human factors perspective, error may have been designed into the system. Human factors is not a new concept in aviation. The name may be new, but the issues related to operators in the loop date back to the industrial revolution of the nineteenth century and certainly to the aviation build-up for World War I. During this first global confrontation, military services from all sides discovered rather quickly that poor selection and training led to drastically increased personnel losses. While hardware design became an issue later, the early efforts were primarily focused on increased care in pilot selection and on their training. This actually involved early labor-intensive simulation, using such devices as sticks and chairs mounted on rope networks which could be manually moved in response to control input. The use of selection criteria and improved training led to more viable person-machine systems. More pilots survived training and their first ten missions in the air, a rule of thumb arrived at by experience which predicted ultimate survival better than any other. This rule was to hold through World War II. At that time, personnel selection and training became very sophisticated based on previous standards. Also, many psychologists were drafted into Army Air Corps programs which were geared towards refining the human factor. However, despite the talent involved in these programs

  8. "Enhanced" interrogation of detainees: do psychologists and psychiatrists participate?

    Science.gov (United States)

    Halpern, Abraham L; Halpern, John H; Doherty, Sean B

    2008-09-25

    After revelations of participation by psychiatrists and psychologists in interrogation of prisoners at Guantánamo Bay and Central Intelligence Agency secret detention centers, the American Psychiatric Association and the American Psychological Association adopted Position Statements absolutely prohibiting their members from participating in torture under any and all circumstances, and, to a limited degree, forbidding involvement in interrogations. Some interrogations utilize very aggressive techniques determined to be torture by many nations and organizations throughout the world. This paper explains why psychiatrists and psychologists involved in coercive interrogations violate the Geneva Conventions and the laws of the United States. Whether done with ignorance of professional ethical obligations or not, these psychiatrists and psychologists have crossed an ethical barrier that may best be averted from re-occurring by teaching medical students and residents in all medical specialties about the ethics principles stemming from the 1946-1947 Nuremberg trials and the Geneva Conventions, together with the Ethics Codes of the World Medical Association and the American Medical Association; and, with regard to psychiatric residents and psychological trainees, by the teaching about The Principles of Medical Ethics With Annotations Especially Applicable to Psychiatry and the Ethical Principles of Psychologists and Code of Conduct, respectively. In this way, all physicians and psychologists will clearly understand that they have an absolute moral obligation to "First, do no harm" to the human beings they professionally encounter.

  9. The work of a clinical psychologist in primary care.

    Science.gov (United States)

    Johnston, M

    1978-11-01

    The data presented suggest that general practitioners would be likely to refer a large number of patients with diverse problems to clinical psychologists working in health centres. Compared with a centrally organized clinical psychology service, the work of the primary care psychologist is likely to offer the following advantages:1. Access to psychological help for patients with a need for such help, but who could not attend a central clinic owing to problems associated with travel, work, physical disability, or even a presenting problem such as agoraphobia.2. Greater continuity of care of patients.3. Increased communication between the psychologist and members of the primary care teams.4. Possibility of the psychologist seeing the patient earlier, before the problems have become entrenched.5. Less need for referral to other agencies.6. Reduced stigma for the patient.7. Development of new therapeutic approaches relevant to problems presenting in primary care.8. More flexible and more relevant therapy due to seeing the patients in their home setting.9. Greater therapeutic involvement of the patient's family.10. Reduced costs and inconvenience for the patient's family.11. Reduced administrative and ambulance service costs.While these points do not overcome the need for a formal evaluation of the work of psychologists in primary care, they do suggest that there are advantages in this type of service over the services which are currently available and that a full evaluation would be worth undertaking.

  10. "Enhanced" interrogation of detainees: do psychologists and psychiatrists participate?

    Directory of Open Access Journals (Sweden)

    Halpern John H

    2008-09-01

    Full Text Available Abstract After revelations of participation by psychiatrists and psychologists in interrogation of prisoners at Guantánamo Bay and Central Intelligence Agency secret detention centers, the American Psychiatric Association and the American Psychological Association adopted Position Statements absolutely prohibiting their members from participating in torture under any and all circumstances, and, to a limited degree, forbidding involvement in interrogations. Some interrogations utilize very aggressive techniques determined to be torture by many nations and organizations throughout the world. This paper explains why psychiatrists and psychologists involved in coercive interrogations violate the Geneva Conventions and the laws of the United States. Whether done with ignorance of professional ethical obligations or not, these psychiatrists and psychologists have crossed an ethical barrier that may best be averted from re-occurring by teaching medical students and residents in all medical specialties about the ethics principles stemming from the 1946–1947 Nuremberg trials and the Geneva Conventions, together with the Ethics Codes of the World Medical Association and the American Medical Association; and, with regard to psychiatric residents and psychological trainees, by the teaching about The Principles of Medical Ethics With Annotations Especially Applicable to Psychiatry and the Ethical Principles of Psychologists and Code of Conduct, respectively. In this way, all physicians and psychologists will clearly understand that they have an absolute moral obligation to "First, do no harm" to the human beings they professionally encounter.

  11. Modified Jeans instability in Lorentzian dusty self-gravitating plasmas with Lennard-Jones potential

    Energy Technology Data Exchange (ETDEWEB)

    Qian, Y. Z., E-mail: qyzbird@live.com; Chen, H., E-mail: hchen61@ncu.edu.cn; Liu, S. Q., E-mail: sqlgroup@ncu.edu.cn [Department of Physics, Nanchang University, Nanchang 330047 (China)

    2014-11-15

    The Jeans instability in self-gravitating plasma with Kappa distributed dust grains is investigated basing on assumption that the mutual interaction among dust grains is governed by Lennard-Jones potential. It is shown that the presence of additional suprathermal particles has significant effects on the range of unstable modes and growth rate of Jeans instability. Compared with Maxwellian scenario, suprathermality stabilized the Jeans instability.

  12. REMEDIASI LIMBAH PROSES PEWARNA NAPTOL JEANS DENGAN SISTEM LUMPUR AKTIF MENGGUNAKAN BAKTERI INDIGENUS

    OpenAIRE

    Rakhmawati, Debby

    2015-01-01

    Industri jeans mulai masuk di Indonesia sekitar tahun 90-an. Proses pembuatan jeans salah satunya adalah pewarnaan. Pewarna yang dipakai beragam jenis dan golongan, namun terdapat beberapa zat pewarna yang berbahaya dan sifatnya mencemari lingkungan, salah satu senyawa tambahan pada bahan baku pewarna adalah fosfat PO4. Penelitian ini bertujuan untuk mengatahui kemampuan bakteri indigenus dalam remediasi limbah naptol jeans menggunakan metode lumpur aktif dan mengetahui bakteri dominan yang a...

  13. Psychologists abandon the Nuremberg ethic: concerns for detainee interrogations.

    Science.gov (United States)

    Pope, Kenneth S; Gutheil, Thomas G

    2009-01-01

    In the aftermath of 9-11, the American Psychological Association, one of the largest U.S. health professions, changed its ethics code so that it now runs counter to the Nuremberg Ethic. This historic post-9-11 change allows psychologists to set aside their ethical responsibilities whenever they are in irreconcilable conflict with military orders, governmental regulations, national and local laws, and other forms of governing legal authority. This article discusses the history, wording, rationale, and implications of the ethical standard that U.S. psychologists adopted 7 years ago, particularly in light of concerns over health care professionals' involvement in detainee interrogations and the controversy over psychologists' prominent involvement in settings like the Guantánamo Bay Detainment Camp and the Abu Ghraib prison. It discusses possible approaches to the complex dilemmas arising when ethical responsibilities conflict with laws, regulations, or other governing legal authority.

  14. A PIEDADE NATURAL EM JEAN-JACQUES ROUSSEAU

    Directory of Open Access Journals (Sweden)

    Gustavo Cunha Bezerra

    2010-12-01

    Full Text Available The eighteenth century philosopher Jean-Jacques Rousseau considers pity as a human feeling that by providing the identification to the other, provides the first tie that binds men among themselves. Through pity, man suffers the suffering of others, because realize that he may suffer the same evils. It is the imagination that active pity throwing himself out of himself, and thus, pity, although natural, manifest only after reflection. In modern society, pity cannot truly promote the ties of humanity, since man went away from his nature. Thus, an education that emphasized the natural development of this feeling could restore the goodness of the earliest societies.

  15. Jean-Jacques Rousseau gramatólogo

    Directory of Open Access Journals (Sweden)

    Jesús Camarero

    2009-04-01

    Full Text Available An analysis about Jean-Jacques Rousseau’s contribution to the theory of writing and the grammatology. This analysis contains a systematic comparison of the rousseaunian ideas about the language and the writing with another theories of the 17th (Arnauld and Lancelot, 18th (Condillac, Paillasson, Jaucourt and 20th centuries (Saussure. The contrast of Rousseau’s ideas to Saussure’s about writing also, allows to make explicit Rousseau’s grammatological ideas’s big importance and his relation with the grammatology (Gelb,Derrida, Harris, exceeding avant la lettre modern linguistics’s phonocentrism.

  16. Catherine Soulier, Jean Tortel. Des livres aux Jardins

    OpenAIRE

    Pagani, Francesca

    2016-01-01

    Catherine Soulier, specialista di Jean Tortel (1904-1993), studia, in questa monografia, la formazione e i riferimenti culturali e letterari del poeta, ponendoli in una fruttuosa relazione con l’opera Les Villes ouvertes, che egli scrisse e pubblicò nel 1965. Il titolo della prima sezione, «Le jardin et la bibliothèque» (pp. 7-18), si rivela quindi programmatico: il giardino di Tortel, emblema della sua poetica, così come riconosciuto, tra gli altri, da Philippe Jaccottet, dialoga con l’immag...

  17. Jeans type instability for a chemotactic model of cellular aggregation

    CERN Document Server

    Chavanis, Pierre-Henri

    2008-01-01

    We consider an inertial model of chemotactic aggregation generalizing the Keller-Segel model and we study the linear dynamical stability of an infinite and homogeneous distribution of cells (bacteria, amoebae, endothelial cells,...) when inertial effects are accounted for. These inertial terms model cells directional persistance. We determine the condition of instability and the growth rate of the perturbation as a function of the cell density and the wavelength of the perturbation. We discuss the differences between overdamped (Keller-Segel) and inertial models. Finally, we show the analogy between the instability criterion for biological populations and the Jeans instability criterion in astrophysics.

  18. Jean Echenoz à l’épreuve du temps

    Directory of Open Access Journals (Sweden)

    Sophie Jollin-Bertocchi

    2014-06-01

    Full Text Available As the illustration of the « time experience » that is the base of the narrative, several fictions of Jean Echenoz manifest the romantic component of the Barthes’s « degradation » as the reason for the social decay between foil and fantasy, which exemplifies contemporary society. The evolution of the novel frame by Echenoz as a whole provides a counterpoint to the narrative asceticism, accompanied by a marked change in terms of enunciation in the use of tenses. The tightening comes from a company conspiracy of the effect of time, « degradation » being reinterpreted as a dépouillement towards the essential.

  19. Book Review: Jean-François Lyotard, Pourquoi philosopher?

    Directory of Open Access Journals (Sweden)

    Matthew R. McLennan

    2012-12-01

    Full Text Available The posthumous Pourquoi Philosopher? collects Jean-François Lyotard’s previously unpublished four-part introductory course in philosophy, delivered to students of the Sorbonne in 1964. The interest of this text is both historical (appearing at an important juncture in French thought and meta-philosophical (answering the question "why philosophize?" in such a way that a philosophy of philosophy - or rather several - is offered for consideration. The text will be of interest to readers of various levels of philosophical sophistication.

  20. Jean Echenoz à l’épreuve du temps

    Directory of Open Access Journals (Sweden)

    Sophie Jollin-Bertocchi

    2014-01-01

    Full Text Available As the illustration of the « time experience » that is the base of the narrative, several fictions of Jean Echenoz manifest the romantic component of the Barthes’s « degradation » as the reason for the social decay between foil and fantasy, which exemplifies contemporary society. The evolution of the novel frame by Echenoz as a whole provides a counterpoint to the narrative asceticism, accompanied by a marked change in terms of enunciation in the use of tenses. The tightening comes from a company conspiracy of the effect of time, « degradation » being reinterpreted as a dépouillement towards the essential.

  1. Jean Claude Bernard: (Poetry as) craft of transparency

    OpenAIRE

    Rollán, María del Sagrario

    2015-01-01

    The work of Jean-Claude Renard (Toulon 1922- Paris 2002) appears from the beginning marked by the metaphor of the journey - Songs for land lost (1947), and the craft of transparency. The poet begins the journey - that originates in the experience of death and destruction of a world shaken by the war, with a word that transcends the nonsense, and calls for “the country where forgiveness is / and are childhoods “a word that is built in search of human spaces and anticipates them. The adventure ...

  2. Química Supramolecular amb Jean-Marie Lehn

    OpenAIRE

    2012-01-01

    "La química supramolecular pot ajudar a fer medicaments més eficaços". Amb motiu de les II Jornades Doctorals organitzades el passat juny des del Departament de Química de la UAB, el Premi Nobel de Química de l'any 1987 Jean-Marie Lehn va visitar la nostra universitat per impartir una xerrada sobre el disseny de nanoestructures supramoleculars i les seves aplicacions. Aprofitant aquesta visita, des d'UAB Divulga li vam realitzar una entrevista per saber més coses sobre la química supramolecul...

