FRENCH STRUCTURALIST

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FRENCH STRUCTURALIST MOVEMENT  
  ANTHROPOLOGY CLAUDE LEVI-STRAUSS   LINGUISTICS
ROMAN JACOBSON   GENETIC EPISTEMOLOGY JEAN
PIAGET    
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JEAN PIAGET
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A YOUNGER JEAN PIAGET
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A STILL YOUNGER JEAN
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FRENCH STRUCTURALISM
FRENCH STRUCTURALIST MOVEMENT WAS
AGAINST EMPIRICIST/BEHAVIORIST APPROACH   WORLD
COMES ATOMISTICALLY WE RECEIVE THE WORLD AS IT
IS THROUGH OUR SENSES WE COMBINE THE
ATOMS MENTALLY THE ENVIRONMENT IMPRESSES
ITSELF ON THE MIND  
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BASIC TENETS OF STRUCTURALIST APPROACH   A.   
THROUGH RESEARCH, ONE CAN ARRIVE AT FORMAL
PROPERTIES OF THOUGHT   B.    THESE PROPERTIES
ARE UNDERLYING STRUCTURES, THAT ORGANIZE THE
WORLD AND ONES THOUGHTS   C.    FORMAL
PROPERTIES OF THOUGHT ARE STRUCTURAL   INVESTIGATO
R DEVISES A FORMAL MODEL (LOGICAL OR
MATHEMATICAL) TO DESCRIBE BEHAVIOR   D.    FORMAL
MODEL IS INDEPENDENT OF CONCRETE
REALITY   DESCRIBES MANY CONTENTS   E.   
STRUCTURES ARE CLAIMED TO BE   1.     INDEPENDENT
OF TRANSITORY PHENOMENA   A.    
MOTIVATION B.     PSYCHOLOGICAL STATE
(EMOTIONS) C.     FORMAL SCHOOLING   2.    
UNIVERSAL   3.     INVARIANT SEQUENCE   4.    
QUALITATIVE DIFFERENCES BETWEEN
STAGES   INABILITY TO RECONSTRUCT FORMER
THINKING    
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PIAGETS QUESTIONS 
WHERE DOES NOVELTY COME FROM? WHERE CAN ONE
SEARCH FOR ANSWERS TO THAT QUESTION? ONTOGENESIS
(WORK WITH DEVELOPING CHILDREN) PHYLOGENESIS
(WORK WITH SNAILS) HISTORY OF DOMAINS (WORK WITH
GARCIA ON PARALLELS AND THEIR LACK IN THE
DEVELOPMENT OF PHYSICS CONCEPTS IN THE DOMAIN OF
PHYSICS PRE NEWTONIAN AND NEWTONIAN CONCEPTS
OF FORCE AND THE DEVELOPMENT OF THE SAME CONCEPTS
IN ONTOGENESIS) IN ONTOGENESIS, THE ANSWER TO
THE NOVELTY QUESTION IS STRUCTURAL DEVELOPMENT 1.
SENSORIMOTOR (BIRTH - 1 ½) 2.
INTUITIVE/PREOPERATIONAL (1/12 - 4,5) 3.
CONCRETE OPERATIONS (4,5 - 11,12) 4. FORMAL
OPERATION (FROM 11-12 ONWARDS THESE
STRUCTURES/STAGES ARE AGE-RELATED BUT NOT
AGE-DEPENDENT FASTER OR SLOWER DEVELOPMENT
IRRELEVANT TO PIAGET WHAT IS RELEVANT IS THE
STRUCTURE/STAGE SEQUENCE
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Structures/stage characterization SENSORIMOTOR
CONNECTS BIOLOGICAL TO
PSYCHOLOGICAL INFANT BEGINS WITH
REFLEXES REPRESENTATION BEGINS
AT THE END OF THE S-M PERIOD
DEFERRED IMITATION INTUITIVE/PREOPERATIONAL
END STATES BUT NOT REVERSE
DIRECTIONS BETWEEN THEM
IMAGERY TASKS EGOCENTRIC
REASONING WITHOUT OPERATIONS
CONCRETE OPERATIONS ABLE TO
MENTALLY PERFORM OPERATIONS HAS
REVERSIBILITY CONNECTED TO HERE AND NOW
REASONING FORMAL OPERATIONS REASONS
HYPOTHETICALLY AND DEDUCTIVELY THINKS ABOUT
POSSIBLE WORLDS THINKS ABOUT ALL POSSIBLE
COMBINATIONS PROPORTIONAL REASONING
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WITH WHAT IS THE INFANT BORN? THE SENSORIMOTOR
STRUCTURE IF PIAGET HAD CLAIMED THAT INFANTS
WERE BORN WITHOUT STRUCTURES, HE WOULD HAVE TO
ANSWER THE QUESTION ABOUT HOW INFANTS GOT
STRUCTURES IF THEY WERENT BORN WITH THEM. WHAT
IS THE PSYCHOLOGICAL ENTITY THAT DEVELOPS? MENTAL
STRUCTURES WHAT CONCEPTS DID PIAGET SEEK OUT TO
EMPIRICALLY TEST HIS IDEAS? BECAUSE OF HIS
PHILOSOPHICAL BENT, HE CHOSE KANTS CATEGORIES
(AND OTHERS) SPACE PERSPECTIVE-TAKING
3-MOUNTAIN TASK MENTAL ROTATIONS OF SELF YAEL
AND HADAS DANCING PENCIL
ROTATING MENTAL ROTATION OF OBJECTS PUZZLE
MIRROR EXTEND RIGHT ARM WHAT GOES OUT IN THE
MIRROR. THERE IS AN UP-DOWN MIRROR IMAGE. HOW CAN
YOU PROVE IT?
