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{\f6 Arial Unicode MS;} {\f7 Times New Roman;} {\f8 Times New Roman;} {\f9 Arial Unicode MS;} {\f10 Times New Roman;} {\f11 Times New Roman Italic;} {\f12 Times New Roman Bold;} {\f13 Arial Unicode MS;} {\f14 Times New Roman;} {\f15 Arial Unicode MS;} {\f16 Times New Roman;} {\f17 Arial Unicode MS;} {\f18 Arial;} {\f19 Symbol;} {\f20 Symbol;} {\f1000000 Times New Roman;} }{\colortbl; \red0\green0\blue0; \red0\green0\blue0; \red0\green0\blue0; \red0\green0\blue0; \red0\green0\blue0; \red0\green0\blue0; \red0\green0\blue0; \red0\green0\blue0; \red0\green0\blue0; \red0\green0\blue0; \red0\green0\blue0; \red255\green0\blue0; \red0\green0\blue0; \red0\green0\blue0; \red0\green0\blue0; \red0\green0\blue0; \red0\green0\blue0; \red0\green0\blue0; \red0\green0\blue0; }\viewkind1\viewscale100\margl0\margr0\margt0\margb0\deftab80\dntblnsbdb\expshrt n\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart Pg1}{\bkmkend Pg1}\par\pard \ql \li2853\sb0\sl-552\slmult0 \par\pard\ql\li2853\sb0\sl-552\slmult0 \par\pard\ ql\li2853\sb0\sl-552\slmult0 \par\pard\ql\li2853\sb368\sl-552\slmult0 \up0 \expn dtw0\charscalex107 \ul0\nosupersub\cf1\f2\fs48 PSIHOLOGIA COPILULUI \par\pard\ ql \li5307\sb0\sl-276\slmult0 \par\pard\ql\li5307\sb0\sl-276\slmult0 \par\pard\q l\li5307\sb0\sl-276\slmult0 \par\pard\ql\li5307\sb0\sl-276\slmult0 \par\pard\ql\ li5307\sb0\sl-276\slmult0 \par\pard\ql\li5307\sb16\sl-276\slmult0 \up0 \expndtw10\charscalex100 \ul0\nosupersub\cf2\f3\fs24 JEAN PIAGET \par\pard\ql \li3477\ sb4\sl-276\slmult0 \up0 \expndtw0\charscalex109 Profesor la Facultatea de \u351? tiin\u355?e din Geneva \par\pard\ql \li6002\sb0\sl-276\slmult0 \par\pard\ql\li60 02\sb8\sl-276\slmult0 \up0 \expndtw0\charscalex107 \u351?i \par\pard\ql \li4938\ sb0\sl-276\slmult0 \par\pard\ql\li4938\sb8\sl-276\slmult0 \up0 \expndtw-5\charsc alex100 BRBEL INHELDER \par\pard\ql \li3290\sb4\sl-276\slmult0 \up0 \expndtw0\c harscalex112 Profesor la Institutul de \u351?tiin\u355?e ale educa\u355?iei de \ par\pard\ql \li4473\sb4\sl-276\slmult0 \up0 \expndtw0\charscalex110 pe lng\u259? Universitatea din Geneva \par\pard\ql \li3850\sb4\sl-276\slmult0 \up0 \expndtw0\ charscalex111 Conferen\u355?iar la Universitatea din Aix-Marseille \par\pard\sec t\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart Pg2}{\bkmkend Pg

2}\par\pard\ql \li1420\sb0\sl-276\slmult0 \par\pard\ql\li1420\sb0\sl-276\slmult0 \par\pard\ql\li1420\sb0\sl-276\slmult0 \par\pard\ql\li1420\sb0\sl-276\slmult0 \ par\pard\ql\li1420\sb0\sl-276\slmult0 \par\pard\ql\li1420\sb0\sl-276\slmult0 \pa r\pard\ql\li1420\sb0\sl-276\slmult0 \par\pard\ql\li1420\sb0\sl-276\slmult0 \par\ pard\ql\li1420\sb0\sl-276\slmult0 \par\pard\ql\li1420\sb0\sl-276\slmult0 \par\pa rd\ql\li1420\sb0\sl-276\slmult0 \par\pard\ql\li1420\sb0\sl-276\slmult0 \par\pard \ql\li1420\sb100\sl-276\slmult0 \up0 \expndtw-7\charscalex100 \ul0\nosupersub\cf 2\f3\fs24 LA PSIHOLOGIE DE L \ul0\nosupersub\cf3\f4\fs24 \u8216?\ul0\nosup ersub\cf2\f3\fs24 ENFANT \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li 1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri5784\sb1\sl-280\slmult0 \up0 \expn dtw-8\charscalex100 JEAN PIAGET et BRBEL INHELDER \up0 \expndtw-8\charsca lex100 Coll. \up0 \expndtw-8\charscalex100 QUE SAIS-JE ? No. 369 \par\pard\q l \li1420\sb0\sl-276\slmult0 \par\pard\ql\li1420\sb8\sl-276\slmult0 \up0 \expndt w0\charscalex109 Troisiem edition \par\pard\ql \li1420\sb4\sl-276\slmult0 \up0 \ expndtw0\charscalex101 Presses Universitaires de France \par\pard\ql \li14 20\sb4\sl-276\slmult0 \up0 \expndtw0\charscalex105 108, Boulevard Saint-Germai