  3. Jeans instability of an inhomogeneous streaming dusty plasma

    Indian Academy of Sciences (India)

    B P Pandey; B Van Der Holst; J Vranješ; S Poedts

    2003-07-01

    The dynamics of a self-gravitating unmagnetized, inhomogeneous, streaming dusty plasma is studied in the present work. The presence of the shear flow causes the coupling between gravitational and electrostatic forces. In the absence of self-gravity, the fluctuations in the plasma may grow at the expense of the density inhomogeneity and for certain wavelengths, such an unstable mode may dominate the usual streaming instability. However, in the presence of self-gravity, the plasma inhomogeneity causes an overlap between Jeans and streaming modes and collapse of the grain will continue at all wavelengths.

  4. Constituição das regras e o desenvolvimento moral na teoria de piaget: uma reflexão Kantiana Rules constitution and the moral development in the theory of piaget: a Kantian keflection

    Directory of Open Access Journals (Sweden)

    Sávio Silveira de Queiroz

    2009-01-01

    Full Text Available Os jogos de regras possuem complexos sistemas de regras expressos em relações sócio-culturais, favorecendo, segundo Piaget, o estudo da autonomia versus heteronomia, uma das dimensões do desenvolvimento moral. Nosso objetivo foi analisar a importância da constituição das regras para Piaget, examinando apropriações que ele faz de termos kantianos, proporcionando uma reflexão sobre termos que têm sido empregados diferentemente dos seus significados filosóficos originais. Observamos que a diferenciação entre duas morais, e a concepção de respeito, fundamental para o entendimento desta diferenciação, são pressupostos kantianos utilizados por Piaget. Concluímos que o entendimento do desenvolvimento moral na teoria piagetiana se evidencia quando precisamos alguns termos nos escritos kantianos.The games of rules have complex systems of rules expressed in socio-cultural relations favoring, according to Piaget, the study of autonomy versus heteronomy - a dimension of the moral development. Our aim was to analyze the importance of the rules' constitution for Piaget, examining his appropriations of Kantian terms, providing a reflection on terms that have been differently used from their original philosophical meanings. We observed that the differentiation between the two moral systems and the conception of respect are Kantian presuppositions used by Piaget. We concluded that the understanding of the moral development in the Piagetian theory became evident when terms in the Kantian writings are specified.

  5. Relationship of a chaos equation to Piaget's developmental theory and selective attention deficits

    Directory of Open Access Journals (Sweden)

    Yanagisawa, H.

    2016-06-01

    Full Text Available Piaget's theory provides a typical example of a relationship between human development and chaos theory. Here, Piaget's developmental theory and selective attention deficits are compared with a chaos equation. Continuous covariation is a necessary condition to equilibrium and the chaos phenomenon, and equilibrium is the converged solution in a chaos equation. Each convergence and non-convergence is a fixed and a chaotic state. In many chaos equations, there are two kinds of variables that change or do not change each site beyond the Feigenbaum point. Two types of developmental disorders are assumed. One is low speed in judging convergence or nonconvergence. The other is low-speed change after a person's own judgment. In the former, a person cannot sense a difference between a converging point and his present state. Because he/she cannot understand others' emotions, he/she will continue with his/her experience with no convergence . Therefore, he/she cannot request help, and it might be thought that he/she can wait. This type is equivalent to Asperger's syndrome. In the latter, a person senses a difference. Because the person strictly feels the difference between a fixed point and his/her present state, he/she cannot wait for convergence. Therefore, he can request help. His present ate might be anger, and this type is equivalent to ADHD. In the former, a wide chaotic state narrows with experience. Piaget's developmental theory might be that humans have the ability to change each state. Chaos theory shows "Selective attention deficits with autism" as two different patterns in non-convergence or convergence.

  6. The mobile frontiers of Piaget's psychology : From academic tourism to interdisciplinary collaboration

    NARCIS (Netherlands)

    Ratcliff, Marc; Burman, Jeremy Trevelyan

    2016-01-01

    Jean Piaget’s (1896-1980) interdisciplinarity was related to his psychology in several ways. First, he was a simple tourist of other fields: an interested outsider. But as he became increasingly involved in the professionalization of the discipline, he moved through different contexts that constrain

  7. The mobile frontiers of Piaget's psychology : From academic tourism to interdisciplinary collaboration

    NARCIS (Netherlands)

    Ratcliff, Marc; Burman, Jeremy

    2017-01-01

    Abstract Jean Piaget’s (1896–1980) interdisciplinarity was related to his psychology in several ways. First, he was a simple tourist of other fields: an interested outsider. But as he became increasingly involved in the professionalization of the discipline, he moved through different contexts that

  8. The mobile frontiers of Piaget's psychology : From academic tourism to interdisciplinary collaboration

    NARCIS (Netherlands)

    Ratcliff, Marc; Burman, Jeremy

    2017-01-01

    Abstract Jean Piaget’s (1896–1980) interdisciplinarity was related to his psychology in several ways. First, he was a simple tourist of other fields: an interested outsider. But as he became increasingly involved in the professionalization of the discipline, he moved through different contexts that

  9. Piaget, Vygotsky e Wallon: contribuições para os estudos da linguagem

    Directory of Open Access Journals (Sweden)

    Caciana Linhares Pereira

    2012-06-01

    Full Text Available O presente artigo aborda alguns aspectos da relação entre linguagem e pensamento na criança a partir das teorias de Piaget, Vygotsky e Wallon. Os aspectos analisados nos permitem situar estes autores no debate - tipicamente moderno - que envolve as complexas relações entre linguagem e pensamento. Constata-se que a modernidade do pensamento dos três autores comparece, sobretudo, no abandono de uma perspectiva instrumental da linguagem e no estabelecimento de proposições que tomam a linguagem como uma função constitutiva do próprio pensamento.

  10. El legado de Vygotski y de Piaget a la educación

    Directory of Open Access Journals (Sweden)

    Wanda C. Rodríguez Arocho

    1999-01-01

    Full Text Available Se plantea que la tendencia en la psicología evolutiva cognitiva ha sido contraponer las conceptualizaciones de lean Piaget y de Lev S. Vygotski respecto a la relación desarrollo-aprendizaje. Se argumenta que esta tendencia se ha nutrido de omisiones, simplificaciones y distorsiones en el análisis de sus textos originales. En contra de esta tendencia, el presente trabajo identifica puntos de convergencia y señala áreas de complementaridad. Su papel en el proceso enseñanza-aprendizaje puede tener gran importancia.

  11. Negative priming in a numerical Piaget-like task as evidenced by ERP.

    Science.gov (United States)

    Daurignac, Elsa; Houdé, Olivier; Jouvent, Roland

    2006-05-01

    Inhibition is a key executive function in adults and children for the acquisition and expression of cognitive abilities. Using event-related potentials in a priming adaptation of a Piaget-like numerical task taken from developmental psychology, we report a negative priming effect in adults measured just after the cognitive inhibition of a misleading strategy, the visuospatial length-equals-number bias. This effect was determined in the N200 information processing stage through increased N200 amplitude. We show here that for accuracy in numerical quantification, the adult brain still had to control the child-like cognition biases that are stored in a kind of "developmental memory."

  12. Leguay Jean-Pierre, 1999, La pollution au Moyen-Âge, Edition Jean-Paul Gisserot, Paris

    Directory of Open Access Journals (Sweden)

    Sandrine Rousseau

    2004-10-01

    Full Text Available Si vous aviez du Moyen-Âge la vision qu’en donnent certaines gravures : une belle princesse au bras d’un preux chevalier, Jean-Pierre Leguay, professeur d’histoire médiévale à l’université de Haute-Normandie, risque de vous surprendre. En effet, son ouvrage, La pollution au Moyen-Âge modifiera sans doute cette vision idyllique. Pour commencer, sachez que la princesse et son preux chevalier ont les pieds dans la boue, une boue composée de la fange, d’excréments humains, de déchets des bouchers...

  13. Characterizing the Jeans Filtering Scale of the Intergalactic Medium

    CERN Document Server

    Kulkarni, Girish; Oñorbe, Jose; Rorai, Alberto; Springel, Volker

    2015-01-01

    The thermal state of the intergalactic medium (IGM) at z < 6 constrains the nature and timing of cosmic reionization events, but its inference from the Ly-alpha forest is degenerate with the 3-D structure of the IGM on ~100 kpc scales, where, analogous to the classical Jeans argument, the pressure of the T~$10^4$ K gas supports it against gravity. We simulate the IGM using smoothed particle hydrodynamics, and find that, at z < 6, the gas density power spectrum does not exhibit the expected Jeans filtering cutoff, because dense gas in collapsed halos dominates the small-scale power masking pressure smoothing effects. We introduce a new statistic, the real-space Ly-alpha flux, $F_\\mathrm{real}$, which naturally suppresses dense gas, and is thus robust against the poorly understood physics of galaxy formation, revealing pressure smoothing in the diffuse IGM. The $F_\\mathrm{real}$ power spectrum is accurately described by a simple fitting function with cutoff at $\\lambda_F$, allowing us to rigorously quanti...

  14. Jeans Collapse of a System of Electron Emitting Dust Particles

    Science.gov (United States)

    Delzanno, G. L.; Lapenta, G.

    2004-05-01

    The collapse of a molecular cloud to form a planetary system is a classic process in astrophysics. The length scale of the collapsed system and the rate of its formation is described in the simplest model by the Jeans instability. When the model is complicated by additional processes, the rate and scale of the Jeans instability is modified [1]. We focus on the processes involved with the charging of the dust in the initial cloud. The presence of charge of the same sign on the dust particles inhibits the process of collapse. Yet, the process of charging is expected to be operational. We propose a mechanism that can explain this apparent contradiction. In a recent work [2], we have shown that in presence of electron emission from the dust the interaction potential of a dust particle becomes similar to the Lennard-Jones (LJ) potential. The important consequence of this discovery is that emitting dust particles with LJ like potential can actually attract each other even though they all share the same sign of charge. Here, we present a series of simulations conducted with a new code designed to study a large system of weakly coupled dust particles, interacting with a LJ like potential. [1] P. K. Shukla, Dust plasma interaction in space, Nova Science Publ., 2002. [2] G.L. Delzanno, G. Lapenta, M. Rosenberg, Phys. Rev. Lett., to appear.

  15. Jeans Instability in a Tidally Disrupted Halo Satellite Galaxy

    CERN Document Server

    Comparetta, Justin

    2010-01-01

    We use a hybrid test particle/N-body simulation to integrate 4 million massless test particle trajectories within a fully self-consistent 10^5 particle N-body simulation. The number of massless particles allows us to resolve fine structure in the spatial distribution and phase space of a dwarf galaxy as it is disrupted in the tidal field of a Milky Way type galaxy. The tidal tails exhibit nearly periodic clumping or a smoke-like appearance. By running simulations with different satellite particle mass, halo particle mass, number of massive and massless particles and with and without a galaxy disk, we have determined that the instabilities are not due to numerical noise, amplification of structure in the halo, or shocking as the satellite passes through the disk of the Galaxy. We measure Jeans wavelengths and growth timescales in the tidal tail and show that the Jeans instability is a viable explanation for the clumps. We find that the instability causes velocity perturbations of order 10 km/s. Clumps in tidal...

  16. Ethical Principles of Psychologists and Code of Conduct.

    Science.gov (United States)

    American Psychologist, 2002

    2002-01-01

    Describes the American Psychological Association's Ethical Principles of Psychologists and Code of Conduct, focusing on introduction and applicability; preamble; general principles; and ethical standards (resolving ethical issues, competence, human relations, privacy and confidentiality, advertising and other public statements, record keeping and…

  17. Stereotype Threat and Test Performance: A Primer for School Psychologists

    Science.gov (United States)

    Jordan, Alexander H.; Lovett, Benjamin J.

    2007-01-01

    Ethical guidelines require school psychologists to ensure that their assessment practices are nondiscriminatory, but typical discussions on this topic neglect the possible discriminatory effects of cultural stereotypes on assessment results. Recent research on "stereotype threat" shows that students' knowledge of stereotype-based negative…

  18. Ethically Challenging Situations Reported by School Psychologists: Implications for Training

    Science.gov (United States)

    Dailor, A. Nichole; Jacob, Susan

    2011-01-01

    Practitioner-members of the National Association of School Psychologists (N = 208) completed questionnaires regarding their ethics training, preparedness, the types of ethical transgressions and dilemmas encountered in the previous year, and the strategies used to solve problems. Respondents who received multilevel training in ethics (ethics…

  19. Changing Conceptualization of the Role of Educational Psychologists in Singapore

    Science.gov (United States)

    Kit, Phey Ling; Garces-Bacsal, Rhoda Myra; Burgetova, Kristina

    2016-01-01

    Psychology is a young discipline in Singapore. Hence, perceptions of the roles and responsibilities of an educational psychologist (EP) are still constantly being negotiated and redefined. This qualitative study examined how role negotiations and redefinitions could be actively facilitated through an experiential and intensive two-day Basic…

  20. The Educational Journey of a Latina Feminist Community Psychologist

    Science.gov (United States)

    Guzman, Bianca

    2012-01-01

    This narrative describes how my educational journey led me to become a Latina feminist community psychologist. My experiences as a Central American woman living in the United States has made me deeply committed to feminist community values and the importance of social justice. Throughout the journey, I connect how immigration status, culture, and…

  1. School Psychologists' Management of Administrative Pressure to Practice Unethically

    Science.gov (United States)

    Boccio, Dana E.; Weisz, Gaston; Lefkowitz, Rebecca

    2016-01-01

    In their role as child advocates, school psychologists strive to promote policies and practices that increase the availability of necessary academic and mental health services and enhance the well-being of children. However, administrative pressure to disregard ethical and legal mandates in favor of decisions that would prioritize the needs of the…

  2. Do First and Later Borns Agree with Psychologists?

    Science.gov (United States)

    Cohen, Diane

    Research has found firstborns to be more ambitious, rule-oriented, authority-oriented, helpful, and responsible, and less oriented toward peers, their own needs, social activities, and group cooperation than are laterborns. To explore whether those occupying different birth order positions perceive themselves as psychologists have described them,…

  3. School Psychologists' Experiences with Teacher-to-Student Mistreatment

    Science.gov (United States)

    Lyles, Sharon R. Brown

    2014-01-01

    The purpose of this qualitative, transcendental, phenomenological study was to describe school psychologists' experiences with teacher-to-student mistreatment in the Pre-Kindergarten through Grade 12 educational setting. There are few United States studies presented in the literature on the topic of teacher-to-student mistreatment and its…

  4. Training, Degrees, and Credentials in the Hiring of School Psychologists

    Science.gov (United States)

    O'donnell, Patrick S.; Dunlap, Linda L.

