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皮亚杰有关认知发展理论的一个基本观点(1973)就是生物潜在压力使主体通过同化和顺化来适应于周围的环境,以及不断更新思维策略和结构,正是这种生物潜在压力使儿童在成长中通过四个连续的思维发展阶段。从性质上看,思维发展依赖于下述四个相互交织的因素:生物(成熟);物质环境的经验;社会(文化)影响;平衡,在某些场合中还有数理逻辑能力,因而确切地讲,如何揭示各种变化因素之间的相互关系就成了个难题。不过,皮亚杰和皮亚杰学派的研究者们提出的跨文化研究方法或许能提供些线索。因为生物(成熟)和社会(环境经验)这两个影响认知发展的主要因素是可以通过跨文化研究的方法加以研究和验证的。如果生
Piaget’s basic theory of cognitive development (1973) is that biological potential stress adapts the subject to assimilation and humility to the surrounding environment and continuously updates his thinking strategies and structures. It is this potential biological pressure that puts children at Through the development of four consecutive stages of thinking. In nature, the development of thinking depends on the following four intertwined factors: biology (maturity); experience of the physical environment; social (cultural) influences; balance, and in some cases mathematical logic, so precisely How to reveal the interrelationships among various changing factors has become a challenge. However, the cross-cultural approach proposed by Piaget and Piaget researchers may provide some clues. Because biological (maturation) and social (environmental experience) the two major factors that influence cognitive development can be studied and validated through cross-cultural research. If born