n, Paris, 1968 \par\pard\ql \li1420\sb0\sl-276\slmult0 \par\pard\ql\li1420\s b8\sl-276\slmult0 \up0 \expndtw0\charscalex103 1966, Presses Universitaires de France \par\pard\ql \li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-27 6\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\ slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\sl mult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmu lt0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult 0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \p ar\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par \pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\p ard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\par d\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql \li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\l i6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6 035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li603 5\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb16\sl-276\slmult0 \up0 \expndtw-3\cha rscalex100 \ul0\nosupersub\cf4\f5\fs24 2 \par\pard\sect\sectd\fs24\paperw11900\p aperh16840\pard\sb0\sl-240{\bkmkstart Pg3}{\bkmkend Pg3}\par\pard\ql \li5275\sb0 \sl-276\slmult0 \par\pard\ql\li5275\sb0\sl-276\slmult0 \par\pard\ql\li5275\sb0\s l-276\slmult0 \par\pard\ql\li5275\sb0\sl-276\slmult0 \par\pard\ql\li5275\sb0\sl276\slmult0 \par\pard\ql\li5275\sb92\sl-276\slmult0 \up0 \expndtw0\charscalex106 \ul0\nosupersub\cf2\f3\fs24 INTRODUCERE \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \ par\pard\qj\li1420\ri934\sb261\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex116 Psihologia copilului\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosuper sub\cf2\f3\fs24 studiaz\u259? cre\u351?terea mintal\u259? sau, cu alte c uvinte, \line \up0 \expndtw0\charscalex115 dezvoltarea conduitelor (adic\u259? a comportamentelor inclusiv con\u351?tiin\u355?a) pn\u259? \line \up0 \expndtw0\ch arscalex115 la acea faz\u259? de trecere pe care o constituie adolescen\u355?a \ u351?i care marcheaz\u259? \line \up0 \expndtw0\charscalex116 inser\u355?ia indi vidului n societatea adult\u259?. Cre\u351?terea mintala este inseparabil\u259? \ line \up0 \expndtw0\charscalex118 de cre\u351?terea fizic\u259?, n special d e maturizarea sistemului nervos \u351?i a \line \up0 \expndtw0\charscalex11 4 sistemelor endocrine, continund pn\u259? la vrsta de 16 ani. De aici rezult\u259? n \line \up0 \expndtw0\charscalex117 primul rnd c\u259?, pentru a n\u355?elege cre \u351?terea mintal\u259?, nu este suficient s\u259? ne \line \up0 \expndtw0\char scalex116 ntoarcem numai pn\u259? la na\u351?terea copilului, deoarece exist\u259? embriologie a \line \up0 \expndtw0\charscalex112 reflexelor (Minkowski) impli cate n motricitatea f\u259?tului \u351?i nc\u259? de pe acum \line \up0 \exp ndtw0\charscalex113 exist\u259? referiri la conduitele perceptive ale aces tuia n domenii cum este \line \up0 \expndtw0\charscalex114 percep\u355?ia cauz

alit\u259?\u355?ii tactilo-chinestezice (Michotte)\ul0\super\cf5\f6\fs22\ul0\su per\cf5\f6\fs21 2\ul0\nosupersub\cf2\f3\fs24 . De aci mai rezult\u259? c\u259? \line \up0 \expndtw0\charscalex111 dintr-un punct de vedere teoretic, psih ologia copilului trebuie privit\u259? ca o \line \up0 \expndtw0\charscalex1 15 disciplin\u259? care studiaz\u259? un sector particular al unei embriogeneze generale, \line \up0 \expndtw0\charscalex115 aceasta continund dup\u259? na\u351? tere \u351?i nglobnd ntreaga cre\u351?tere organic\u259? \u351?i \line \up0 \expndt w0\charscalex111 mintal\u259?, pn\u259? la atingerea acelei st\u259?ri de echilibru relativ care constituie \line \up0 \expndtw0\charscalex111 nivelul adult. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charsc alex113 Doar c\u259? dup\u259? na\u351?tere influen\u355?ele mediului cap\u259?t \u259? o importan\u355?\u259? din ce n ce \line \up0 \expndtw0\charscalex114 mai mare, att din punct de vedere organic ct \u351?i mintal. Psihologia copilului \lin e \up0 \expndtw0\charscalex113 nu se va putea limita deci s\u259? studiez e factorii de maturizare biologic\u259?, \line \up0 \expndtw0\charscalex114 deoarece factorii pe care trebuie s\u259?-i considere depind n masur\u259? egal\u 259? att \line \up0 \expndtw0\charscalex114 de exerci\u355?iu sau de experien\u35 5?a c\u351?tigat\u259?, ct \u351?i de via\u355?a social\u259? n general. \par\pard\ qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex115 Psihologi a copilului are ca obiect de studiu copilul n dezvoltarea sa \line \up0 \expndtw0\charscalex114 mintal\u259?. n aceast\u259? privin\u355?\u259? trebuie s \u259? o deosebim de \u8222? psihologia genetic\u259? \u8221? \line \up0 \expndt w0\charscalex112 cu toate c\u259? ea constituie instrumentul esen\u355?ial al acesteia. S\u259? not\u259?m, n \line \up0 \expndtw0\charscalex113 primul rnd, pentru a elimina orice echivoc n terminologie, c\u259? acest cuvnt -\line \up 0 \expndtw0\charscalex113 \u8222?genetic\u259?\u8220? - folosit n expresia \u p0 \expndtw0\charscalex113 \u8222?psihologie genetic\u259?\u8220?, a fost in trodus de \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0 \up0 \expndtw0\charscal ex116 psihologi n a doua jum\u259?tate a secolului al XIX-lea, adic\u259? nainte c a biologii \line \up0 \expndtw0\charscalex116 s\u259?-l fi folosit ntr-un sen s mai restrns. n limbajul actual al biologilor, \line \up0 \expndtw0\charsca lex111 \u8222? genetic\u8220? se refer\u259? exclusiv la mecanismele eredi t\u259?\u355?ii, spre deosebire de \line \up0 \expndtw0\charscalex115 procese le embriogenetice sau ontogenetice. Dimpotriv\u259?, termenul \li ne \up0 \expndtw0\charscalex112 \u8222? psihologie genetic\u259? \u8220? se r efer\u259? la dezvoltarea individual\u259? \up0 \expndtw0\charscalex115 (onto geneza). \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex 120 Astfel stnd lucrurile, am putea fi tenta\u355?i s\u259? consider\u259?m ca fi ind sinonime \line \up0 \expndtw0\charscalex111 expresiile \up0 \expndtw0\charsc alex120 \u8222? psihologia copilului \u8220? \u351?i \up0 \expndtw0\charscal ex113 \u8222? psihologia genetic\u259? \u8220?. Totu\u351?i le \par\pard\q j \li1420\ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex116 deosebe\u351?te o nuan\u355?\u259? important\u259? : dac\u259? psihologia copilului studiaz\u259 ? copilul \line \up0 \expndtw0\charscalex113 pentru el nsu\u351?i, ast\u259?z i tinde, dimpotriv\u259?, s\u259? se dea denumirea de \line \up0 \ expndtw0\charscalex113 \u8222? psihologie genetic\u259? \u8220? psihologiei gene rale (studiul inteligen\u355?ei, percep\u355?iilor \par\pard\ql \li1420\sb0\sl-2 30\slmult0 \par\pard\ql\li1420\sb152\sl-230\slmult0 \up0 \expndtw0\charscalex110 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 Ace ast\ul0\nosupersub\cf8\f9\fs20 \u259? lucrare \u351?i propune s\u259? sintetizeze diverse lucr\u259?ri de psihologie a copilului inclusiv \par\pard\ql \li1420\sb 1\sl-217\slmult0 \up0 \expndtw0\charscalex114 lucr\u259?rile noastre ( n propor\u 355?ii diferite). :n privin\u355?a acestora din urm\u259? cititorul va avea \par \pard\ql \li1420\sb13\sl-230\slmult0 \up0 \expndtw0\charscalex112 f\u259?r\u259? ndoial\u259? o impresie de repeti\u355?ie ntructva obositoare. Ne permitem s\u259? semnal\u259?m n \par\pard\ql \li1420\sb10\sl-230\slmult0 \up0 \expndtw0\charscal ex112 leg\u259?tur\u259? cu aceasta dou\u259? elemente noi > expunerea de fa\u35 5?\u259? este n acela\u351?i timp scurt\u259? \u351?i \par\pard\ql \li1420\sb1\sl -217\slmult0 \up0 \expndtw0\charscalex111 simpl\u259?, ceea ce constituie de alt fel singurele sale merite. Mul\u355?umim Editurii Presses \par\pard\qj \li1420