    2014-01-01

    A national sample of 246 Directors of Pupil Personnel Services and Directors of Special Education were surveyed to assess the importance they place on training, degrees, and credentials in the hiring of school psychologists. High, but varying, levels of importance were found for the content knowledge and skill areas in the National Association of…

  5. School Psychologists' Family-School Partnering Experiences with Latinos

    Science.gov (United States)

    Vega, Desireé; Lasser, Jon; Fernandez, Sarah E.

    2017-01-01

    The purpose of this phenomenological study was to identify the beliefs, perceptions, and actions of school psychologists toward family-school partnering (FSP) with Latino families in the public school system. Existing research in this area is extremely limited; therefore, the present study has significant implications for pre- and in-service…

  6. Global Migration: The Need for Culturally Competent School Psychologists

    Science.gov (United States)

    Vega, Desireé; Lasser, Jon; Plotts, Cynthia

    2015-01-01

    Never before have more children lived away from their home countries. Given the unique social, emotional, and academic needs of children who have migrated, school psychologists must be well prepared to meet these growing demands. Consequently, school psychology training programs must invest in the preparation of culturally competent future school…

  7. Child Maltreatment Identification and Reporting Behavior of School Psychologists

    Science.gov (United States)

    Lusk, Victoria L.; Zibulsky, Jamie; Viezel, Kathleen

    2015-01-01

    A majority of substantiated maltreatment reports are made by educators and thus, teacher knowledge of child maltreatment reporting mandates and reporting behavior has been a focus of research. The knowledge and behavior of school psychologists, however, has not received similar attention. This study investigated the child maltreatment reporting…

  8. Teaching Leadership: Most Any Psychologist Can Do It

    Science.gov (United States)

    Riggio, Ronald E.

    2015-01-01

    The past two decades have seen a growing interest in college courses on leadership in a variety of academic disciplines. The study of leadership has a long history, much of it based on psychology. As a result, psychologists are well informed and quite capable of teaching leadership courses. In this article, I discuss core theories of leadership,…

  9. Mistaken Evaluation: The School Psychologist or the Case Law?

    Science.gov (United States)

    Zirkel, Perry A.

    2012-01-01

    Given their pivotal position, school psychologists have understandable concerns about the possibility of becoming the target of the relatively frequent legal proceedings under the Individuals with Disabilities Education Act (IDEA). Indeed, the threat of litigation can contribute to a flight from the profession (Lange, 2011). Yet, an informal…

  10. Mistaken Evaluation: The School Psychologist or the Case Law?

    Science.gov (United States)

    Zirkel, Perry A.

    2012-01-01

    Given their pivotal position, school psychologists have understandable concerns about the possibility of becoming the target of the relatively frequent legal proceedings under the Individuals with Disabilities Education Act (IDEA). Indeed, the threat of litigation can contribute to a flight from the profession (Lange, 2011). Yet, an informal…

  11. Educational Psychologists' Constructions of Sexuality and the Implications for Practice

    Science.gov (United States)

    Marks, Chloe

    2012-01-01

    Despite an underlying inclusion agenda, sexuality equality remains a low priority in education. Review of literature suggests the marginalization of sexual minority young people (SMYP) in schools. This study explores educational psychologists' (EPs') constructions of sexuality and the implications for practice. Discursive psychology was used to…

  12. Primary Care Psychologists in the Netherlands: 30 Years of Experience

    NARCIS (Netherlands)

    Derksen, J.J.L.

    2009-01-01

    The primary care psychologist (PCP) in the Netherlands has 30 years of experience. The PCP is a generalist who, in close cooperation with the family physician and other providers of primary health care, has a mindset and manner of working that is largely determined by the context in which the PCP

  13. Teaching Leadership: Most Any Psychologist Can Do It

    Science.gov (United States)

    Riggio, Ronald E.

    2015-01-01

    The past two decades have seen a growing interest in college courses on leadership in a variety of academic disciplines. The study of leadership has a long history, much of it based on psychology. As a result, psychologists are well informed and quite capable of teaching leadership courses. In this article, I discuss core theories of leadership,…

  14. Gesell: The First School Psychologist. Part II. Practice and Significance.

    Science.gov (United States)

    Fagan, Thomas K.

    1987-01-01

    This article describes what is known of Arnold L. Gesell's position in Connecticut between 1914-1919, including conditions of employment and responsibilities. While some questions remain unanswered regarding Gesell's acquisition of the title "school psychologist," it is concluded that he was the first U.S. practitioner to hold that title.…

  15. Children and Natural Disasters: A Primer for School Psychologists

    Science.gov (United States)

    Evans, Linda; Oehler-Stinnett, Judy

    2006-01-01

    Worldwide children are impacted by natural disasters, including hurricanes, floods, tornadoes, earthquakes, wildfires, landslides and sandstorms, winter and severe storms, heat waves, volcanoes and tsunamis. School psychologists should understand natural disaster effects, such as economic loss, relocation and health concerns and mental health…

  16. Human Resource Planning: Challenges for Industrial/Organizational Psychologists.

    Science.gov (United States)

    Jackson, Susan E.; Schuler, Randall S.

    1990-01-01

    Describes activities that industrial/organizational psychologists engage in as they seek to improve the competitiveness of organizations through effective human resource planning. Presents a model for describing human resource short-term, intermediate-term, and long-term planning. (JS)

  17. Primary Care Psychologists in the Netherlands: 30 Years of Experience

    NARCIS (Netherlands)

    Derksen, J.J.L.

    2009-01-01

    The primary care psychologist (PCP) in the Netherlands has 30 years of experience. The PCP is a generalist who, in close cooperation with the family physician and other providers of primary health care, has a mindset and manner of working that is largely determined by the context in which the PCP wo

  18. What Counseling Psychologists Can Do to Help Returning Veterans

    Science.gov (United States)

    Danish, Steven J.; Antonides, Bradley J.

    2009-01-01

    The purpose of this article is to describe the needs of service members and their families who have fought or are fighting in Iraq and Afghanistan and who have sustained psychological and/or physical injuries and how counseling psychologists can help. The focus is twofold: (a) to help the reader better understand those who have served and how what…

  19. Identifying Students with Emotional Disturbance: School Psychologists' Practices and Perceptions

    Science.gov (United States)

    Hanchon, Timothy A.; Allen, Ryan A.

    2013-01-01

    From its inception as a disability category in the Education for All Handicapped Children Act, serving students under the special education category Emotional Disturbance (ED) has been a challenging task for school psychologists. In particular, the vague and ambiguous federal definition has created an environment in which inconsistent assessment…

  20. School Psychologists' Perceptions of Stakeholder Engagement in Response to Intervention

    Science.gov (United States)

    Little, Suzanne

    2013-01-01

    As Response to Intervention (RTI) continues to be implemented in schools, it is important to consider how this initiative is perceived by the educational professionals involved in the implementation and effectiveness of the process. This study utilized a survey intended to investigate the perceptions of school psychologists regarding their…

  1. The Role of School Psychologists in Child Protection and Safeguarding

    Science.gov (United States)

    Woods, Kevin; Bond, Caroline; Tyldesley, Kath; Farrell, Peter; Humphrey, Neil

    2011-01-01

    Child protection and safeguarding are important aspects of work for all professionals working with children. The current article outlines the international context of school psychologists' work in relation to child protection and safeguarding and describes the United Kingdom context in more detail. Given the relatively recent broadening of the UK…

  2. A Comparison of Two Measures of School Psychologists' Job Satisfaction

    Science.gov (United States)

    Brown, Michael B.; Hardison, Ashley; Bolen, Larry M.; Walcott, Christy M.

    2006-01-01

    The purpose of this study was to establish the concurrent and construct validity of the Job Satisfaction Scales (JSS) and a modified version of the Minnesota Satisfaction Questionnaire (MSQ) using a sample of practicing school psychologists. Strong internal consistency was determined within each of the job satisfaction instruments. Correlations…

  3. Letters to a Young Psychologist: An Invitation to Dialogue

    Science.gov (United States)

    Israel, Tania

    2012-01-01

    In this response to the major contribution, "Voices of Early Career Psychologists in the Society of Counseling Psychology," the past president of the Society of Counseling Psychology (SCP) expresses appreciation, describes aspects of her early career experience in light of the survey findings in the major contribution, offers reflections…

  4. Educational Psychologists' Report-Writing: Acts of Justice?

    Science.gov (United States)

    Attard, Sunaina; Mercieca, Daniela; Mercieca, Duncan P.

    2016-01-01

    One of the major tasks of educational psychologists is the writing of reports. Often, all involvement, assessment and intervention culminate in the production of a report. This paper explores critically the tensions involved in writing reports which are closed down in their conformity to requirements of different bodies, while looking for…

  5. Classroom Behaviour Management: Educational Psychologists' Views on Effective Practice

    Science.gov (United States)

    Hart, Robert

    2010-01-01

    The behaviour of children and young people in schools is a perennial concern to educators and the wider public alike. It also represents a significant focus for the work of educational psychologists (EPs). Research evidence has identified a number of strategies that teachers, students and school inspectors believe contribute to effective classroom…

  6. Albert Sidney Beckham: The First African American School Psychologist

    Science.gov (United States)

    Graves, Scott L., Jr.

    2009-01-01

    Albert Sidney Beckham was the first African American to hold the title school psychologist. This article examines the life and professional career of Beckham in the context of his contributions to the field of school psychology. It explores his graduate education, the founding of Howard University's Psychological Laboratory and his research and…

  7. School Psychologists' Management of Administrative Pressure to Practice Unethically

    Science.gov (United States)

    Boccio, Dana E.; Weisz, Gaston; Lefkowitz, Rebecca

    2016-01-01

    In their role as child advocates, school psychologists strive to promote policies and practices that increase the availability of necessary academic and mental health services and enhance the well-being of children. However, administrative pressure to disregard ethical and legal mandates in favor of decisions that would prioritize the needs of the…

  8. Jean Picard og Ole Rømer på Hven

    DEFF Research Database (Denmark)

    Pedersen, Kurt Møller

    2011-01-01

    Jean Picards rejse til Hven og København i 1671/72 for at bestemme længdeforskellen mellem Tycho Brahes observatorier og observatoriet i Paris.......Jean Picards rejse til Hven og København i 1671/72 for at bestemme længdeforskellen mellem Tycho Brahes observatorier og observatoriet i Paris....

  9. Writings and correspondence: 1961-1985: Hubert Damisch and Jean Dubuffet

    NARCIS (Netherlands)

    S. Berrebi

    2015-01-01

    This dossier comprises a selection of the correspondence between Hubert Damisch and Jean Dubuffet as well as six essays written by Damisch on Dubuffet between 1962 and 1985. Both the correspondence and texts are here published in English for the first time. "Jean Dubuffet and the Awakening of Images

  10. Charcot's son, commander Jean-Baptiste Charcot: from neurology to "Pourquoi Pas?"

    Directory of Open Access Journals (Sweden)

    Hélio A. G. Teive

    2012-04-01

    Full Text Available Charcot name became very famous around the world, firstly because of the work of Professor Jean-Martin Charcot, the founder of Clinical Neurology, and, secondly, because of his son, Jean-Baptiste, the world famous maritime explorer.

  11. Advocating for School Psychologists in Response to the APA's Proposed "Model Act for State Licensure of Psychologists"

    Science.gov (United States)

    Skalski, Anastasia Kalamaros

    2009-01-01

    On March 6, 2009, the APA Model Licensure Act Task Force released its second draft of the policy document known as the proposed "Model Act for State Licensure of Psychologists". This policy document serves as guidance to state legislatures for how they should set up their psychology licensing laws. The general expectations promoted in the model…

  12. Advocating for School Psychologists in Response to the APA's Proposed "Model Act for State Licensure of Psychologists"

    Science.gov (United States)

    Skalski, Anastasia Kalamaros

    2009-01-01

    On March 6, 2009, the APA Model Licensure Act Task Force released its second draft of the policy document known as the proposed "Model Act for State Licensure of Psychologists". This policy document serves as guidance to state legislatures for how they should set up their psychology licensing laws. The general expectations promoted in the model…

  13. Job Satisfaction, Burnout, and Perceived Effectiveness of "In-House" versus Traditional School Psychologists

    Science.gov (United States)

    Proctor, Briley E.; Steadman, Tara

    2003-01-01

    The present study examined whether school psychologists who serve a single school ("In-House" group) differed from school psychologists who serve several schools concurrently ("Traditional" group) in the three areas of job satisfaction, burnout, and effectiveness as perceived by the school psychologist. A total of 63 school psychology…

  14. Conversations with Four Highly Productive Educational Psychologists: Patricia Alexander, Richard Mayer, Dale Schunk, and Barry Zimmerman

    Science.gov (United States)

    Patterson-Hazley, Melissa; Kiewra, Kenneth A.

