By Bärbel Inhelder, Hermine Sinclair, Magali Bovet

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Extra resources for Aprendizage y Estructuras del Conocimiento

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Todavía nos han aparecido otros obstáculos específicos en las fases de "sondeo". 2. Estrategia de los procedimientos. - Confrontación entre los esquemas y la ampliación de su campo de aplicación: Sobre la base de estos datos conocidos y de las hipótesis derivadas del cuadro general de una teoría genética, hemos elaborado procedimientos de aprendizaje introduciendo una heurística particular cuyas características son las siguientes: INHELDER,-4 50 Aprendizaje y estructuras del conocimiento Construimos situaciones que hacen referencia a los diferentes esquemas que en nuestra opinión están implicados en la noción contemplada.

La noción de permanencia del objeto es necesaria para la elaboración de las nociones de conservación de la cantidad. Para que el niño pueda comprender que un objeto es permanente a pesar de su desaparición total o parcial del campo visual, basta con que esté en condiciones de recapitular las ac- Introducción 43 dones de desplazamiento efectuadas por el objeto. ) que afectan a la forma o disposición de un objeto o de una colección de elementos, el niño debe haber comprendido que estas modificaciones proceden de transformaciones mentalmente reversibles.

32 Aprendizaje y estructuras del conocimiento predicciones, si la balanza estaba o no en equilibrio para llevarle a la conclusión de que el peso no había cambiado con motivo de las transformaciones o seccionamientos de la esfera de plastilina. La situación fue ligeramente más complicada en el experimento de la: inclusión de clases. Una de las variaciones igaminadas por MoRF para hacer comprobar que la extensión de la clase B era mayor que la de la A (la clase complementaria A' no estaba vacía) consistía en hacer medir al niño la cantidad de líquido derramado en todos los cubiletes de plástico B para compararla con la derramada solamente en los cubiletes de plástico de color amarillo A, etc.

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