J. Piaget. The Origins of Intelligence in Children. International University Press, New York, 1952.  Home/Search   Document Not in Database   Summary   Related Articles   Check

....Drescher [16] presents a learning system in which a simulated robot learns progressively more abstract relations by exploring and interacting with objects in its grid world. This system is presented as an implementation of the earliest stages of Piaget s model of human cognitive development [40], namely the sensorimotor stage, in which an agent discovers the basic elements of how it interacts with the world. This schema mechanism comprises three basic entities: items, actions, and schemas (Figure 1 4) Items are binary state variables, which can be on or o# as well as unknown. Actions ....

Jean Piaget. The Origins of Intelligence in Children. Norton, New York, NY, 1952.

....architectures. This means endowing them with an understanding of object persistence the notion that objects in the world are separate entities that continue to exist when not directly perceivable which developmental psychologist Jean Piaget has theorized to be the foundation of intelligence [Pia52, Pia54]. The various components implicitly necessary for object persistence will be discussed, such as temporally based assumptions, assumption confidences, and sensory grounding of observations. However, object persistence in itself is meaningless without a concept of expectations after all, what ....

Jean Piaget. The Origins of Intelligence in Children. Norton, New York, 1952.

....brain, which performs sensorimotor coordination. We shall now discuss how and why this is so. Our approach stems from the process of circular reaction in Fig. 2, presented by M. Kuperstein et al. 3] The current use of circular reaction is an extension of one of J. Piaget s development stages [4]. This unsupervised learning by doing cycle operates in two phases. The initial training phase involves the learning of the sensorimotor relations via correlations between input and output signals while the performance phase uses the learned correlations to evoke the correct motor signals to move ....

Piaget J., The Origins of Intelligence in Children, New York: International University Press, translated by M. Cook, 1952.

....autonomous entities have ways to deal with the unexpected and irregular by taking advantage of self organising and self preserving capacities of such systems. The way such systems deal with these conditions is similar to the model of accommodation and assimilation developed by Jean Piaget (1963, 1971) in which, as a continuation of the biological processes of variation, selection and retention, the structure qualities and dynamics of the external environment come to be represented or encoded in the organism itself. Piaget s views can be construed as requiring a priori categories of ....

....on the sort of system organisation required to deal with this sort of unexpected input. 3. Accommodating the Unexpected: Physical Systems These more complex cases require the creation of new information within the system that allows it to both accommodate and assimilate the unexpected input (see Piaget, 1963, 1971) Any system that can create new information must do this through selforganising processes. This places certain requirements on the system, especially that it be both energetically and informationally away from equilibrium (see Collier and Hooker, 1999) A generalised force acting on a ....

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Piaget, Jean (1963). The Origins of Intelligence in Children. New York: Norton.

....kingdom, such as the ability to move, perceive scenes, act on objects, interact with conspecifics, etc. To some extent, ontogeny seems to proceed in the same manner before acquiring language, the infant goes through an extended period of physical and social interaction with the environment. Piaget (1952) termed this period sensorimotor, arguing that it was characterized exclusively by motor and perceptual interactions with the world, without any kind of representations or conceptual thought. This view, however, has been the subject of intense debate in contemporary developmental psychology (e.g. ....

Piaget, J. 1952. The Origins of Intelligence in Children. New York: Basic Books.

.... in Rosenschein Kaebling s classic AI paper (1986) From an ontological perspective the importance of multiple representations in multiple modalities is not surprising it has been argued that gestures are our first representational activities, arising from early sensorimotor schemata (Piaget 1952), and continuing to replace unknown words in children s communication (Bates, Bretherton et al. 1983) and certainly eye gaze and head movement regulate proto conversations between caregivers and infants, before infants can even produce a semblance of language (Trevarthen 1986. Even in adults ....

Piaget, J. (1952). The Origins of Intelligence in Children. New York, International Universities Press.

....which all information processings depend . It is a network of inter relationships that represents essential characteristics of things or concepts rather than a list of features. The network may be in a hierarchical tree structure with nodes and paths. It is generalised from multiple repetitions (Piaget, 1952) and describes a prototype (or a generic concept) for a group of things or situations (Minsky, 1975) The shape pattern schema is represented with a set of sub elements and their relationships. It is generalised from multiple shape pattern representations or a class of shape pattern descriptions. ....