    2013-01-01

    This article seeks to answer the questions: Who are the most productive and influential educational psychologists? What factors characterize these educational psychologists? And, what advice might they pass along to budding scholars? To determine the top educational psychologists, we surveyed the membership of Division 15 (Educational Psychology)…

  15. 20 CFR 404.1617 - Reasonable efforts to obtain review by a qualified psychiatrist or psychologist.

    Science.gov (United States)

    2010-04-01

    ... qualified psychiatrist or psychologist. 404.1617 Section 404.1617 Employees' Benefits SOCIAL SECURITY... review by a qualified psychiatrist or psychologist. (a) The State agency must determine if additional qualified psychiatrists and psychologists are needed to make the necessary reviews (see §...

  16. 42 CFR 414.62 - Fee schedule for clinical psychologist services.

    Science.gov (United States)

    2010-10-01

    ... 42 Public Health 3 2010-10-01 2010-10-01 false Fee schedule for clinical psychologist services... Physicians and Other Practitioners § 414.62 Fee schedule for clinical psychologist services. The fee schedule for clinical psychologist services is set at 100 percent of the amount determined for...

  17. 20 CFR 416.1017 - Reasonable efforts to obtain review by a qualified psychiatrist or psychologist.

    Science.gov (United States)

    2010-04-01

    ... qualified psychiatrist or psychologist. 416.1017 Section 416.1017 Employees' Benefits SOCIAL SECURITY... review by a qualified psychiatrist or psychologist. (a) The State agency must determine if additional qualified psychiatrists and psychologists are needed to make the necessary reviews (see §...

  18. Perceptions of School Psychologists Regarding Barriers to Response to Intervention (RTI) Implementation

    Science.gov (United States)

    Marrs, Heath; Little, Suzanne

    2014-01-01

    As Response to Intervention (RTI) models continue to be implemented, an important research question is how school psychologists are experiencing the transition to RTI practice. In order to better understand the experiences of school psychologists, interviews with seven practicing school psychologists regarding their perceptions of barriers and…

  19. 20 CFR 220.58 - Objections to the designated physician or psychologist.

    Science.gov (United States)

    2010-04-01

    ... psychologist. 220.58 Section 220.58 Employees' Benefits RAILROAD RETIREMENT BOARD REGULATIONS UNDER THE... designated physician or psychologist. A claimant or his or her representative may object to his or her being examined by a designated physician or psychologist. If there is a good reason for the objection, the...

  20. A Comparison of Special Education Teacher and Psychologist Scoring of the Bender Visual Motor Gestalt Test

    Science.gov (United States)

    Foster, Glen G.; And Others

    1976-01-01

    Ten special education teachers and two school psychologists scored the Bender-Gestalt protocals of elementary school children using the Koppitz scoring system. The reported correlations between teachers and school psychologists compared favorably to correlations between school psychologists as well as to interrater reliabilities reported in the…

  1. Incest and Parental Contact: A Psychologist's Personal Case and Literature Review

    Science.gov (United States)

    Journal of Child Sexual Abuse, 2008

    2008-01-01

    A psychologist's husband molested their young daughter. Consulting psychologists purported that research indicated it would be developmentally advantageous for their daughter to continue a relationship with the father following the marital separation. The consulting psychologists did not reference the literature, prompting the mother to conduct a…

  2. Perceptions of Leadership Practices of School Psychologists: Views of Multiple Stakeholders

    Science.gov (United States)

    Augustyniak, Kristine; Kilanowski, Lisa; Privitera, Gregory J.

    2016-01-01

    Leadership ability is necessary in the work of school psychologists, yet formal investigation of leadership processes engaged in by school psychologists has not occurred in the field. Likewise, perceptions of the leadership ability of school psychologists by other key school professionals, such as administrators and teachers, remain undocumented.…

  3. Perceptions of School Psychologists Regarding Barriers to Response to Intervention (RTI) Implementation

    Science.gov (United States)

    Marrs, Heath; Little, Suzanne

    2014-01-01

    As Response to Intervention (RTI) models continue to be implemented, an important research question is how school psychologists are experiencing the transition to RTI practice. In order to better understand the experiences of school psychologists, interviews with seven practicing school psychologists regarding their perceptions of barriers and…

  4. Targeting Family Risk Factors in the Context of Treating Youth Depression: A Survey of Psychologists

    Science.gov (United States)

    Parra, Gilbert R.; Buckholdt, Kelly E.; Olsen, James P.; Jobe-Shields, Lisa; Davis, Genevieve L.; Gamble, Heather L.

    2011-01-01

    This study investigated the practices and perceptions of psychologists related to targeting family risk factors when treating youth depression. Participants were practicing psychologists recruited through the National Register of Health Service Providers in Psychology (N = 279). Psychologists completed a brief anonymous survey about addressing…

  5. Intelligence for education: as described by Piaget and measured by psychometrics.

    Science.gov (United States)

    Shayer, Michael

    2008-03-01

    Two separate paths to the concept of intelligence are discussed: the psychometric path being concerned with the measurement of intelligence, involving the methodology of norm-referenced testing; the path followed by Piaget, and others, addresses from the start the related question of how intelligence can be described, and employs a criterion-referenced methodology. The achievements of psychometrics are briefly described, with an argument that they now remain important tools of what Kuhn called 'normal science'. The criterion-referenced approach of Piaget and others is described, with evidence from intervention studies that the Genevan descriptions of children-in-action have allowed the choice of contexts within which children can profitably be challenged to go further in their thinking. Hence, Genevan psychology is also now a part of the normal science with important uses, shown both in neo-Piagetian studies and further research stemming from Geneva. Discussion of the 'Flynn effect' sheds light on both paths, with problems still unresolved. The argument is then developed that the relevance of neuroscience needs to be discussed to try to decide in what ways it may provide useful insights into intelligence.

  6. The performance of college students on piaget-type tasks dealing with distance, time, and speed

    Science.gov (United States)

    Poduska, Ervin; Phillips, Darrell G.

    Research was done to probe and extend Piaget's theory of the conception of speed. Specifically tested was the hypothesis that there is no hierarchical relationship in performance on the following Piaget-type tasks: conservation of distance, asymmetric series of speeds, one-to-many (circular) speeds, symmetric speeds, time, and proportional reasoning. The research also tested the gender-related performance on these six tasks. One hundred freshman and sophomore college students were shown demonstrations of equipment individually for each of the six tasks. A set of open-ended questions based on the demonstrations was administered to each subject in a 45-minute interview. Subjects were scored as pass on a given task if they manipulated objects in certain ways and gave specific types of explanations. A scalogram analysis of the data yielded a z-score of - 3.7 which indicated that subjects passed the task in a certain sequence. The tasks were found to form a unidimensional scale and to be increasingly difficult in the order listed above. A chi-square test for two independent samples showed a significant difference (alpha = 0.05) in performance between males and females on all speed tasks. No significant differences in performance between males and females were found for the distance and time tasks.

  7. A Piagetian Constructivist Perspective on Curriculum Development.

    Science.gov (United States)

    London, Clement B. G.

    1990-01-01

    Focuses specifically on Jean Piaget's theory of development. Examines Piaget's ideas about constructivism and explores the application of this theoretical perspective to the conceptualization of curriculum development. (MG)

  8. A Piagetian Constructivist Perspective on Curriculum Development.

    Science.gov (United States)

    London, Clement B. G.

    1990-01-01

    Focuses specifically on Jean Piaget's theory of development. Examines Piaget's ideas about constructivism and explores the application of this theoretical perspective to the conceptualization of curriculum development. (MG)

  9. Transcultural nursing: a perspective derived from Jean-Paul Sartre.

    Science.gov (United States)

    Rajan, M F

    1995-09-01

    Transcultural nursing care is a well-established theoretical framework. This theory, developed by Madeleine Leininger, can have an impact on clinical practice, academic preparation and nursing research. The heightened interest in applying transcultural care and the increased need to espouse this framework have been triggered by constant population changes. This paper defines transcultural nursing care and expands its definition further by comparing and contrasting it with Jean-Paul Sartre's existentialist perspective. The two modes of existence as defined by Sartre are closely examined. Concrete examples are offered as cultural phenomena and the components of a cultural assessment are discussed and applied. The philosophical thesis is approached from a transcultural nursing perspective and existentialism is shown to serve as a foundation for transcultural nursing. The advantages and disadvantages of transcultural nursing practice and the preparation of transcultural nurses are finally addressed.

  10. Jean-Christophe Bureau, La politique agricole commune

    OpenAIRE

    Perrin, Coline

    2007-01-01

    Ce petit précis sur la politique agricole commune (PAC) tombe à pic ! À l’heure où la politique agricole devient l’affaire de tous, discutée aussi bien dans le Grenelle de l’environnement que dans le dernier rapport sur le développement de la Banque mondiale, dénoncée comme trop dispendieuse des fonds publics ou défendue pour sa contribution à l’harmonie du territoire, il était temps de pouvoir se replonger dans l’analyse historique et économique du rôle qu’elle a joué en Europe. Jean-Christo...

  11. Jean Mélia, La Vie amoureuse de Stendhal

    OpenAIRE

    Arrous, Michel

    2017-01-01

    À l’époque où Stendhal devenait un objet de culte, Jean Mélia, dont le nom était loin de faire autorité, a mis Stendhal en coupe réglée: Stendhal et les femmes (1902), refondu en 1909 sous le titre La Vie amoureuse de Stendhal, Les idées de Stendhal (1910), et le fort utile Stendhal et ses commentateurs (1911, reprint Eurédit, 2012). Léautaud, qui venait de préfacer un recueil des «Plus belles pages» de Stendhal, ne l’a pas épargné: «Quant à la Vie amoureuse de Stendhal, n’est-ce pas que c’es...

  12. History of Medicine Jean Marc Gaspard Itard - 1774-1838.

    Science.gov (United States)

    Chalat, N I

    1982-06-01

    Here is the history of French physician and otologist, Jean Marc Gaspard Itard (1774-1838). As physician for the Institute for Deaf Mutes in Paris, Dr. Itard became responsible for the care and civilization of the "wild boy of Aveyron," also known as, "The Wild Child" of the Truffaut movie. Their encounter became the first carefully recorded effort to train a culturally deprived individual on a one-to-one basis, or perhaps on any basis. Dr. Itard's work lead directly through Dr. Sequin and Dr. Montessori to us today. If we now stand on the threshold of restoring hearing by implantation to the totally deaf, then the results we expect and the training programs we must follow will naturally take us back to the work of this physician of the French Revolution.

  13. Le double destin des archives Jean Sénac

    Directory of Open Access Journals (Sweden)

    Hamid Nacer-Khodja

    2014-04-01

    Full Text Available Les archives Jean Sénac (1926‑1973 sont constituées de deux fonds : un fonds déposé à la bibliothèque municipale de Marseille et un autre à la Bibliothèque nationale d’Algérie. Le premier fonds regroupe essentiellement les manuscrits de la période de l’écrivain en France (1950‑1952 et 1954‑1962. Le fonds de la Bibliothèque nationale d’Algérie – le plus riche quantitativement – correspond à deux grandes périodes de la vie et de l’œuvre de Sénac en Algérie, soit de 1926 à 1950 et de 1962 à 1973.

  14. Sur les Ecrits de Jean Carbonnier (1908-2003

    Directory of Open Access Journals (Sweden)

    Robert Pageard

    2009-09-01

    Full Text Available Cette centaine de textes divers, présentés et commentés par une équipe de juristes, d’historiens, de sociologues ou d’anthropologues, donne une très vivante vision de la personnalité et des activités d’un penseur qui joua un rôle important dans l’enseignement et l’ évolution de la seconde moitié du XXe siècle.Tout est dit dans cet ouvrage sur l’exceptionnelle érudition de Jean Carbonnier en maints domaines, sur l’élégance et la finesse de sa langue, sur la clarté de son expression. Cette clar...

  15. EL PSICOANÁLISIS EXISTENCIAL DE JEAN-PAUL SARTRE

    OpenAIRE

    Alfonso Rodríguez M.

    2001-01-01

    Esta ponencia se refiere al aparte «El psicoanálisis existencial», sección I del capítulo II de la cuarta parte del libro El ser y la nada, de Jean-Paul Sartre (JPS), publicado por ediciones Gallimard en 1943. Este aparte del libro básicamente define lo que entiende JPS por psicoanálisis existencial, por oposición a los llamados por él «psicoanálisis empírico» y «psicoanálisis de Freud y sus discípulos». Este capítulo es además importante porque aquí se encuentran varios de ...

