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^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Ec8awygrp9","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ20Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ20Ӻ","endOffset":1202°Ӻ,"quote":"I do not want to reiterate here how an experiencer might come to generate recurrent items that can then be judged “equivalent” or “different”. A model that could do that has been worked out and it includes the conceptual operations that generate “objects” and the relational world they need to “exist”.Ӷ6Ӻ \nThe book to which Jean Piaget gave the title The Construction of Reality in the Child deals with just that.Ӷ7Ӻ It is a difficult book and part of its difficulty stems from the fact that books must present ideas sequentially. This one begins with a section on Permanent Objects, continues with chapters on Space, Causality, and Time, and ends with one on the resulting Universe that constitutes “reality”. Though it deals with different aspects of one and the same development, they necessarily are presented one after the other and the reader is left with the task of integrating them. Judging by the vast majority of what has been written about Piaget, his approach to cognitive development, and particularly his theory of knowledge, it seems that very few readers were able to accomplish the required integration. (In fact, one gets the impression that few read much beyond the first chapter.)","highlights":Ӷ^"jQuery321092797933430119272":^°°,^"jQuery321092797933430119272":^°°,^"jQuery321092797933430119272":^°°,^"jQuery321092797933430119272":^°°,^"jQuery321092797933430119272":^°°Ӻ,"text":"","order":"mw-content-text","category":"WissenschaftlicheReferenz2","data_creacio":1563987121220°
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