scispace - formally typeset
Search or ask a question
Author

Jean Piaget

Other affiliations: University of Paris, Sorbonne
Bio: Jean Piaget is an academic researcher from University of Geneva. The author has contributed to research in topics: Cognitive development & Cognition. The author has an hindex of 111, co-authored 418 publications receiving 91230 citations. Previous affiliations of Jean Piaget include University of Paris & Sorbonne.


Papers
More filters
Book
01 Jan 1977

1,559 citations

Book
01 Jun 1962
TL;DR: The work of Jean Piaget as mentioned in this paper conducted a program of naturalistic research that has profoundly affected our understanding of child development, leading to a new understanding of the human brain.
Abstract: Over a period of six decades, Jean Piaget conducted a program of naturalistic research that has profoundly affected our understanding of child development.

1,326 citations

Book
01 Jan 1967

1,177 citations

Journal ArticleDOI
TL;DR: The article de Jean Piaget decrit sa conception du developpement de l'enfant et de la psychologie of l'apprentissage dans le cadre de lenseignement des sciences as mentioned in this paper.
Abstract: Cet article de Jean Piaget decrit sa conception du developpement de l'enfant et de la psychologie de l'apprentissage dans le cadre de l'enseignement des sciences. Theoricien reconnu, son travail n'a cesse d'influencer ses contemporains et continue de presenter une source d'informations importante.

1,119 citations

Book
01 Jan 2013

1,037 citations


Cited by
More filters
Journal ArticleDOI
TL;DR: In this paper, the effects of reward or reinforcement on preceding behavior depend in part on whether the person perceives the reward as contingent on his own behavior or independent of it, and individuals may also differ in generalized expectancies for internal versus external control of reinforcement.
Abstract: The effects of reward or reinforcement on preceding behavior depend in part on whether the person perceives the reward as contingent on his own behavior or independent of it. Acquisition and performance differ in situations perceived as determined by skill versus chance. Persons may also differ in generalized expectancies for internal versus external control of reinforcement. This report summarizes several experiments which define group differences in behavior when Ss perceive reinforcement as contingent on their behavior versus chance or experimenter control. The report also describes the development of tests of individual differences in a generalized belief in internal-external control and provides reliability, discriminant validity and normative data for 1 test, along with a description of the results of several studies of construct validity.

21,451 citations

Book
01 Jan 1958
TL;DR: The psychology of interpersonal relations as mentioned in this paper, The psychology in interpersonal relations, The Psychology of interpersonal relationships, کتابخانه دیجیتال و فن اطلاعات دانشگاه امام صادق(ع)
Abstract: The psychology of interpersonal relations , The psychology of interpersonal relations , کتابخانه دیجیتال و فن آوری اطلاعات دانشگاه امام صادق(ع)

15,254 citations

Book
01 Jan 1999
TL;DR: New developments in the science of learning as mentioned in this paper overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching.
Abstract: New developments in the science of learning science of learning overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching - examples in history, mathematics and science teacher learning technology to support learning conclusions from new developments in the science of learning.

13,889 citations

Journal ArticleDOI
TL;DR: It is proposed that cognitive control stems from the active maintenance of patterns of activity in the prefrontal cortex that represent goals and the means to achieve them, which provide bias signals to other brain structures whose net effect is to guide the flow of activity along neural pathways that establish the proper mappings between inputs, internal states, and outputs needed to perform a given task.
Abstract: ▪ Abstract The prefrontal cortex has long been suspected to play an important role in cognitive control, in the ability to orchestrate thought and action in accordance with internal goals. Its neural basis, however, has remained a mystery. Here, we propose that cognitive control stems from the active maintenance of patterns of activity in the prefrontal cortex that represent goals and the means to achieve them. They provide bias signals to other brain structures whose net effect is to guide the flow of activity along neural pathways that establish the proper mappings between inputs, internal states, and outputs needed to perform a given task. We review neurophysiological, neurobiological, neuroimaging, and computational studies that support this theory and discuss its implications as well as further issues to be addressed

10,943 citations

Journal ArticleDOI
TL;DR: In this article, the authors present a research-based model that accounts for these patterns in terms of underlying psychological processes, and place the model in its broadest context and examine its implications for our understanding of motivational and personality processes.
Abstract: Past work has documented and described major patterns of adaptive and maladaptive behavior: the mastery-oriented and the helpless patterns. In this article, we present a research-based model that accounts for these patterns in terms of underlying psychological processes. The model specifies how individuals' implicit theories orient them toward particular goals and how these goals set up the different patterns. Indeed, we show how each feature (cognitive, affective, and behavioral) of the adaptive and maladaptive patterns can be seen to follow directly from different goals. We then examine the generality of the model and use it to illuminate phenomena in a wide variety of domains. Finally, we place the model in its broadest context and examine its implications for our understanding of motivational and personality processes. The task for investigators of motivation and personality is to identify major patterns of behavior and link them to underlying psychological processes. In this article we (a) describe a research-based model that accounts for major patterns of behavior, (b) examine the generality of this model—its utility for understanding domains beyond the ones in which it was originally developed, and (c) explore the broader implications of the model for motivational and personality processes.

8,588 citations