Piaget, J. (1952). The Origins of Intelligence in Children, International Universities Press, New York.

.... 1995; Hein, 1991; Heylighen, 1997; Mahoney, 1995; Murphy, 1997; Piaget, 1926; Sexton Griffin, 1997; von Glasersfeld, 1995; von Glasersfeld Steffe, 1991; Vygotsky, 1978) Active agency, likely the single most influential and widely held belief amongst constructivist thinkers, is centered around Piaget s (1926, 1952, 1965) concept of equilibration. All people organize their experiences into cognitive structures called schemata, which adapt and change with mental development (Wadsworth, 1996) Experiences or concepts that are encountered for the first time undergo one of two processes: assimilation, subsuming ....

....attribute a much deeper significance to this process. Constructivism holds that people are acutely aware of when their expectations or predictions are not confirmed by experience. This cognitive conflict results in disequilibrium, the feeling that something is not right, and that it must be fixed. Piaget (1952) contended that this feeling motivates individuals to either assimilate or accommodate to return to a state of mental balance. To return to equilibrium, though, individuals must act on their environment. That is, they must manipulate objects, interact with others, or even think to themselves about ....

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Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.

....and often shifting patterns of cooperative and competitive interactions. The advantage is the ability to capture the subtle contextual and temporal influences that are the hallmarks of real life behavior in the world. 3. We address specifically the developmental origins of cognition. Since Piaget (1952, 1954) it has been widely acknowledged that all forms of human thought must somehow arise from the purely sensorimotor activities of infants. But it is also generally assumed that the goal of development is to rise above the mere sensorimotor into symbolic and conceptual modes of functioning. ....

Piaget, J. (1952) The origins of intelligence in children. International Universities Press.

....ex ive responses like the primary walking re ex and the palmar grasp re ex [1] provide primitive, closed loop sensorimotor behavior that accomplish sensory driven work in the world. Subsequently, policies for coordinating multiple sensory and motor modalities appear as primary circular reactions [12] which are practiced until the infant nds it possible to prolong certain interactions with the world. The interactionist account grounds human knowledge in activity. From this perspective, motor timing in skilled actions is discovered . through perceptual exploration of the body s ....

Piaget, J. The Origins of Intelligence in Children. Norton, New York, NY, 1952.

.... the thumb and fingers is the most important ability of the human hand, allowing for the highly adaptive manipulation we call grasping [Nap93] Our most basic interactions with the world involve the manipulation of objects with our hands; even the infant quickly develops schemas for basic grasping [Pia53] Any simulation of task level human abilities must account for this most basic of human skills. Recent work in robotics and cognitive science describes stable prehensile grasps (i.e. grasps adapted for manipulation) in terms of opposition spaces [IBA86, MI94] grasps in which an opposition ....

Jean Piaget. The Origins of Intelligence in Children. London: Routledge & Kegan Paul, 1953.

....with an environment. The importance of this for us is in his explanation of how cognitive structures gradually emerge from the accommodation of simple built in reflexes and some built in modes of functioning. Piaget argued that there were two forms of heredity: specific and general (e.g. (Piaget, 1952)) The specific were a species specific inheritance that condition what we can directly perceive. In robot terms this is the basic hardware and the type of sensory equipment such as sonar or infrared. These could impede or facilitate intellectual functioning but could not account for it. As far as ....

....In the state, nothing is clear. In following the process, things are cleared up. There is adaption when the organism is transformed by the environment and when this variation results in an increase in the interchanges between the environment and itself which are favourable to its preservation. (Piaget, 1952; p. 5) Equilibrium in the biological sense was a favourite term of Piaget. Adaption was seen as an equilibrium between the action of the organism on the environment and vice versa. Adaption is made up of the twin processes of assimilation and accommodation. In brief, assimilation . may be ....

Piaget, J. (1952). The origins of intelligence in children. International Universities Press, New York.

