Piagetian Studies of Cognitive Development in India

Mishra, Ramesh

doi:10.1007/s12646-014-0237-y

Cited by 4 publications

(4 citation statements)

References 36 publications

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“…In 12 articles, assimilation and accommodation were broadly conceptualized as means of cognitive development in various contexts. Mishra (2014) discussed the cognitive development of children in India according to Piaget's theory of cognitive development, with a profound discussion of the theory's relevance but only a general mention of assimilation and accommodation. Four articles deal with wiki-supported learning.…”

Section: Educational Contextmentioning

confidence: 99%

Assimilation and Accommodation

Hanfstingl

Arzenšek

Apschner

et al. 2022

European Psychologist

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Abstract. This research provides a systematic overview of psychological areas using assimilation and accommodation to explain development and adaptation processes from 1998 to 2018. We primarily aimed to identify the main psychological research areas connected to assimilation and accommodation. We used assimilation and accommodation as keywords to extract data from SpringerLink, PsycINFO, and PsycARTICLES. Of 500 articles, 473 were included in the analysis. Ten categories were identified to allow systematization along with different research areas and development trajectories. The meanings of these terms were analyzed in terms of scientific impact, their connection to Piaget and Baldwin, application, and research methods. Our analysis has distilled the most driving and scientifically relevant approaches to assimilation and accommodation within psychological research, with the work of Baldwin and Piaget influencing practically all views. Thus, we have identified a common understanding of assimilation and accommodation, although the direction of the adaptation process should be made explicit in the future. Based on our analyses, we were able to identify white spots on the research map that should be focused on in future work: the need to better understand the interdependence and synchronicity of both processes, the connection to affects and emotions, and the potential co-research with artificial intelligence.

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Section: Educational Contextmentioning

confidence: 99%

Assimilation and Accommodation

Hanfstingl

Arzenšek

Apschner

et al. 2022

European Psychologist

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“…I have reviewed the field several times (Dasen, 1972, 1993, 2011; Dasen & Heron, 1981; Segall et al, 1999) and have edited several collections of papers (Berry & Dasen, 1974; Bevli et al, 1989; Dasen, 1977). There are of course many other excellent reviews such as Greenfield (1976), Keats (1985a), Maynard (2008), Mishra (1997, 2014), and Price-Williams (1981).…”

Section: Part 1: History Of Culture and Cognitive Development Researchmentioning

confidence: 99%

Culture and Cognitive Development

Dasen

2022

Journal of Cross-Cultural Psychology

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This paper reports my own perceptions of the history of research on culture and cognitive development, in the approximate period 1960 to 2000. I review in particular my own efforts to test Piaget’s theory cross-culturally, but also include other lines of research such as research inspired by Vygotsky and research on child rearing/socialization potentially linked to cognitive development. I briefly mention a research program in Bali, Indonesia, India, and Nepal on the geocentric spatial frame of reference that allowed us to disentangle a variety of eco-cultural and linguistic variables that determine the preference for this geocentric cognitive style. I also recall the “integrated framework” that I proposed in 2003 to combine the models proposed by several authors and which serves to integrate all the findings. The main conclusion is that cognitive processes are universal but that there are cultural differences in cognitive styles and pathways of development. I also discuss why the field has lost momentum, whether it is because all the questions have been answered or because new topics and research methods have evolved.

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“…Desde una perspectiva piagetiana, existen estudios que muestran que los procesos de construcción del conocimiento lógico matemático ocurren de modos muy similares aun en contextos culturales distintos (MISHRA, 2014;CARRETERO, 1981). Por ejemplo, la conservación, considerada como esencial para todas las actividades racionales (BRUNER; OLVER; GREENFIELD, 1966;SZEMINSKA, 1975), fue explorada por Nyiti (1976), quien investigó el desarrollo de la conservación de la sustancia, el peso y el volumen en un grupo de niños del grupo étnico Meru de Tanzania, tanto escolarizados como no escolarizados, y encontró que todos desarrollaron las capacidades de conservación en la misma secuencia invariable que los niños europeos de clase media con quienes se han realizado la mayoría de estudios piagetianos.…”

Section: Introductionunclassified

El pensamiento multiplicativo de niños del pueblo indígena shipibo-konibo de Ucayali: una perspectiva piagetiana

Garcés

Frisancho

2019

Educ. Pesqui.

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Resumen El presente estudio tuvo como objetivo identificar y describir los niveles de pensamiento multiplicativo de un grupo de niños de dos comunidades indígenas pertenecientes al pueblo shipibo-konibo de la región Ucayali, en la Amazonía del Perú. Participaron catorce estudiantes de nivel primario, de entre 7 y 12 años, tanto niñas como niños, que fueron evaluados utilizando el método clínico-crítico de Jean Piaget, con una tarea de multiplicación que contó con material manipulativo (peces de madera en tres tamaños diferentes y cuentas que representaban su alimento). Las respuestas de los niños frente a la tarea propuesta ponen en evidencia seis niveles de desarrollo del pensamiento multiplicativo, que son consistentes con los hallazgos de otras investigaciones y muestran la universalidad de las estructuras lógico-matemáticas. Los resultados indican también que los niños tienen dificultades para resolver la tarea de multiplicación, para tomar en cuenta las proporciones, y para dar argumentos que justifiquen sus respuestas. Los resultados se discuten enfatizando en la universalidad del proceso de construcción del conocimiento multiplicativo, los particulares culturales que pueden apoyar este proceso, y la necesidad de entender que, si bien la multiplicación se introduce en tercer grado, es una operación compleja incluso para niños de grados superiores.

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Piagetian Studies of Cognitive Development in India

Cited by 4 publications

References 36 publications

Assimilation and Accommodation

Assimilation and Accommodation

Culture and Cognitive Development

El pensamiento multiplicativo de niños del pueblo indígena shipibo-konibo de Ucayali: una perspectiva piagetiana

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