Abstract
This paper discusses some of the basic cognitive units and processes involved in intellective functioning. It suggests that the basic units, consist of schemata, images, symbols, concepts, and rules and that motor action does not have to be an accompaniment to the acquisition of some of these cognitive structures. Comprehension, memory, generation of solution hypotheses, evaluation, and implementation are offered as the basic cognitive processes and some suggestions are made that may be helpful to the teacher. It is argued that the concept of intelligence has no explanatory meaning and that the components that are selected to characterize the intelligent child will change over culture and history. It is urged that communities and educators adopt a relativistic attitude toward the familial or educational experiences that promote optimal growth, for it is not possible to specify the correct set of experiences unless one simultaneously notes the cultural demands the child will encounter.
Résumé
L'auteur traite de certains procédés cognitifs de base qui font partie de la fonction intellectuelle. Il suggère que les structures de base consistent en schémas, images, symboles, concepts, et règles et que l'action motrice n'est pas nécessaire à l'acquisition de certains de ces structures cognitives. L'auteur considère la compréhension, la mémoire, les hypothèses de solution, l'évaluation, et l'exécution comme les procédés cognitifs de base; il offre quelques suggestions qui peuvent aider l'instituteur. L'auteur affirme que le concept de l'intelligence n'a pas de sens explicatif et que les traits qu'on choisit pour caractériser l'enfant intelligent changeront selon la culture et l'histoire. L'auteur propose que les communautés et les éducateurs adoptent une attitude relativiste envers les expériences familiales ou éducatives qui promeuvent le développement optimal, car il est impossible de préciser les expériences correctes à moins qu'on ne note en même temps les exigences culturelles que l'enfant rencontrera.
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Preparation of this paper was supported by grants from NICHD (HD04299), U.S. Public Health Service, and from the Carnegie Corporation of New York.
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Kagan, J. Preschool enrichment and learning. Interchange 2, 12–22 (1971). https://doi.org/10.1007/BF02137788
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DOI: https://doi.org/10.1007/BF02137788