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TIME IMPORTANCE OF TIME IN PHILOSOPHY AND
PSYCHOLOGY AGAINST EMPIRICIST/BEHAVIORIST
POSITION THAT ALL KNOWLEDGE ORIGINATES IN OUR
EXPERIENCES WITH THE WORLD TIME IS NOT IN THE
WORLD IN THE WAYS THAT OBJECTS ARE HOW DO WE
MEASURE TIME? WATCHES MEASURE SPACE COVERED AND
WE INFER TIME IF TIME IS NOT EXPERIENCE YET WE
CONSTRUCT UNDERSTANDINGS ABOUT IT, THEN IT IS A
CASE IN POINT AGAINST THE EMPIRICISTS/BEHAVIORISTS
PIAGET DISCUSSION WITH EINSTEIN TIMES
COMPONENTS SIMULTANEITY SUCCESSION DURATION TAS
K TO MEASURE CHILDRENS UNDERSTANDING OF TIME
A--------------------- B-----------------------
----------------- CARS A AND B BEGIN MOVING AT
THE SAME TIME (SIMULTANEITY) AND GET TO THE END
OF THE TRACK AT THE SAME TIME (SIMULTANEITY). DID
THEY TRAVEL THE SAME AMOUNT OF TIME
(DURATION)? PREOPERATIONAL CHILDREN NO CONCRETE
OPERATIONS CHILDREN YES
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CAUSALITY CLASSIFICATION/SERIATION DREAMS OBJEC
TS (CONSERVATION) NUMBER (AGE 4,5) LENGTH (AGE
6,7) LIQUID QUANTITY (AGE 6,7) SOLID QUANTITY
(AGE 7,8) WEIGHT (AGE 9,10) DECALAGE HOW DO
STRUCTURE FUNCTION? PIAGET SAW 2 FACES TO THE
STRUCTURE AND ITS FUNCTIONING ADAPTATION
FACE THAT TURNS OUTWARDS TOWARDS THE WORLD
ORGANIZATION FACE THAT TURNS INWARDS TOWARDS
ITSELF
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ADAPTATION THE STRUCTURE ADAPTS TO THE
ENVIRONMENT INVARIANT FUNCTIONS
ASSIMILATION FITTING THE WORLD TO THE
STRUCTURE ANALOGY DIGESTION WE BREAK THE
FOOD INTO PARTS AND FIT THEM TO OUR BODY THE
REST GETS ELIMINATED ANALOGY WE CAN HEAR
WHAT OUR MENTAL STRUCTURE ALLOWS US TO HEAR THE
REST GETS IGNORED ACCOMMODATION
FITTING THE STRUCTURE TO THE WORLD ANALOGY
GRASPING IN INFANCY THE WORLD COMES IN
DIFFERENT SHAPES AND FORMS THE INFANT CHANGES
HIS HAND TO FIT THOSE SHAPES AND FORMS.
BY DOING THAT HE
GENERALIZES THE GRASP, I.E., GENERALIZES
THE STRUCTURE. MAKES IT MORE FLEXIBLE ORGANIZATI
ON THE STRUCTURES DEVELOPED DURING DECALAGE
REMAIN IN EQUILIBRIUM WITH THEMSELVES EXAMPLE
THE CHILD BELIEVES THAT THERE IS CONSERVATION
(NUMBER CONSERVATION WITH SMALL NUMBERS OF
OBJECTS) AND NON CONSERVATION (NUMBER C
OBSERVATION WITH LARGE NUMBERS) AT THE SAME TIME.
