Recieved: 03/26/2019
Accepted: 04/04/2019
Published: 07/30/2019
p.: 10-18
DOI: 10.11621/npj.2019.0203
Keywords: cognitive development; psychophysiological mechanisms; P.Ya. Galperin’s theory; J. Piaget; phenomena; conservation principle understanding ; cognitive learning method; microgenetic analysis
Available online: 30.01.2019
Burmenskaya Galina V. . Lydmila Obukhova: scientific and human lessons On the strategies of studying child cognitive development. // National Psychological Journal 2019. 2. p.10-18. doi: 10.11621/npj.2019.0203
Copied to Clipboard
CopyBackground. In connection with the 80thanniversary of a famous Russian psychologist, Professor of Developmental Psychology, Faculty of Psychology, Lomonosov Moscow State University, Lyudmila F. Obukhova it is relevant to analyse one of the most striking pages in her scientific heritage associated with her experimental study of the conditions and mechanisms of child thinking development.
The Objective is to consider the experimental model of the child’s transition from one stage of cognitive development to another elaborated by L. F. Obukhova on the basis of Pyotr Ya. Galperin’s theory, and to compare it with two alternative models created by the followers of J. Piaget in the Geneva psychological school (B. Inhelder, M. Bovet, H. Sinclair) and in the framework of American cognitive psychology (R. Siegler).
Design. Comparative analysis of the theoretical foundations and effectiveness of the three approaches to child cognitive development modeling, as well as the adequacy and completeness of the conceptual description of the according three experimental procedures: formative experiment, cognitive learning and microgenetic observation.
Results. The method of L. F. Obukhova was the first significant attempt to reproduce the process and mechanisms of child’s transition from the preoperational stage of development to the operational stage in the conditions of the forming experiment. Using the method of "cognitive learning" allowed identifying the discrepancy between its actual psychological content and the interpretation of intellectual development as a spontaneous process. The evolution of microgenetic approach up to the modern position is traced through the identity of development and learning.
Concusion. In contrast to the "cognitive learning" and microgenetic analysis method, the forming model of the study allows recreating essential conditions of child cognitive development that are usually scattered in the spontaneous experience of the child and stretched in time.
Bilchugov S.Yu. (1979). Shaping elements of formal logic in preschool children. [Voprosy psikhologii], 4, 56–65.
Burmenskaya G.V. (1976). The concept of invariance and the problem of the child's mental development. [Voprosy psikhologii],4, 103–113.
Burmenskaya G.V. (1981). Education as a method of researching the mental development of the child in the works of the Geneva Psychological School. [Voprosy psikhologii],2, 106–111.
Burmenskaya G.V. & Kurbatova M.B. (1983). Experimental psychological analysis of “cognitive learning” by J. Piaget. [Voprosy psikhologii], 2, 113–118.
Burmenskaya G.V. & Evdokimova L.V. (2007). Developing combinatorial thinking in younger students and adolescents. [Voprosy psikhologii], 2, 30–43.
Elkonin D.B. (1978).The game and the overcoming of "cognitive egocentrism". [Elkonin D.B. Psikhologiya igry].Moscow: Pedagogika, 278–282.
Filippova E.V. (1986). Development of logical operations in six-year-olders. [Voprosy psikhologii], 2, 43–50.
Galperin P.Ya. (1969). On the studies of the intellectual development of the child. [Voprosy psikhologii],1, 15–25.
Galperin P.Ya. (1966). The method of "slices" and the method of phased formation in the study of child thinking. [Voprosy psikhologii],4, 128–35.
Galperin P.Ya. (1998). Learning and mental development in childhood. [P.Ya. Galperin. Psikhologiya kak ob’ektivnaya nauka]. Moscow, Voronezh, 357–388.
Galperin P.Ya., & Elkonin D. B. (1967). J. Piaget. On the analysis of the theory of the development of children's thinking. [J. Flavell. Geneticheskaya Psikhologiya Zhana Piazhe: posleslovie k knige]. Moscow, Prosveschenie, 596–621.
Inhelder B. (1976). Information processing tendencies in recent experiments in cognitive learning — empirical studies. Inhelder В., & Chipman H. (eds.). Piaget and his school. N.Y. doi: 10.1007/978-3-642-46323-5
Inhelder B., Sinclair H., & Bovet M. (1974). Learning and the development of cognition. Cambridge.
(2001). Jean Piaget: Theory, Experiments, Discussions. Moscow, Gardariki.
Leaders A.G. (1979). On the operational thinking in preschool age.[Voprosy psikhologii], 6, 118–120.
Obukhova L.F. (1966a). Experimental development of the invariance assumptions in 5–6 year olders. [18-y Mezhdunarodnyy psikhologicheskiy kongress, Sympozium 24],Moscow, 97–103.
Obukhova L.F. (1966b). Experimental analysis of some "Piaget phenomena" [Voprosy psikhologii], 4, 136–142.
Obukhova L.F. (1972). Stages of child thinking development (developing components of scientific thinking in a child). Moscow, Izdatel’stvo moskovskogo gos. universiteta .
Obukhova L.F. (1981). Piaget’s concept: the pros and cons. Moscow, Izdatel’stvo moskovskogo gos. Universiteta. 191.
Obukhov L.F. (1996a). Two paradigms in the study of child development. [Voprosy psikhologii],5, 30–36.
Obukhova L.F. (1996b). Unfinished disputes: P.Ya. Galperin and J. Piaget. [Psikhologicheskaya nauka i obrazovanie],1, 31–41.
Obukhova L.F. (2016). On the 120th anniversary of L.S. Vygotsky and J. Piaget’s birth. [Kul’turno-istoricheskaya psikhology], 12(3), 226–231. doi: 10.17759 / chp.2016120312
Piaget J. The child’s speech and thinking. - Moscow; Leningrad, 1932.
Piaget J. (2001). Theory of Piaget. [Zhan Piazhe: teoriya, eksperimenty, diskussii].Moscow, Gardariki, 106–156.
Piaget J. (1964). Development and learning. Ripple R., Rockcastle V. (eds.). Piagetrediscovered. N.Y.
Piaget J. (1974). Introduction. Inhelder, B., Sinclair, H., & Bovet, M. Learning and the development of cognition. Cambridge.
Siegler, R.S. (2006). Microgenetic analyses of learning. In W. Damon & R. M. Lerner (Series Eds.) & D. Kuhn & R. S. Siegler (Vol. Eds.), Handbook of child psychology: Volume 2: Cognition, perception, and language. 6th ed. 464-510. Hoboken, NJ: Wiley,
Siegler, R.S. (2016а). Continuity and change in the field of cognitive development and in the perspectives of one cognitive developmentalist. Child Development Perspectives, 10(2), 128–133. doi: 10.1111/cdep.12173
Siegler, R.S. (2016b). How does change occur? In R. Sternberg, S. Fiske, & D. Foss, (Eds.), Scientists making a difference: One hundred eminent behavioral and brain scientists talk about their most important contributions. 223-227. New York: Cambridge University Press.
Siegler, R.S, & Jenkins, E. (1989). How children discover new strategies. Hillsdale, NJ: Erlbaum.
Vygotsky L.S. (1982). The issue of speech and thinking in the child in J. Piaget’s theory. [L.S. Vygotsky. Collected papers].In 6 Vols. Vol. 2. Myshlenie i rech’.Moscow, 23–79.
Burmenskaya Galina V. . Lydmila Obukhova: scientific and human lessons On the strategies of studying child cognitive development. // National Psychological Journal 2019. 2. p.10-18. doi: 10.11621/npj.2019.0203
Copied to Clipboard
Copy