The Construction of Reality in the Child
The Construction of Reality in the Child
复制标题
儿童现实的建构
DOI：
10.1176/appi.psychotherapy.1956.10.1.157
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发表时间：
1956
影响因子：
2.5
通讯作者：
M. L. Blumberg
中科院分区：
文献类型：
--
作者：
M. L. Blumberg
玛格丽特·库克。基础图书公司，纽约，1954年，386页，6.00美元。为了理解人类行为的个体发生，许多研究者研究了婴儿和儿童的生理和心理发展。许多客观观察已被整理、关联和解释，通常以成人为导向。在所有这些研究中，皮亚杰的书提出了一种独特的方法。皮亚杰拥有不同寻常的洞察力和同理心，这使他几乎能像婴儿一样思考。他以自己的孩子为实验对象，对自发行为和对巧妙实验情境的反应提供了哲学和心理学的解释。作者通过对生命前18个月的心理功能的系统考虑，对儿童的现实结构和宇宙的阐述进行了动态的阐述。他从四种形式概念范畴的角度分析材料；物体概念在几何意义、空间、因果关系和时间上的习得。皮亚杰不关心动机、情感需求或特定人际关系的重要性。然而，他的工作是兼容的精神分析理论的发展和补充。自我进化的精神分析概念宣称，对自我的意识是对外部世界中不同对象的意识的功能。皮亚杰将这两种“意识”描述为同一系列事件的两个方面。感觉运动智力和概念思维的发展是机体与其环境相互作用的结果。皮亚杰分析了对象概念、空间、因果关系和时间这四个概念范畴的演变，并将其置于与一般智力发展相对应的六个阶段的共同框架内。前两个阶段占据生命的前两到三个月，并没有明显的分开。它们涵盖了婴儿的反射和最早的习惯。第三阶段，大约持续到接下来的四到六个月，随着婴儿声音和视觉图像的相互协调，揭示了持久、适应和抓取的想法的开始。在第四个阶段，也就是第一年剩下的时间里，孩子达到了寻找从视野中消失的物体的水平。在接下来的半年里，在第五阶段，对象被插入顺序
Margaret Cook. Basic Books, Inc., New York, 1954, 386 pp., $6.00. In an attempt to understand the ontogeny of human behavior, many investigators have studied the physical and psychological development of the infant and child. Many objective observations have been collated, correlated and interpreted, usually with an adult orientation. Among all of these studies, Jean Piaget's book presents a unique approach. Piaget possesses an unusual perspicacity and empathy which enable him almost to think with the infant. He offers a philosophical and psychological interpretation of spontaneous behavior as Well as reactions to the ingenious experimental situations which he created, using his own children as subjects. The author develops a dynamic exposition of the construction of reality in the child and the elaboration of the universe, by a systematic consideration of mental functioning during the first eighteen months of life. He analyzes the material from the point of view of four formal conceptual categories; the acquisition of object concept in the geometric sense, space, causality and time. Piaget is not concerned with motivation, emotional needs or the significance of specific interpersonal relationships. Yet, his work is compatible with the psychoanalytic theory of development and supplementary to it. The psychoanalytic concept of ego evolvement declares that awareness of the self is a function of awareness of differentiated objects in the outer world. Piaget describes these two" awarenesses" as two facets of the same series of events. The elaboration of sensorimotor intelligence and conceptual thought proceed as functions of the interaction between the organism and its environment. Piaget analyzes the evolution of the four conceptual categories, object concept, space, causality and time, within a common framework of six stages corresponding to those of intellectual development in general. The first two stages occupy the first two to three months of life and are not clearly separated. They cover the reflexes and earliest habits of the infant. The third stage, which extends roughly through the next four to six months, reveals the beginning of ideas of permanence, accommodation and grasping as the infant intercoordinates sound and visual images. During the fourth stage, which covers the remainder of the first year, the child reaches the level of searching for objects that have disappeared from view. During the next half year, in the fifth stage, objects are inserted into sequential