HE IS BOTH CONCRETE OPERATIONAL AND
PREOPERATIONAL AT THE SAME TIME.
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WHAT IS THE MAIN MECHANISM OF DEVELOPMENT? DISEQUI
LIBRIUM OF TWO TYPES ADAPTATIONAL
DISEQUILIBRIUM LACK OF A FIT BETWEEN THE
STRUCTURE AND THE ENVIRONMENT LEADS TO
DISEQUILIBRIUM TENDENCY OF THE STRUCTURE IS TO
BE IN EQUILIBRIUM DONE IN 2 PRINCIPAL WAYS
1. STRUCTURE IGNORES THE DATA THAT DONT
FIT (COHERENCE MECHANISM) 2. STRUCTURE CHANGES
TO BE IN EQUILIBRIUM (LEARNING OF
DEVELOPMENT) EXPERIMENTAL EVIDENCE BY TURIEL
(1969) PH.D. THESIS AT YALE HEARING MORAL
REASONING AT LEVELS DIFFERENT THAN YOUR OWN ABOUT
MORAL DILEMMAS 1 CHANGED 2 DIDNT CHANGE
MUCH BUT WHEN THEY DID, THE CHANGED TO 1 -1
LITTLE CHANGE BY PROVIDING REASONING DIFFERENT
THAN THE REASONING PREDOMINANTLY USED BY THE
CHILDREN, THERE IS A MISMATCH BETWEEN THE
ENVIRONMENTAL INPUT (MORAL REASONING) AND THE
CHILDRENS STRUCTURE. THEREFORE THIS IS
ADAPTATIONAL DISEQUILIBRIUM.
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EXPERIMENTAL EVIDENCE OF ADAPTATIONAL
DISEQUILIBRIUM THAT WAS MOSTLY GOVERNED BY THE
COHERENCE MECHANISM BY STRAUSS, STAVY, ORPAZ
(1982). 10 C 10 C 20 C. TEST IT WITH A
THERMOMETER. CHILDREN THINK THE THERMOMETER IS
BROKEN THERE IS A MISMATCH BETWEEN THE
ENVIRONMENTAL INFORMATION 10 C 10 C 10 C AND
WHAT KIDS THINK 10 C 10 C 20
C ORGANIZATIONAL DISEQUILIBRIUM LACK OF FIT
BETWEEN CHILDRENS DIFFERENT STRUCTURES IN
DECALAGE CHILD CONTRADICTS HIMSELF STATE OF
DISEQUILIBRIUM INCREASES THE LIKELIHOOD THAT THE
STRUCTURE WILL BE CHANGED COLD WATER COLD
WATER ?-SHAPED GROWTH10 C 10 C 20
C POTENTIAL ORGANIZATIONAL DISEQUILIBRIUM
BETWEEN 2 CONTRADICTORY THOUGHTS THE CHILD HOLDS
SIMULTANEOUSLY
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WHAT ARE THE RELATIONS BETWEEN DEVELOPMENT AND
LEARNING? DEFINITION OF DEVELOPMENT THE
CONSTRUCTION OF A STRUCTURE FOR THE FIRST
TIME DEFINITION OF LEARNING THE APPLICATION OF
AN ALREADY-EXISTING STRUCTURE TO NEW CONTENT FOR
THE FIRST TIME. EXAMPLE A CHILD HAS THE
CONCRETE OPERATIONS STRUCTURE FOR NUMBER
CONSERVATION ONLY. HE THEN HAS THE SAME STRUCTURE
FOR NUMBER AND LENGTH CONSERVATION. THIS IS
LEARNING BECAUSE AN ALREADY-EXISTING STRUCTURE
(CONCRETE OPERATIONS) HAS BEEN APPLIED TO NEW
CONTENT (LENGTH CONSERVATION) RELATIONS BETWEEN
DEVELOPMENT AND LEARNING? DEVELOPMENT RESTRICTS
LEARNING. LEARNING FOSTERS DEVELOPMENT. YOU
CANNOT LEARN (APPLY AN ALREADY-EXISTING
STRUCTURE) TO NEW CONTENT IF THAT STRUCTURE HAS
NOT YET BEEN CONSTRUCTED (DEVELOPED).