\ri1009\sb4\sl-240\slmult0 \up0 \expndtw0\charscalex110 Universitaire de France care ne-a ndemnat s\u259? scriem acest rezumat pe care singuri nu l-am \up0 \ex pndtw0\charscalex110 fi ntreprins. \par\pard\ql \li1420\sb9\sl-230\slmult0 \up0 \ expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2\ul0\nosup ersub\cf7\f8\fs20 \ul0\nosupersub\cf9\f10\fs22 A. M i c h o t t e, \ul0\nosup ersub\cf10\f11\fs20 La perception de la causalit\ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf10\f11\fs20 , \ul0\nosupersub\cf7\f8\fs20 Publications Univer sitaire de Louvain, 2-e \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 d ., 1954. \par\pard\ql \li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb156\sl276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 3 {\shp {\*\shpinst\shpleft1418\shptop13468\shpright3756\shpbottom13488\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3460\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g4}{\bkmkend Pg4}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\s l-280\slmult0 \par\pard\qj\li1420\ri936\sb69\sl-280\slmult0 \up0 \expndtw0\chars calex116 \ul0\nosupersub\cf2\f3\fs24 etc.), dar numai n m\u259?sura n care ea caut \u259? s\u259? explice func\u355?iile mintale prin \line \up0 \expndtw0\charscal ex115 modul lor de formare, deci prin dezvoltarea lor la copil; de pild\u259?, d up\u259? ce au \line \up0 \expndtw0\charscalex115 fost studiate ra\u355?ionament ele, opera\u355?iile \u351?i structurile logice la adult, deci ntr-\line \up0 \ex pndtw0\charscalex115 o stare ncheiat\u259? \u351?i static\u259? \up0 \expndtw0 \charscalex115 - ceea ce a condus pe unii autori \up0 \expndtw0\charscale x115 (pe \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex 113 reprezentan\u355?ii Denkpsychologie-ei germane) s\u259? vad\u259? n gndire o \ u8222? oglind\u259? a \line \up0 \expndtw0\charscalex117 logicii \u8220?, \up0 \ expndtw0\charscalex109 - s-a mai pus ntrebarea dac\u259? logica este nn\u259 ?scut\u259? sau rezultat\u259? \line \up0 \expndtw0\charscalex114 dintr-o cons truc\u355?ie progresiv\u259? etc.: pentru a rezolva asemenea probleme, se \line \up0 \expndtw0\charscalex111 recurge la copil \u351?i, n felul acesta, psih ologia copilului este promovat\u259? la \line \up0 \expndtw0\charscalex111 r angul de \u8222? psihologie genetic\u259? \u8220?, adic\u259? devine un i nstrument esen\u355?ial de \line \up0 \expndtw0\charscalex111 analiz\u259? exp licativ\u259? pentru rezolvarea problemelor psihologiei generale. \par\pard\qj \ li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex117 Importan\u355 ?a dobndit\u259? ast\u259?zi de metoda genetic\u259? n toate sectoarele \li ne \up0 \expndtw0\charscalex116 psihologiei (s\u259? ne gndim, de exemplu, la ro lul considerabil atribuit vrstei \line \up0 \expndtw0\charscalex113 copil\u259?ri ei de c\u259?tre psihanali\u351?ti), tinde astfel s\u259? confere psihologiei co pilului un \line \up0 \expndtw0\charscalex112 fel de pozi\u355?ie- cheie, n c ele mai diverse domenii. Ne vom situa deci, n \line \up0 \expndtw0\charsca lex114 aceast\u259? lucrare, mai cu seam\u259? n perspectiva psihologiei g enetice: ntr-\line \up0 \expndtw0\charscalex113 adev\u259?r, la