The Language and Thought of the Child By JEAN PIAGET Professor at
the University of Neuchatel and at the Institut J. J. Rousseau,
Geneva Preiace by PROFESSOR E. CLAPAREDE NEW YORK HARCOURT, BRACE
COMPANY, INC. LONDON KEGAN PAUL, TRENCH, TRUBNER CO., LTD. 1926
Translated by MARJORIK WARDEN CONTENTS PAGE PREFACE ix FOREWORD . .
. . . . . xix CHAPTER I THE FUNCTIONS OF LANGUAGE IN TWO CHILDREN
OF SIX I I. The material ....... 5 I. An example of the talk taken
down, 6 2. The functions of child language classified, 9 3.
Repetition echolalia, ii 4. Monologue, 13 5. Collective monologue,
18 6. Adapted information, 19 7. Criticism and derision, 26 8.
Commands, requests, threats, 27 9. Questions and answers, 28. II.
Conclusions 34 10. The measure of ego-centrism, 34 n. Conclusion,
37 12. Results and hypotheses, 43. CHAPTER II TYPES AND STAGES IN
THE CONVERSATION OF CHILDREN BETWEEN THE AGES OF FOUR AND SEVEN SO
i. Check of the coefficient of ego-cenmsm, 51 2. Types of
conversation between children, 52 3. Stage I Collective monologue,
56 4. Stage HA, First type Association with the action of others,
58 5. Stage UA, Second type Collaboration in action or in non vi
CONTENTS abstract thought, 60 7. Stage I IB, First type
Quarrelling, 65 8. Stage IIu, Second type Primi tive argument, 68
9, Stage IIlB Genuine argument, 7010, Conclusions, 73. CHAPTER III
UNDERSTANDING AND VERBAL EXPLANATION IJEWEEN CHILDREN OF THE SAME
AGE BETWEEN THE YEARS OF SIX AND EIGHT. 76 i. The method of
experiment, 792. Parcelling out the material, 86 3. Numerical
results, 944, Ego-centrism in the explanations given by one child
to another, 99 5. The ideas of order and cause in the expositions
given by the explainers, 1076. Thefactors of understanding, 119 7.
Conclusion. The question of stages and the effort towards
objectivity in the accounts given by children to one another, 124.
CHAPTER IV SOME PECULIARITIES OF VERBAL UNDER STANDING IN THE CHILD
BETWEEN THE AGES OF NINE AND ELEVEN 127 7. Verbal syncretism, 131
2, Syncretism of reasoning, 136 3. The need for justification at
any price, 1454, Syncretism of understanding, 1505. Conclusion,
157. CHAPTER V THE QUESTIONS OF A CHILD OF SIX . . 1 62 I. f Whys
164 I. Principal types of whys, 166 2. Whys of causa explanation.
Introduction and classification by material 171 3. Structure of the
whys of explanation 1804. Whys of motivation 1885. a Whys of
justification, 1 191 - 6, Conclusions, 197. LUJNIJiJNIb vn II.
Questions not expressed under the form why . 199 7. Classification
of Dels questions not expressed under the form, why, 199 8.
Questions of causal explanation, 202 9. Questions of reality and
history, 207 10. Ques tions about human actions and questions about
rules, 214 ii. Questions of classification and calculation, 216.
III. Conclusions 217 12. Statistical results, 217 13. The decline
of precaus ality, 223 14. Conclusion. Categories of thought or
logical functions in the child of seven, 227. APPENDIX 239 INDEX
245 PREFACE THE importance of this remarkable work deserves to be
doubly emphasized, for its novelty consists both in the results
obtained and in the method by which they have been reached. How
does the child think How does he speak What are the characteristics
of his judgment and of his reasoning For half a century the answer
has been sought to these questions which are those which we meet
with at the very threshold of child psychology. Ifphilosophers and
biologists have bent their interest upon the soul of the child, it
is because of the initial surprise they experienced at his logic
and speech. In proof of this, we need only recall the words of
Taine, of Darwin and of Egger, which are among the first recorded
in the science of child logic. I cannot give a list here of all the
works that have appeared since that period those of Preyer and of
Sully, of P...
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