Young-Eun Lee
Bioecological profiles of preschool children's individual, familial, and educational characteristics, and their relations with school adjustment, academic performance, and executive function in first grade
Frontiers in psychology
piagets late theory action action implication realization long history development review history shows central place action theoretical assertions despite waxing waning important features theories action said primary source knowledge perception language secondary roles action part organized logic action action first physical becomes internalized transformed mental action mental representation largely development symbolic semiotic function sensorimotor period number alternative theories cognitive development place primary emphasis mental representation piaget provided important place well subordinated mental action form operations russell claims paralleled schopenhauers distinction representation piagets theory action intimately related gradual development intentionality childhood intentions tied actions way conscious awareness goals means achieve mental action following sensorimotor period limited logical form semilogical oneway functions forms said piaget lack logical reversibility achieved sixth seventh year concrete operations mental action fully realized development formal operations hypothetical reasoning adolescence according classical piagetian formulation view childs logical development relied heavily truthtable extensional logic underwent number changes first addition logics category theory theory functions among last theory however even radical change occurred collaboration r garcia proposed logic meanings would require recasting earlier truthtablebased operatory logic claimed explained development logical thought problem solving new logic meanings influenced anderson belnaps 1975 logic entailment placed new emphasis inferential processes sensorimotor period introduced protological forms actions young child proposed knowledge inferential dimension consequence late theory shifted emphasis intentional qualitative logic meaning earlier extensional quantitative logic truth testing profound changes piagets late theory requires serious reevaluation piagets entire corpus research theory task yet done seen new light late theory much closer intellectual currents associated hermeneutic semiotic traditions concern meaning interpretation less truth despite piagets couching new theory logical mode late theory added significant new elements theory action actionimplication suggest piagets collaborators new research data interpreted within new theoretical framework require corroboration review question whether piagets assertions root metaphorical lack psychological reality followed theories earliest days arises well assertions late theory possibly even since even limited historical review theories points considerable concurrence changes fundamental assumptions theories intellectual currents times hindsight piagets theories appear works progress last theory yet even end charted direction possible progress