By Jean Piaget et al.

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11;6). ,. TIA (11;5). «Está proyectada fuera de su círculo habitual; sale en curva... » KAB (12;6). » Su diseño final no es sino un círculo con salidas en cuatro puntos equidistantes, pero todos con una curvatura parabólica. Trayectoria de Wl proy<1~·til 3'i Conviene distinguir en estas reacciones los trayectos acodados o en zig-zag, que subsisten a menudo momentáneamente (cf. RIN), y que son un resto del nivel IIB, y los trayectos curvos (que aparecen, por lo demás, en algunos casos desde ese nivel IIB).

La conceptualización es, pues, exacta para un plano vertical, aunque seguidamente, a ras del suelo y en horizontal, PHo lanza la bola a las 10 y a las 2, creyendo en ambos casos que la ha lanzado a las 12. LIP (7;6) comienza sus rotaciones en un plano oblicuo, que ajusta disminuyendo un poco la inclinación. to más cercano al objetivo: la toma de conciencia era, pues, correcta, mientras que la conceptualización secundaria provocada por la pregunta lleva a LIP a las ideas habituales a ese nivel a ras del suelo.

Le bastará entonces al niño generalizar la oblicuidad de estos trayectos para atenuar la seudocontradicción inicial y orientarse hacia una coordinación de los movimientos circulares y los trayectos después del lanzamiento de la bola. 5) Pero se ha de comprender que esta coordinación conceptualizada es de otro tipo que la coordinación senso-motora, que asegura, desde los cuatro años, el éxito final de la acción. En este último caso, la acción parte de ensayos varia· dos que corresponden a una especie de conjunto de los posibles (pero no representado su consciente, comparable, en eso, a la «extensión» de un esquema senso-motor, no conocido por el sujeto que está centrado en su sola «comprensión», y los tanteos con regulaciones en función de los resultados llevan a restringir gradualmente esas posibilidades, Trayectoria de un proyectil 43 por aproximaciones cada vez más limitativas.

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