  16. Grafmeyer Yves, Authier Jean-Yves, Sociologie urbaine

    Directory of Open Access Journals (Sweden)

    Anaïs Van Sull

    2011-02-01

    Full Text Available Yves Grafmeyer et Jean-Yves Authier ont consacré la plupart de leurs travaux de recherche aux questions de l’espace urbain et de la socialisation qui y prend place. L’ouvrage qu’ils proposent, enrichi et actualisé par rapport à la première édition, aborde les différents objets, méthodes et problématiques qui peuvent être insérés dans le champ de la sociologie urbaine. S’ils reconnaissent une large part d’arbitraire dans les concepts et courants retenus, on ne peut que se réjouir des nouvelles...

  17. The Development of Imitation in Piaget's Sensory-Motor Period of Infant Development (Stages III-VI).

    Science.gov (United States)

    Giblin, Paul T.

    Sixteen white home-reared babies (eight boys - eight girls) ranging in age from six months to two years were studied during home visits. Piaget's sensory-motor development theory of imitation was employed, and his special thesis of the hierarchical sequence was tested. The examiner proposed four critieria for assessing the development of imitation…

  18. Piaget's Theory of Intellectual Development and Its Implication for Instructional Management at Pre-Secondary School Level

    Science.gov (United States)

    Simatwa, Enose M. W.

    2010-01-01

    Instructional management focuses on planning, execution and evaluation of learning experiences. For teachers in pre-secondary schools to plan, execute and evaluate learning experiences effectively, they need to have good understanding of the process of cognitive development in children. Piaget has postulated that children progress through a series…

  19. Avoiding Misinterpretations of Piaget and Vygotsky: Mathematical Teaching without Learning, Learning without Teaching, or Helpful Learning-Path Teaching?

    Science.gov (United States)

    Fuson, Karen C.

    2009-01-01

    This article provides an overview of some perspectives about special issues in classroom mathematical teaching and learning that have stemmed from the huge explosion of research in children's mathematical thinking stimulated by Piaget. It concentrates on issues that are particularly important for less-advanced learners and for those who might be…

  20. [Pierre Bayen rediscovers the Essays of Jean Rey].

    Science.gov (United States)

    Lafont, Olivier

    2014-10-01

    Jean Rey, a physician from The Bugue, a little town near Bergerac, published, in 1630, a book entitled "Essays" in which he explained the increase of the mass of lead, when it was strongly heated, by the fixation of a part of the air. This revolutionary publication was not received by the European scientists, because the Father Mersenne, "the secretary of learned Europe", was not able to repeat his experiments. Between 1774 and 1775, Pierre Bayen, who was a military apothecary, published his Works concerning the "precipitate per se", for us HgO, showing that when this compound was destroyed by heating, it produced a gas, and that the mass of this gas and the mass of the mercury obtained were equal to the mass of the "precipitate per se". He concluded that the phlogiston theory was contradictory with the results of the experiments. When, later on, Lavoisier published his important article on the increase of the mass of steal when it was heated in the air, he "forgot" to cite the Works of Bayen. In January 1775, Pierre Bayen published a letter in which he mentioned that he had discovered an exemplar of Jean Rey's book and explained that this physician of the 17th century had supposed the explanation that had been proved by Lavoisier. Nicolas Gobet then published a new edition of the "Essays" in 1777, but this new edition became itself quite rare. An inscription pencilled on the book kept by the British Museum pretends that all the exemplars Lavoisier could find were destroyed. It is not rigorous to conclude on a single document, especially when it is not signed, but it is sufficient to induce doubt.

  1. Jean Fourastié, un expert en comptabilité

    Directory of Open Access Journals (Sweden)

    Régis Boulat

    2010-12-01

    Full Text Available Qui ne connait pas Jean Fourastié, auteur de la formule des “Trente Glorieuses” et de plusieurs essais économiques grand public qui, en décrivant les mécanismes économiques de long terme, ont dévoilé aux Français le sens et la portée des transformations que leur pays connait après la guerre ? Pourtant, les amalgames les oublis et les simplifications montrent qu'il est un “inconnu célèbre”. Dans ce contexte, et à la lumière de recherches récentes, son rôle dans l'harmonisation des pratiques comptables dans le domaine des assurances, son champ d'expertise originel, comme sa participation aux différents comités à l'origine de la comptabilité nationale pendant la Deuxième Guerre mondiale doivent être réévalués.Who doesn’t know Jean Fourastié, author of the famous "Trente Glorieuses” and of several brilliant essays which, giving to understand long term economic mechanisms, revealed to the French meaning and scope of the transformations their country experienced after the war ? But amalgams, omissions and simplifications show that he's, somehow, famous but unknown. In that context, his role in the harmonization of accounting practices in the insurances business in the thirties as well as his participation to different committees dealing with national accounting during World War II need to be re-evaluated.

  2. Tela e tinta no cinema de Jean-Pierre Jeunet

    Directory of Open Access Journals (Sweden)

    Diener, Patrick

    2012-01-01

    Full Text Available O cineasta francês Jean-Pierre Jeunet, diretor de filmes como O Fabuloso Destino de Amélie Poulain (Le fabuleux destin d’Amélie Poulain e Eterno Amor (Un long dimanche de fiançailles admitiu em entrevistas ter sido influenciado pela estética do pintor catarinense, radicado em Paris, Juarez Machado. Entretanto o cineasta não aponta quais elementos visuais foram utilizados como inspiração para suas cenas. Esta dissertação tem como objetivo geral analisar quadros de Juarez Machado e filmes de Jean-Pierre Jeunet para apontar as características determinantes desta mencionada influência estética. Como objetivo específico o trabalho se propõe a exemplificar suas correlações e levantar características de movimentos artísticos que podem caber à ambas artes, cinema e pintura. O problema está em identificar as similaridades entre as obras. Em que pontos estas duas formas distintas de arte podem apresentar semelhanças e sob quais perspectivas ou nuances da direção de arte os filmes interagem com as telas de Machado ou as tem como referência? Para levantar tais dados e traçar os correlatos entre telas e filmes a dissertação utilizará pesquisa teórica bibliográfica entre telas do pintor e objeto. Como corpus de estudo serão utilizadas telas de Juarez Machado e o filme de 2001, O Fabuloso Destino de Amélie Poulain (Le fabuleux destin d’Amélie Poulain. Este trabalho discorre sobre análise da imagem, intertextualidade e mídias, com aporte teórico em Gérard Genette e Gilles Deleuze

  3. Why isn’t everyone an Evolutionary Psychologist?

    Directory of Open Access Journals (Sweden)

    Darren eBurke

    2014-08-01

    Full Text Available Despite a widespread acceptance that the brain that underpins human psychology is the result of biological evolution, very few psychologists in any way incorporate an evolutionary perspective in their research or practice. There have been many attempts to convince mainstream psychology of the importance of such a perspective, mostly from those who identify with Evolutionary Psychology, and there has certainly been progress in that direction, but the core of psychology remains essentially unevolutionary. Here I explore a number of potential reasons for mainstream psychology continuing to ignore or resist an evolutionary approach, and suggest some ways in which those of us interested in seeing an increase in the proportion of psychologists adopting an evolutionary perspective might need to modify our tactics to increase our chances of success.

  4. Why isn't everyone an evolutionary psychologist?

    Science.gov (United States)

    Burke, Darren

    2014-01-01

    Despite a widespread acceptance that the brain that underpins human psychology is the result of biological evolution, very few psychologists in any way incorporate an evolutionary perspective in their research or practice. There have been many attempts to convince mainstream psychology of the importance of such a perspective, mostly from those who identify with "Evolutionary Psychology," and there has certainly been progress in that direction, but the core of psychology remains essentially unevolutionary. Here I explore a number of potential reasons for mainstream psychology continuing to ignore or resist an evolutionary approach, and suggest some ways in which those of us interested in seeing an increase in the proportion of psychologists adopting an evolutionary perspective might need to modify our tactics to increase our chances of success.

  5. Divorce: Using Psychologists' Skills for Transformation and Conflict Reduction.

    Science.gov (United States)

    Zimmerman, Jeffrey

    2016-05-01

    The litigious divorce process often leaves children with parents who are at "war" and have little ability to coparent effectively. This article discusses some of the Alternative Dispute Resolution (ADR) processes designed to lessen conflict both before and after divorce. It also addresses the important work of psychologists serving in the roles of child therapists and reunification clinicians doing the difficult work of helping to heal fractured child-parent relationships. Ethical challenges are addressed and future directions for applied research are suggested.

  6. Positive psychology and the training of psychologists: Students’ perspectives

    Directory of Open Access Journals (Sweden)

    Tharina Guse

    2010-12-01

    Full Text Available Orientation: The development of positive psychology interventions have burgeoned internationally and are relevant to the professional training of psychologistsResearch purpose: The aim of this study was to explore the personal and professional impact of including positive psychology in the professional training of clinical and counselling psychologists.Motivation for the study: It is not known how students previously educated in a pathogenic paradigm experience the exposure to positive psychology, and resultant paradigm shift, as part of their professional training.Research design, approach and method: A qualitative research design was implemented. Data consisted of written documents submitted by the participants and was analyzed by means of thematic analysis.Main findings: Integrating positive psychology in the professional training curriculum was valuable and enriching on both a professional and personal level. The participants reported an experience of positive emotions and increased sense of self-understanding and psychological well-being. Professionally they experienced a sense of increased self-efficacy.Practical/managerial implications: Positive psychology should be considered as part of the basic training of psychologists since it may enhance the development of trainee psychologists’ professional self, enhance aspects of psychological well-being as well as prevent stress and burnout.Contribution/value-add: This is the first South African study to explore the impact of including positive psychology principles and interventions in professional training.

  7. 探索Jean-Charles de Castelbajac的波普艺术魅力

    Institute of Scientific and Technical Information of China (English)

    朱蕙琳; 刘晓刚

    2011-01-01

    一、背景介绍走在时尚世界风头浪尖的设计大师Jean-Charles de Castelbajac令人惊叹的想象力和具有孩童气息的创造能力让他的每一个作品都蕴含着别具一格的特色。如果说同样来自法国的Jean-Paul Gaultier是时装界的坏孩子,那么Jean-Charles de Castelbajac则无疑是时装界的Andy Warhol,

  8. Jeans instability of magnetized quantum plasma: Effect of viscosity, rotation and finite Larmor radius corrections

    Energy Technology Data Exchange (ETDEWEB)

    Jain, Shweta, E-mail: jshweta09@gmail.com; Sharma, Prerana [Department of Physics, Ujjain Engineering College, Ujjain, M.P.456010 (India); Chhajlani, R. K. [School of Studies in Physics, Vikram University Ujjain, M. P. - 456010 (India)

    2015-07-31

    The Jeans instability of self-gravitating quantum plasma is examined considering the effects of viscosity, finite Larmor radius (FLR) corrections and rotation. The analysis is done by normal mode analysis theory with the help of relevant linearized perturbation equations of the problem. The general dispersion relation is obtained using the quantum magneto hydrodynamic model. The modified condition of Jeans instability is obtained and the numerical calculations have been performed to show the effects of various parameters on the growth rate of Jeans instability.

  9. REVISITING THE FOUNDATIONS OF CONSTRUCTIVISM: THE ETHICAL AND THEOLOGICAL GROUNDWORK OF PIAGET'S EARLY PSYCHOPEDAGOGICAL THOUGHT/Revisitar los fundamentos del constructivismo: las bases éticas y religiosas del pensamiento psicopedagógico del joven Piaget/Revisiter les fondements du constructivisme: les soubassements éthiques et théologiques de la pensée psychopédagogique du jeune Piaget

    National Research Council Canada - National Science Library

    Maria Formoshino; James M Day; Paulo Jesus; Carlos Sousa Reis

    2014-01-01

    .... Piaget so as to demonstrate a relative unity and continuity between categories forged to deal with theological/ethical issues and bio-psycho-pedagogical categories, by yielding special emphasis...

  10. How autism became autism

    OpenAIRE

    Evans, Bonnie

    2013-01-01

    This article argues that the meaning of the word ‘autism’ experienced a radical shift in the early 1960s in Britain which was contemporaneous with a growth in epidemiological and statistical studies in child psychiatry. The first part of the article explores how ‘autism’ was used as a category to describe hallucinations and unconscious fantasy life in infants through the work of significant child psychologists and psychoanalysts such as Jean Piaget, Lauretta Bender, Leo Kanner and Elwyn James...

  11. SCHOOL PSYCHOLOGY: REPORT ON AN EXPERIMENT IN ELEMENTARY SCHOOL

    OpenAIRE

    Vebber, Fernanda Cañete

    2013-01-01

    Abstract: The purpose of this paper is to present an experience report about the work of scholar psychologists in Elementary School, emphasizing the development of a teaching project. This project intended to improve the interpersonal relationship between students in a fourth grade class. Through group work, method proposed by the new pedagogy of Jean Piaget (1998), and problematizing education of Paulo Freire (1997), systematic meetings were held with students to reflect on ethical values , ...

  12. Non-supervised sensory-motor agents learning

    OpenAIRE

    Wazlawick, Raul Sidnei; Costa, Antonio Carlos da Rocha

    1996-01-01

    This text discusses a proposal for creation and destruction of neurons based on the sensory-motor activity. This model, called sensory-motor schema, is used to define a sensory-motor agent as a collection of activity schemata. The activity schema permits a useful distribution of neurons in a conceptual space,creating concepts based on action and sensation. Such approach is inspired in the theory of the Swiss psychologist and epistemologist Jean Piaget, and intends to make explicit the account...