....which percept to elicit, and cognitive factors such as attention and expectation are necessary to explain perceptual bias. Experiments with VISOR illustrate how both processes can coexist and interact to determine the percept. 5 Circular Reaction Circular reaction is a concept developed by Piaget (1952) to describe intellectual development in infants. When an infant s behavior by chance produces interesting results, she will repeat the behavior indefinitely. For instance, an infant moves her arm and by chance causes a toy attached to her cradle to rattle. The rattling interests her, and she ....

Piaget, J. (1952). The Origins of Intelligence in Children. International University Press.

....concept which is appropriate for studying neural networks on levels above the neurons (cf. Balkenius 1990a) Even though the concept seems to have as many definitions as authors, some common core exists in all of them. I will use the term schema as a collective name of the structures as used by Piaget (1952, 1973) Arbib and Hanson (1987) and Rumelhart et al. 1986) I would also like to include concepts usually denoted by other names such as Frames (Minsky 1987) Scripts (Schank Abelsson 1977) etc. Among the different authors we find some common properties of schemata. S1) Schemata are used for ....

Piaget, J. 1952. The origins of intelligence in children. New York. International University Press.

....in sections 2 and 3. 2. SCHEMATA The basic building unit in many theories of cognition is the schema. Even though the concept seems to have as many definitions as authors, some common core exists in all of them. I will use the term schema as a collective name for the structures as used by Piaget (1952, 1973) Arbib and Hanson (1987) and Rumelhart et al. 1986c) I would also like to include concepts usually denoted by other names such as Frames (Minsky, 1987) Scripts (Schank Abelsson, 1977) etc. Among the different authors we find some common characteristics of schemata. The following ....

Piaget, J. 1952. The origins of intelligence in children. New York. International University Press.

....BAM model (Kosko 1987) 3 SCHEMATA The basic building block for many theories of cognition is the schema. Even though the concept seems to have as many definitions as authors, some common core exists in all of them. We will use the term schema as a collective name of the structures as used by Piaget (1952, 1973) Arbib and Hanson (1987) and Rumelhart et al. 1986) We also want to include concepts usually denoted by other names such as frames (Minsky, 1981 1987) scripts (Schank Abelson, 1977) etc. Among the various proposals we find some common characteristics of schemata: Schemata can ....

Piaget, J. (1952): The Origins of Intelligence in Children.

....be developed in interaction with the environment. This is supported by the insight that behavioral complexity does not necessarily require 8 complexity of the underlying behavior generating mechanisms (Braitenberg, 1984; Brooks, 1991) Furthermore, the approach is to a large extent supported by Piaget s (1952) theory of sensorimotor intelligence and intellectual development (Rutkowska, 1996) as well as more recent work in developmental psychology (e.g. Bushnell Boudreau, 1993; Rutkowska, 1994) which emphasize the relevance of sensorimotor development for the acquisition of more abstract cognitive ....

Piaget, J. (1952). The origins of intelligence in children. New York: International Universities Press.

....Evolution. That applies not only to the hardware components of this activity but also to its psychological aspects [Wri94] ffl Learning and cognitive activity are closely related and, therefore, the cognitive modeling process should strongly depend on the cognitive agent s particular history [Pia63]. The paper is organized as follows. In Section 2, we introduce the generic model for a cognitive agent. In Section 3, we present a computational architecture coherent with the proposed model. In Sections 4, 5 and 6, we discuss some details of the proposed architecture that are relevant to the ....

J. Piaget. The Origins of Intelligence in Children. Norton, New York, 1963.

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J. Piaget. The Origins of Intelligence in Children. International University Press, New York, 1952.

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Piaget, J. (1952). The Origins of Intelligence in Children. New York: International Universities Press.

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Piaget, J. (1952). The origins of intelligence in children. International University Press, New York. Piaget, J. (1954). The construction of reality in the child. Basic Books, New York.

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Piaget, J.: The origins of intelligence in children. Norton, New York (1952)

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J. Piaget, The Origins of Intelligence in Children, M. Cook (trans.), W.W. Norton, New York, 1952.

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J. Piaget, The Origins of intelligence in Children, M. Cook, trans, W.W. Norton, New York, 1952.

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Piaget, J. (1963) The origin of intelligence in children. Norton Press.

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