  13. Army Special Operations Forces Professional Military Education for the Future

    Science.gov (United States)

    2010-06-01

    generations have done. Jean Piaget (1896–1980) Swiss cognitive psychologist CG: Hey DCO, you’re never going to believe this; come in here and shut...with it. The conclusion is predicated on well- documented history and the widely accepted principles of organizational theory . Obviously, there are...this mission. When conducting FID, as well as all special operations, the officer leader: must approach each conflict with a distinctive theory of

  14. Beyond Wittgenstein's remarks on the foundation of mathematics: Explication of Piaget's suggestion of a biological foundation

    Science.gov (United States)

    Carmesin, Hans-Otto

    1992-06-01

    Knowing about the axiomatic aspects of mathematics, Wittgenstein asked the more fundamental question: ‘But then what does the peculiar inexorability of mathematics consist in?’. He answers the question partially by saying: ‘Then do you want to say that “being true” means: being usable (or useful)? — No, not that; but that it can't be said of the series of natural numbers — any more than of our language —that it is true, but: that it is usable, and, above all, it is used’. Here it will be demonstrated that there is another aspect ‘to be said of the series of natural numbers’, besides the mere fact that they are used or usable, namely a biological one, as has been suggested, though not explicated, by Piaget.

  15. Piaget 大胆创新 梦想成真

    Institute of Scientific and Technical Information of China (English)

    2011-01-01

    多年来,Piaget(伯爵)秉持着其家族的座右铭:‘永远做得比要求的更好’,不断追求技术上的突破,为‘不可能’赋予新的定义。伯爵致力于推翻显赫制表名家过时的传统,扫除根深蒂固的规范与观念,并以其在这方面的努力为己身定位。无论是全球最薄的机芯,还是将珠宝与腕表结合,伯爵皆怀抱着其坚定的信念,这亦将品牌带至更高峯。

  16. Development of spatial recognition in preschool children: on Piaget and Inhelder's hypothesis of topological space.

    Science.gov (United States)

    Kato, Y

    1986-10-01

    The developmental sequence of recognition of shapes suggested by Piaget and Inhelder has been examined in cross-modal (touch-vision) and intramodal (vision-vision) conditions by using the method of similarity judgement. In the first condition, after tactually exploring a standard shape, children from 4 to 6 yr. of age were asked to indicate which of two comparison shapes looked "most like" a standard shape possessing some features in common with either comparison. In the second condition, the procedure was the same as the first condition except that a standard shape was presented visually. Results showed that the number of topologically based responses decreased significantly with age in the touch-vision condition; however, there was no such tendency in the vision-vision condition. Also, the number of topologically based responses varied with the combination of shapes used.

  17. What Is a Bilingual School Psychologist? A National Survey of the Credentialing Bodies of School Psychologists: Implications for the Assessment of Bilinguals

    Science.gov (United States)

    Sotelo-Dynega, Marlene

    2015-01-01

    The present study explored the credentialing practices for bilingual school psychologists in the United States. Credentialing agencies of school psychologists, mostly State Departments of Education, across the 50 states and the District of Columbia were contacted via telephone by trained graduate student research assistants. Only two of the…

  18. Professional Competences of Young Psychologists: The Dimensions of Self-Rated Competence Domains and Their Variation in the Early Years of the Psychologist's Career

    Science.gov (United States)

    Kuittinen, Matti; Meriläinen, Matti; Räty, Hannu

    2014-01-01

    The study set out to explore an array of key competencies required by psychologists, along with a method for assessing them. The respondents (n?=?353) were a representative sample of young Finnish psychologists with professional experience of between 1 and 6 years. They were requested to rate 52 statements of competence. A set of explorative…

  19. Piaget y Vygotski: la construcción mediada de los aprendizajes escolares

    Directory of Open Access Journals (Sweden)

    E. Martí

    1996-01-01

    Full Text Available El presente artículo hace un análisis de las teorías de Piaget y de Vygotski en términos de su aplicación al aprendizaje escolar. Está estructurado en dos partes. La primera consiste en un análisis de cada teoría, presentando una contra la otra, enfatizando aquellas suposiciones epistemológicas convergentes y divergentes que las caracterizan, tales como dualismo/adualismo, individual/social, interno/externo, general/específico. El esfuerzo de contrastar e integrar los resultados de Piaget y de Vygotski resulta en la creación de una unidad de análisis para evaluar el aprendizaje escolar. Así, la segunda parte del artículo trata la aplicación de tal unidad de análisis para la evaluación del proceso de aprendizaje resultante del uso de un ambiente computarizado, dirigido al aprendizaje del concepo de proporción. Esta unidad de análisis toma en consideración varios factores: las acciones de los estudiantes, el contenido, la regulación del profesor, la interacción entre compañeros y la mediación semiótica. La aplicación de la unidad de análisis produce diferentes niveles de resultados. En un nivel, los datos estadísticos evalúan los productos del aprendizaje. En otro nivel, un diagrama de interacciones muestra los principales cambios en el tiempo, en términos de los procedimientos de solución de los sujetos, la retroalimentación del computador, tutoría del profesor, etc. Finalmente, el úlimo nivel de resultados consiste en un análisis microgenético para cada par de sujetos.

  20. Jean Illiopoulos, physicien des particules - Médaillé Dirac 2007

    CERN Multimedia

    2007-01-01

    This prestigious distinction in the field of theoretical physics and mathematics will be given to Jean Illiopoulos and Luciano Maiani. This distinction rewards their common studies on the "charmed quark". (1 page)

  1. Mustamäe Jeans & Sport kujundati nädalaga

    Index Scriptorium Estoniae

    1998-01-01

    Kauplusele Jeans & Sport määras sisekujundaja Urmas Alling punased trepid ja laetalad ning must-valge värvikombinatsiooni, ülejäänud sisekujunduse eest kandis õnnestunult hoolt reklaamijuht Urmas Priske

  2. Jean Libis, Fabio Ferreira, Catherine Gublin, Sarah Mezaguer (eds.), Les Lectures de Gaston Bachelard. Index bibliographique

    OpenAIRE

    Aurosa Alison

    2012-01-01

    Jean Libis, Fabio Ferreira, Catherine Gublin, Sarah Mezaguer (eds.), Les Lectures de Gaston Bachelard. Index bibliographique (Paris, Presse Universitaire de Franche-Comté, 2011 ISBN: 978-2-84867-392) di     Aurosa Alison

  3. EAARL Topography-Jean Lafitte National Historical Park and Preserve 2006

    Data.gov (United States)

    U.S. Geological Survey, Department of the Interior — A first surface/bare earth elevation map (also known as a Digital Elevation Model, or DEM) of the Jean Lafitte National Historical Park and Preserve in Louisiana was...

  4. Jeans instability of a galactic disk embedded in a live dark halo

    CERN Document Server

    Esquivel, O

    2007-01-01

    We investigate the Jeans instability of a galactic disk embedded in a dynamically responsive dark halo. It is shown that the disk-halo system becomes nominally Jeans unstable. On small scales the instability is suppressed, if the Toomre stability index Q_T is higher than a certain threshold, but on large scales the Jeans instability sets invariably in. However, using a simple self-consistent disk-halo model it is demonstrated that this occurs on scales which are much larger than the system so that this is indeed only a nominal effect. From a practical point of view the Jeans instability of galactic disks is not affected by a live dark halo.

  5. Interbeing and Mindfulness: A Bridge to Understanding Jean Watson's Theory of Human Caring.

    Science.gov (United States)

    Sitzman, Kathleen L.

    2002-01-01

    Explains and compares Thich Naht Hanh's concept of interbeing and mindfulness and Jean Watson's theory of human caring. Describes the application of mindful practices to holistic nursing and nursing education. (Contains 12 references.) (SK)

  6. EAARL Topography-Jean Lafitte National Historical Park and Preserve 2006

    Data.gov (United States)

    U.S. Geological Survey, Department of the Interior — A first surface/bare earth elevation map (also known as a Digital Elevation Model, or DEM) of the Jean Lafitte National Historical Park and Preserve in Louisiana was...

  7. Jean Libis, Fabio Ferreira, Catherine Gublin, Sarah Mezaguer (eds., Les Lectures de Gaston Bachelard. Index bibliographique

    Directory of Open Access Journals (Sweden)

    Aurosa Alison

    2012-10-01

    Full Text Available Jean Libis, Fabio Ferreira, Catherine Gublin, Sarah Mezaguer (eds., Les Lectures de Gaston Bachelard. Index bibliographique (Paris, Presse Universitaire de Franche-Comté, 2011 ISBN: 978-2-84867-392 di  Aurosa Alison

  8. The outside of phenomenology: Jean-Luc Nancy on world and sense1

    National Research Council Canada - National Science Library

    Patrick Roney

    2013-01-01

      In this essay, I examine Jean-Luc Nancy's notion of the sense of the world in relation to the phenomenological investigation of the life-world in Husserl and the worldhood of the world in Heidegger...

  9. Salomé et la figure féminine chez Jean Lorrain

    Directory of Open Access Journals (Sweden)

    Victoria Ferrety

    2015-04-01

    Full Text Available In the analysis of the myth of Salome prepared by Jean Lorrain, we will see the decadent writer lashing out against the figurative image of the end-century woman. Facing his contemporary writers, Jean Lorrain, not only does he separate from them to offer a unique show in the figurative field, but also unleashes an imaginary projection that allows him to reach a very personal aesthetics, which culminates with the appearance of the Androgyne.

  10. Ilusi Virtual: Kejayaan Media atas Audien? Telaah Kritis atas Teori Resepsi Media Jean Baudrillard

    OpenAIRE

    Budi Irawanto

    2002-01-01

    This article aims to scruntinize more closely Jean Baudrillard work on media reception. This work is important because Jean Baudrillard is one of the most stimulating and provocative contemporary thinker. In his views, similar in some respects to John Fiske's , consumers (audiences) do resist the media. Far from claiming that media reception is passive and alienated, Baudrillard sees in some reception a resistive response to the media. When understood in the light of media reception perspecti...

  11. Territori di Babele. Aforismi sulla traduzione di Jean-Yves Masson

    Directory of Open Access Journals (Sweden)

    Riccardo Raimondo

    2015-05-01

    Full Text Available Jean-Yves Masson pubblica i suoi aforismi sulla traduttologia nel 1991. Attraverso questi inediti precetti, possiamo seguire un filo conduttore che si dipana dalle origini della riflessione sulla traduzione fino alle più recenti teorie.In 1991 Jean Yves Masson published his aphorisms on Translation Theory. Following these original guidelines, we are able to trace the developments of translation theory from its origins to the present.

  12. Algunos aportes fermentales de la primera etapa de Jean Baudrillard.

    Directory of Open Access Journals (Sweden)

    Gastón Amen

    2012-05-01

    Full Text Available En el presente artículo se repasan algunas de las principales y más fermentales ideas de la primera etapa de la obra de Jean Baudrillard, desde la convicción de que es un período fundamental en su elaboración teórica, sin cuya comprensión se torna imposible captar todas las implicancias de su posterior trabajo. Además, a esto se le suma que consideradas en sí mismas, estas ideas aún tienen mucho para aportar para pensar nuestra actualidad.En este sentido, en el presente artículo, luego de presentar esquemáticamente las tres etapas en que tradicionalmente se ha dividido su obra, se comienza repasando sus reflexiones en torno a la sociedad de consumo y al estatuto del signo en la misma, para luego abordar su crítica de la economía política del signo y su desmantelamiento radical del productivismo, con el consiguiente despliegue de una antropología revolucionaria que escapa del marco de la utilidad y los preceptos de la economía política. Lo cual implica en Baudrillard un rechazo del valor en todas sus formas (de uso, de cambio y de signo y la búsqueda de una alternativa sustentada, en esta etapa, en el intercambio simbólico.

  13. Pedagical enlightenment and natural education in Jean-Jacques Rousseau

    Directory of Open Access Journals (Sweden)

    Cristiano Eduardo Wendt

    2012-05-01

    Full Text Available The essay discusses the importance of Jean-Jacques Rousseau for modern pedagogy, by being grounded on his philosophical-pedagogical work Émile or On Education. It seeks to present the meaning of pedagogical enlightenment as well as the concept of natural education, and the two great novelties brought by Rousseau to the educational realm, i.e., the concept of infancy and of education. In this perspective, it analyzes the three main interpretations to which Rousseau’s enlightenment was submitted along history: As an optimist of reason, primitivist and dialectician of reason. Assuming the Genevan’s thought as a defender of a dialectics of reason, the essay seeks to reflect the unfolding which every concept provokes to its project of natural education and how it reflects in the cognitive and moral development of the infants. At last it deals with the presentation of two innovations which Rousseau brings to the realm of education, the first one which deals with the concept of infancy, and the second one which deals with the pedagogical concept as a whole, by considering the phases of biological, cognitive and moral maturing, where each child is encountered.

  14. Man with a Mission: Jean-Dominique Cassini

    Science.gov (United States)

    Belkora, Leila

    2004-03-01

    Jean-Dominique Cassini, for whom the Cassini mission to Saturn is named, is best known for his early understanding of that planet's rings. This article is an overview of his influential career in astronomy and other scientific fields.= Born in Italy in1625 and formally educated at an early age, he was a professor of astronomy at the University of Bologna, a leading center of learning in Europe of the time. He was an early observer of Jupiter, Mars, and Venus. He is best known for constructing a giant pinhole camera in a cathedral that he used with a meridian line on the floor to track the Sun's image through the year, thus providing the Catholic Church with a reliable calendar. Cassini also used the pinhole camera observations to calculate the variation in the distance between the Sun and Earth, thus lending support to the Copernican (Sun-centered) view of the solar system. Cassini moved to Paris at the request of King Louis XIV, originally to oversee the surveying needed for a new map system of France, but ultimately he took over as the director of the Paris Observatory. Cassini's descendants ran the observatory there for the following century.

  15. Jean-Martin Charcot: neurologist by avocation, nephrologist by yearning.

    Science.gov (United States)

    Eknoyan, Garabed

    2011-01-01

    In an age of medical advances and specialization, Jean-Martin Charcot (1825-1893) helped found the discipline of neurology and in 1882 was appointed the first Professor of Diseases of the Nervous System in France. As an investigator with broad interests and vast knowledge, Charcot contributed to several other disciplines. An early mentor and dominant figure in Charcot's formative years was Pierre Rayer (1793-1867), famous for his seminal contributions to the study of the kidney, who gifted to Charcot his passion for clinical pathological correlations and likely a yearning for the study of kidney diseases. Famous for the clarity and incisiveness of his formal teaching presentations, Charcot lectured on the kidney at the Faculty of Medicine in Paris in 1877. Translated into English and published as a book titled Lectures on Bright's Disease, those lectures became widely accessible and quoted in the literature through the 1940s. In addition, at a time when he was already concentrating on the study of neurological disorders, Charcot maintained his life-long interest in the kidney and published original studies on the pathological changes of the kidney in gout and experimental lead poisoning, as well as supporting a study of hysterical ischuria by his students.

  16. Jean Alesi and his son Giuliano visited CERN

    CERN Multimedia

    Emma Jones

    2010-01-01

    Jean Alesi, former F1 racing driver, and his kids visited CERN on Monday 1st February 2010. The Bulletin and the Video productions team had the opportunity to meet him. The video interview is transcribed for your convenience. What attracted you to CERN, what was it that made you want to come? We talked at home with the children about places to see close to us, like CERN, where they are seeking to reproduce the origins of the world. These things are so far removed from what we ordinarily think and talk about, that they captured our imagination and made us want to come see for ourselves. We know that your son (Giuliano, 9 years) is interested in what is happening at CERN, so we'd like to ask him: how did he find out about it? Giuliano: I am very interested in the technologies used in laboratories, and the exploration of the Universe. Plus, I wanted to see some of the incredible machines. I enjoyed my visit a lot. I found out about CERN from my mother. She showed me a video that I really liked, so I wanted to...

  17. Modified Jeans Instability for Dust Grains in a Plasma

    Science.gov (United States)

    Luca Delzanno, Gian

    2005-10-01

    In two recent papers, Delzanno et al. [1, 2] have pointed out that an electron emitting (for instance due to photoemission) dust grain immersed in a plasma can sustain profiles of the shielding potential having an attractive potential well (reminiscent of the Lennard-Jones potential for the attraction among atoms). The presence of a potential well in the shielding potential has important consequences as it can lead to attractive forces on other grains even if they have the sign of charge and can be particularly important for astrophysical systems. In this study, we will present the kinetic theory of the modified Jeans instability [3], where a system of dust particles interacts through the gravitational and electrostatic forces. The latter, however, is not modeled with the Coulomb potential but with the potential well discovered in Refs. [1, 2]. We show that the well acts broadening the spectrum of gravitationally unstable modes and enhance their growth rates, even with respect to the pure gravitational case [3]. On the other hand, a pure Debye-Huckel potential always acts as to stabilize the system. [1] G. L. Delzanno, A. Bruno, G. Sorasio, G. Lapenta, Phys. Plasmas 12, 062102 (2005). [2] G. L. Delzanno, G. Lapenta, M. Rosenberg, Phys. Rev. Lett. 92 (3), 035002 (2004). [3] G. L. Delzanno, G. Lapenta, Phys. Rev. Lett. 94, 175005 (2005).

  18. Jeans Analysis for Dwarf Spheroidal Galaxies in Wave Dark Matter

    CERN Document Server

    Chen, Shu-Rong; Chiueh, Tzihong

    2016-01-01

    Observations suggest that dwarf spheroidal (dSph) galaxies exhibit large constant-density cores in the centers, which can hardly be explained by dissipationless cold dark matter simulations. Wave dark matter (${\\psi {\\rm DM}}$), characterized by a single parameter, the dark matter particle mass $m_{\\psi}$, predicts a central soliton core in every galaxy arising from quantum pressure against gravity. Here we apply Jeans analysis to the kinematic data of eight classical dSphs so as to constrain $m_{\\psi}$, and obtain $m_{\\psi}=1.18_{-0.24}^{+0.28}\\times10^{-22}{\\,\\rm eV}$ and $m_{\\psi}=1.79_{-0.33}^{+0.35}\\times10^{-22}{\\,\\rm eV}~(2\\sigma)$ using the observational data sets of Walker et al. (2007) and Walker et al. (2009b), respectively. We show that the estimate of $m_{\\psi}$ is sensitive to the dSphs kinematic data sets and is robust to various models of stellar density profile. We also consider multiple stellar subpopulations in dSphs and find consistent results. This mass range of $m_{\\psi}$ is in good agre...

  19. EL PSICOANÁLISIS EXISTENCIAL DE JEAN-PAUL SARTRE

    Directory of Open Access Journals (Sweden)

    Alfonso Rodríguez M.

    2001-01-01

    Full Text Available Esta ponencia se refiere al aparte «El psicoanálisis existencial», sección I del capítulo II de la cuarta parte del libro El ser y la nada, de Jean-Paul Sartre (JPS, publicado por ediciones Gallimard en 1943. Este aparte del libro básicamente define lo que entiende JPS por psicoanálisis existencial, por oposición a los llamados por él «psicoanálisis empírico» y «psicoanálisis de Freud y sus discípulos». Este capítulo es además importante porque aquí se encuentran varios de los temas más recurrentes en la filosofía sartriana, como son los temas de la libertad, Dios como para– sí del hombre y la razón como luz que descubre las últimas evidencias. A pesar de la reconocida «inspiración freudiana», además de Freud, este aparte arremete contra algunos de los pensadores que critica la obra sartriana: Kant, Nietzsche, Heidegger.

  20. The Chiasmus of Mourning and Identification in Jean Genet

    Directory of Open Access Journals (Sweden)

    Peter Benson

    2000-06-01

    Full Text Available The theories of psychological identification proposed by Sigmund Freud and Kaja Silverman are explored in relation to Jean Genet's Funeral Rites and his later essay on Rembrandt. Genet can be seen to separate mourning (which for Freud lies at the basis of identification from a process of generalized identification in which his difference from other people dissolves. A narcissistic formation of personality, evident in the symbolism of mirrors in Funeral Rites , gives to this process an added impetus. But the fundamental condition of possibility for such generalized identification is the void it reveals at the center of all personality. This void not only makes possible the different kinds of identification (heteropathic and idiopathic described by Silverman, it also disturbs any clear distinction between them. It is for these reasons that the glamorization of Nazism in Funeral Rites is coextensive with a demystification of its power, and the often brutal eroticism of the book is suffused with an ineradicable dimension of tenderness. Taken further in the essay on Rembrandt, these themes lead to an ambiguous mysticism in which the source of creativity is revealed as inseparable from its ultimate obliteration.

  1. Jean-Luc Nancy and politics. Communism and Inoperative community

    Directory of Open Access Journals (Sweden)

    Piotr Sadzik

    2013-01-01

    Full Text Available In this article I would like to show in which way in the works ofFrench philosopher Jean-Luc Nancy there are links between “community” and“communism”. The latter, for him, has a meaning exceeding the domain of politicsand should be understood as a some kind of pre-existential and quasi-onthologicalcategory. Being-in-common means for philosopher being-with which is expressedby Latin prefix “com” characterizing “communitas” and “communism”. “Com”emphasizes that being is first of all being with other (not only with other peoplebut with every other being including in it animals, plants etc. Furthermore, asNancy said: “communism is togetherness – the Mitsein, the being- with, understood as the belonging to existence of the individuals, which means, in the existential meaning, to their essence”. Therefore, Nancy’s community doesn’t belong to “the logic of myth” since is, in the first place, what he called “the inoperative community”.

  2. Alguns Aspectos da Obra de Piaget e sua Contribuição para o Ensino de Química

    Directory of Open Access Journals (Sweden)

    Marilde Beatriz Zorzi Sá

    2017-02-01

    Full Text Available Este artigo apresenta algumas reflexões relativas à obra de Piaget e suas possíveis influências no cotidiano escolar, em especial no ensino de Química. Para isso, utilizamos autores cujos trabalhos usam como referência a obra de Piaget, além do próprio autor. Nossa intenção é auxiliar educadores a estabelecer uma relação entre os estudos desse epistemólogo, principalmente aqueles relacionados à Epistemologia Genética e o ensino de Química e de áreas afins. Procuramos também deixar claro que não se pretende reduzir a obra de Piaget a questões escolares, uma vez que ela se constitui em algo muito mais abrangente, além do fato de que os interesses pedagógicos se traduzem em interesses, a princípio, diferentes daqueles que são foco das pesquisas de Piaget. Nesse contexto parece-nos pertinente estender nossas considerações às possíveis contribuições de Piaget aos procedimentos de ensino e aos conhecimentos que os professores devem construir para atuarmos de maneira mais eficiente no processo de formação de nossos alunos. Notemos que tanto a escola quanto os estudos de Piaget apresentam em comum o interesse no desenvolvimento da criança.

  3. Perspectives of an Iranian psychologist practicing in America.

    Science.gov (United States)

    Mirsalimi, Hamid

    2010-06-01

    My experience as a male psychologist who was born and raised in Iran has had a tremendous impact on my professional practice in the United States. After providing a brief history of Iran to put this article in context, I explore 5 elements of that impact: Description of my diversity status, key practice issues raised for me as an Iranian therapist, my background and its impact on case formulation, key clinical issues raised for my clients given my diversity status, and effective strategies for addressing my diversity status and its impact on the treatment.

  4. The role of the psychologist in social change.

    Science.gov (United States)

    Kinderman, Peter

    2014-06-01

    On 1 September 1967, the Nobel Prize-winning civil rights leader Martin Luther King Jr. delivered a speech entitled 'The role of the behavioral scientist in the civil rights movement' to the American Psychological Association (APA, 1999; King, 1968). With eloquence and passion, Martin Luther King championed the civil rights struggle and spoke to the interests of his audience. He stressed how behavioural scientists could and should support the civil rights movement. King's eloquent and passionate speech is still relevant today - explaining how psychologists and other mental health professionals could help address today's pressing social issues.

  5. Misconception p value among Chilean and Italian academic psychologists

    Directory of Open Access Journals (Sweden)

    Laura Badenes-Ribera

    2016-08-01

    Full Text Available The p value misconceptions are based on certain beliefs and attributions about the significance of the results. Thus, they affect the professionals’ decisions and jeopardize the quality of interventions and the accumulation of valid scientific knowledge. We conducted a survey on 164 academic psychologists (134 Italians, 30 Chileans, questioned on this topic. Our findings are consistent with original research and suggest that some participants do not know how to correctly interpret p values. The inverse probability fallacy presents the greatest comprehension problems, followed by the replication fallacy. These results highlight the importance of the statistical re-education of researchers. Recommendations for improving statistical cognition are proposed.

  6. Current assessment practice, personality measurement, and rorschach usage by psychologists.

    Science.gov (United States)

    Musewicz, John; Marczyk, Geoffrey; Knauss, Linda; York, David

    2009-09-01

    In this study, we investigated current personality assessment practice and attitudes toward Rorschach (Exner, 2003) usage by 215 psychologists. We administered an Internet survey to members of the Society for Personality Assessment (SPA) and the American Psychological Association. Results were similar to those of past surveys, but the importance of using tests with strong psychometric properties was greater in this study. The majority of respondents reported using the Rorschach and supporting efforts to standardize and psychometrically validate the test. However, SPA members agreed more strongly than non-SPA members that the Rorschach is an effective test. Implications and directions for future research are discussed.

  7. [Collaborative relationship between psychiatrists and psychologists: a literature review].

    Science.gov (United States)

    Torrente, Fernando

    2006-01-01

    The aim of this paper is to review the empirical literature concerning the collaborative relationship between psychiatrists and psychologists. Despite the scarcity of published studies about this topic, three main areas of interest could be identified: 1. Literature regarding combined treatments (psychotherapy plus medication); 2. The development of therapeutic programs for specific conditions within a biopsychosocial framework; 3. The discussion about the team role in the approach of difficult cases. In general terms, it could be stated that collaborative treatments are a valid and effective option in mental health settings.

  8. Where do counselling psychologists based in the UK disseminate their research? A systematic review

    OpenAIRE

    Hanley, Terry; Ruth, Gordon

    2013-01-01

    Aim: Research is frequently cited as core to counselling psychology. Yet we know little about where counselling psychologists publish their own findings. The present study aims to answer the following two research questions: (1) Where do UK-based counselling psychologists disseminate their research? (2) To what extent do counselling psychologists disseminate their research in British Psychological Society outlets? Method: A systematic review examining research by UK-based counselling psycholo...

  9. When Stroop helps Piaget: An inter-task positive priming paradigm in 9-year-old children.

    Science.gov (United States)

    Linzarini, A; Houdé, O; Borst, G

    2015-11-01

    To determine whether inhibitory control is domain general or domain specific in school children, we asked 40 9-year-old children to perform an inter-task priming paradigm in which they responded to Stroop items on the primes and to Piaget number conservation items on the probes. The children were more efficient in the inhibition of a misleading "length-equals-number" heuristic in the number conservation task if they had successfully inhibited a previous prepotent reading response in the Stroop task. This study provides evidence that the inhibitory control ability of school children generalizes to distinct cognitive domains, that is, verbal for the Stroop task and logico-mathematical for Piaget's number conservation task.

  10. Did Jean-Martin Charcot contribute to stroke?

    Science.gov (United States)

    Bogousslavsky, Julien; Paciaroni, Maurizio

    2010-01-01

    Stroke was never identified as a significant, autonomous field of activity of the emerging school of neurology at La Salpêtrière, which developed after the appointment of Jean-Martin Charcot (1825-1893) during the last days of 1861. However, stroke was already present in Charcot's first paper (1851), which dealt with a case of multiple organ cardiac embolism, including middle cerebral artery infarction, at a time when the studies of Rudolf Virchow on thromboembolism were unknown in France. A few years later, Charcot made a still up-to-date description of vascular intermittent claudication, which had only been reported in the horse. In the 1860s, Charcot and his pupils presented several major works dealing with cerebrovascular disease, including famous studies on miliary aneurysms in cerebral hemorrhage. This work was done with Charles Bouchard, at the time Charcot's 'interne', but who would become one of his 'political' opponents 2 decades later, when in 1892, as president of the 'agrégation' jury, he rejected the professorship application of 4 protégés of Charcot, including Joseph Babinski and Georges Gilles de la Tourette. Further work on cerebrovascular disease by Charcot included histological studies of brain 'softening', paraneoplastic cerebral arterial occlusion and consequences of stroke (e.g. arthropathies, vegetative changes, contractures and abnormal movements). Brain localization, one of Charcot's major neurological topics, was also largely based on stroke case studies. Charcot's work on stroke remains poorly recognized, but it demonstrates his unique skills in stimulating scientific work in younger colleagues, many of whom subsequently became major figures of neurology and psychiatry.

  11. Les équivoques de la souffrance chez Jean Bodel

    Directory of Open Access Journals (Sweden)

    Gabriela Tanase

    2010-02-01

    Full Text Available Atteint d’un mal qu’il désigne plus loin comme la lèpre, Jean Bodel prend congé des arrageois et établit ainsi un genre poétique qui, au début du XIIIe siècle, représente la première manifestation en littérature française de la perspective ironique du poète envers lui-même. Les Congés de Bodel semblent se fonder sur un «jeu de la souffrance et de la honte, du ‘dire’ et de ‘se cacher’» et, par une variante du thème de la chantepleure, ils anticipent la poésie lyrique du XVe siècle. (... La souffrance constitue ainsi le leurre d’un sens qui serait séditieux et qui dépasse pourtant la sphère du social ou de l’idéologique, car il se résout dans la maîtrise de la parole. L’étalage d’habileté poétique, art d’un discours où les significations s’effritent, séduit le lecteur d’aujourd’hui, tout comme le public d’alors, appelés tous les deux à chercher les multiples visages du poète.

  12. The role of psychologists in health care delivery.

    Science.gov (United States)

    Wahass, Saeed H

    2005-05-01

    Advances in the biomedical and the behavioral sciences have paved the way for the integration of medical practice towards the biopsychosocial approach. Therefore, dealing with health and illness overtakes looking for the presence or absence of the disease and infirmity (the biomedical paradigm) to the biopsychosocial paradigm in which health means a state of complete physical, psychological and social well-being. Psychology as a behavioral health discipline is the key to the biopsychosocial practice, and plays a major role in understanding the concept of health and illness. The clinical role of psychologists as health providers is diverse with the varying areas of care giving (primary, secondary and tertiary care) and a variety of subspecialties. Overall, psychologists assess, diagnose, and treat the psychological problems and the behavioral dysfunctions resulting from, or related to physical and mental health. In addition, they play a major role in the promotion of healthy behavior, preventing diseases and improving patients' quality of life. They perform their clinical roles according to rigorous ethical principles and code of conduct. This article describes and discusses the significant role of clinical health psychology in the provision of health care, following a biopsychosocial perspective of health and illness. Professional and educational issues have also been discussed.

  13. Training Educational Psychologists: A Model of Working with Diagnostic Case

    Directory of Open Access Journals (Sweden)

    Shubina A.S.,

    2016-12-01

    Full Text Available The paper describes a model of working with a diagnostic case in educational psychological practice and analyses its compliance with the requirements of the professional standard for educational psychologists as well as with the theoretical bases of psychological assessment as a form of professional activity of a psychologist. The paper reviews the possibilities for making the requirements of the professional standard more specific by means of relating its components to the stages of the diagnostic process. As it is shown, a number of aspects in the diagnostic activity are deficient and require to be specially developed during professional and advanced training. The paper analyses the necessity of designing the content of psychodiagnostic disciplines so that they involve working with diagnostic hypotheses. It also outlines the tasks of mastering psychodiagnostic disciplines which, if solved successfully, would prevent students from making typical diagnostic mistakes. Finally, the paper discusses the difficulties with the development of the gnostic component of diagnostic activity in graduate students with bachelor degrees in a non-psychology field.

  14. Interprofessional education: preparing psychologists for success in integrated primary care.

    Science.gov (United States)

    Cubic, Barbara; Mance, Janette; Turgesen, Jeri N; Lamanna, Jennifer D

    2012-03-01

    Rapidly occurring changes in the healthcare arena mean time is of the essence for psychology to formalize a strategic plan for training in primary care settings. The current article articulates factors affecting models of integrated care in Academic Health Centers (AHCs) and describes ways to identify and utilize resources at AHCs to develop interprofessional educational and clinical integrated care opportunities. The paper asserts that interprofessional educational experiences between psychology and other healthcare providers are vital to insure professionals value one another's disciplines in health care reform endeavors, most notably the patient-centered initiatives. The paper highlights ways to create shared values and common goals between primary care providers and psychologists, which are needed for trainee internalization of integrated care precepts. A developmental perspective to training from pre-doctoral, internship and postdoctoral levels for psychologists in integrated care is described. Lastly, a call to action is given for the field to develop more opportunities for psychology trainees to receive education and training within practica, internships and postdoctoral fellowships in primary care settings to address the reality that most patients seek their mental health treatment in primary care settings.

  15. Psychologists in preoperative programmes for children undergoing surgery.

    Science.gov (United States)

    Cuzzocrea, Francesca; Costa, Sebastiano; Gugliandolo, Maria Cristina; Larcan, Rosalba

    2016-06-01

    This study aimed to verify whether psychologists and game activities could reduce preoperative anxiety and promote compliance in paediatric patients. More specifically, we sought to evaluate whether it would be better to propose contextualized games or just distracting activities. A total of 104 children undergoing surgery were assigned to the following 4 conditions of treatment: (1) contextual games and psychological accompaniment, (2) only contextual games, (3) distracting activities, and (4) only psychological accompaniment. Observed children's anxiety was assessed using modified Yale Preoperative Anxiety Scale and compliant behaviours with modified form of Induction Compliance Checklist. Children in the first condition (complete intervention - contextual games and psychological accompaniment) were less anxious and more cooperative in the preoperative period and during the induction of anaesthesia than in the other three conditions. In particular, contextual activities (second condition) were found to be more efficient than psychological accompaniment (fourth condition), whereas the worst condition was proposing only distracting activities (third condition). In order to help young hospitalized patients in paediatric surgery structures, it is necessary to propose games that can prepare them for what will happen as well as the support of a psychologist.

  16. Group Influences on Young Adult Warfighters Risk-Taking

    Science.gov (United States)

    2013-09-01

    Plenary Address, Joint Meeting on Adolescent Treatment Effectiveness (2007) Invited Plenary Address, Jean Piaget Society (2008) Presidential Citation...religion, and education. Invited plenary address, Jean Piaget Society, Quebec City. Steinberg, L. (July, 2008). A social neuroscience perspective on

  17. Pensamento e linguagem: percurso piagetiano de investigação Language and thought: Piaget's course of investigation

    Directory of Open Access Journals (Sweden)

    Adrián Oscar Dongo Montoya

    2006-04-01

    Full Text Available O objetivo deste trabalho é mostrar o percurso da investigação de Piaget sobre as origens e as relações existentes entre a linguagem e o pensamento. Para isso, analisaremos, num primeiro momento, os trabalhos iniciais desse autor sobre a evolução e socialização do pensamento e da linguagem na criança, destacando a explicação exógena dos seus progressos. Num segundo momento, analisaremos as pesquisas realizadas por ele nas décadas de trinta e quarenta do século XX sobre as origens sensório-motoras do pensamento e da linguagem, destacando a explicação endógena dos seus progressos. Num terceiro momento, analisaremos estudos psicolingüísticos junto a crianças normais e crianças portadoras de deficiências, os quais confirmarão a pertinência da tese de Piaget sobre as origens do pensamento e da linguagem. Finalmente, salientaremos algumas teses conclusivas desse autor, a propósito das críticas às teorias empiristas e positivistas contemporâneas, com vistas a diferenciar a singularidade da sua formulação teórica.This study aims at discussing Piaget's course of investigation about the origins and the existent relationship between language and thought. In order to meet our goals, firstly, we will analyze the author's initial works about the evolution and socialization of children's thought and language, emphasizing the exogenous explanation of their progress. Secondly, we will investigate the research studies carried out by Piaget, during the 30's and 40's decades, about the motor-sensory origins of thought and language, focusing the endogenous explanation of their progress. Thirdly, we will analyze the psycholinguistic studies related to normal and disabled children, which confirms Piaget's thesis relevance, concerning the origins of thought and language. Finally, we will point out some of the author's conclusive theses, based on his theoretical framework, concerning the critiques to contemporary empirical and positivist

  18. Development and Evaluation of Acceptance and Commitment Therapy Delivered by Psychologists and Non-Psychologists in an NHS Community Adult Mental Health Service: a Preliminary Analysis.

    Science.gov (United States)

    Richardson, Thomas; Bell, Lorraine; Bolderston, Helen; Clarke, Sue

    2017-05-11

    Previous studies have demonstrated that acceptance and commitment therapy (ACT) is effective for depression and may be useful for complex transdiagnostic clients. To conduct a preliminary evaluation of whether ACT is feasible and effective when delivered by psychologists and non-psychologists for complex clients in a National Health Service (NHS) community mental health service for adults. Staff were trained in ACT and conducted one-to-one therapy with clients. Measures on general mental health, depression, fusion and values were given pre-therapy, post-therapy and at 3-month follow-up. Standardized measures showed significant improvements post-therapy for global mental health, depression, cognitive fusion and values post-treatment. These were partially maintained at follow-up and remained after an intent-to-treat analysis. There were no differences in outcomes between psychologists and non-psychologists. ACT may be delivered effectively with limited training for complex cases in secondary care, though further research is needed.

  19. Diálogos Bourdieu - Piaget: implicações para a Psicologia

    Directory of Open Access Journals (Sweden)

    Denise Machado Duran Gutierrez

    Full Text Available Este trabalho de revisão tem como objetivo refletir sobre algumas contribuições de trabalhos de Bourdieu e Piaget para a Psicologia a partir da análise das inter-relações entre os conceitos de habitus e de estrutura. Destacam-se alguns aspectos relevantes dos trabalhos dos autores e evidencia-se a importância das relações humanas no contexto social para a formação da autonomia moral e intelectual dos sujeitos. O estudo demonstra que há uma inter-relação entre os autores e sugere que a formação do sujeito perpassa por relações sociais, relacionais e educacionais que apresentam reflexos na formação da cognição, além de contribuir para uma epistemologia da cognição entrelaçada com os contextos sociais e educativos.

  20. Aspects of Piaget's cognitive developmental psychology and neurobiology of psychotic disorders - an integrative model.

    Science.gov (United States)

    Gebhardt, Stefan; Grant, Phillip; von Georgi, Richard; Huber, Martin T

    2008-09-01

    Psychological, neurobiological and neurodevelopmental approaches have frequently been used to provide pathogenic concepts on psychotic disorders. However, aspects of cognitive developmental psychology have hardly been considered in current models. Using a hypothesis-generating approach an integration of these concepts was conducted. According to Piaget (1896-1980), assimilation and accommodation as forms of maintenance and modification of cognitive schemata represent fundamental processes of the brain. In general, based on the perceived input stimuli, cognitive schemata are developed resulting in a conception of the world, the realistic validity and the actuality of which is still being controlled and modified by cognitive adjustment processes. In psychotic disorders, however, a disproportion of environmental demands and the ability to activate required neuronal adaptation processes occurs. We therefore hypothesize a failure of the adjustment of real and requested output patterns. As a consequence autonomous cognitive schemata are generated, which fail to adjust with reality resulting in psychotic symptomatology. Neurobiological, especially neuromodulatory and neuroplastic processes play a central role in these perceptive and cognitive processes. In conclusion, integration of cognitive developmental psychology into the existing pathogenic concepts of psychotic disorders leads to interesting insights into basic disease mechanisms and also guides future research in the cognitive neuroscience of such disorders.