marele interes pe care-l prezint\u259? copilul ca atare, se adaug\u259? faptul \line \up0 \expndt w0\charscalex116 c\u259? adultul este explicat de copil n aceea\u351?i m\u259?sur \u259? n care adultul l explic\u259? \line \up0 \expndtw0\charscalex113 pe copil s au, adesea ntr-o m\u259?sur\u259? mai mare, deoarece dac\u259? adultul l educ\u259 ? \line \up0 \expndtw0\charscalex117 pe copil folosind ca mijloc multiple transm iteri sociale, orice adult, chiar cel \line \up0 \expndtw0\charscalex116 creator , a nceput totu\u351?i prin a fi copil, \u351?i aceasta a avut loc att n timpurile \line \up0 \expndtw0\charscalex116 preistorice, ct \u351?i ast\u259?zi. \par\pard

\ql \li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql \li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\l i6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6 035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li603 5\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\ sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb 0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\ sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl -276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-2 76\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276 \slmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\s lmult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slm ult0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb0\sl-276\slmul t0 \par\pard\ql\li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb264\sl-276\slmul t0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 4 \par\pard\sect\se ctd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart Pg5}{\bkmkend Pg5}\p ar\pard\ql \li5467\sb0\sl-276\slmult0 \par\pard\ql\li5467\sb0\sl-276\slmult0 \pa r\pard\ql\li5467\sb0\sl-276\slmult0 \par\pard\ql\li5467\sb0\sl-276\slmult0 \par\ pard\ql\li5467\sb0\sl-276\slmult0 \par\pard\ql\li5467\sb0\sl-276\slmult0 \par\pa rd\ql\li5467\sb0\sl-276\slmult0 \par\pard\ql\li5467\sb100\sl-276\slmult0 \up0 \e xpndtw0\charscalex119 \ul0\nosupersub\cf2\f3\fs24 Capitolul 1 \par\pard\ql \li 4448\sb0\sl-276\slmult0 \par\pard\ql\li4448\sb8\sl-276\slmult0 \up0 \expndtw0\ch arscalex107 NIVELUL SENSORI-MOTOR \par\pard\qj \li1420\sb0\sl-280\slmult0 \par \pard\qj\li1420\ri936\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 Dac\ u259? copilul l explic\u259? n parte pe adult, se poate spune, de asemenea, c\u259 ? \line \up0 \expndtw0\charscalex111 fiecare perioad\u259? de dezvoltare ne fa ce s\u259? n\u355?elegem n parte perioadele care \line \up0 \expndtw0\charscalex11 2 urmeaz\u259?. Acest adev\u259?r este cu deosebire limpede pentru perioada ante rioar\u259? \line \up0 \expndtw0\charscalex117 limbajului. O putem numi perioada sensori-motorie, deoarece fiind lipsit de \line \up0 \expndtw0\charscalex113 fu nc\u355?ia simbolic\u259?, sugarul nu dispune nc\u259? nici de gndire, nici de afe ctivitate \line \up0 \expndtw0\charscalex117 legat\u259? de reprezent\u259?ri, c are s\ul0\nosupersub\cf4\f5\fs24 \u259?\ul0\nosupersub\cf2\f3\fs24 -i permit\u25 9? s\u259? evoce persoane sau obiecte n \line \up0 \expndtw0\charscalex113 absen\ u355?a lor. Dar, n pofida acestor lacune, dezvoltarea mintal\u259? n cursu l \line \up0 \expndtw0\charscalex113 primelor optsprezece luni de existen\u3 55?\u259?\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1 \up0 \expndtw0\charscale x113 \ul0\nosupersub\cf2\f3\fs24 , este deosebit de rapid\u259? \u351?i de \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex117 impo rtant\u259?, deoarece copilul elaboreaz\u259? la acest nivel att ansamblu l \up0 \expndtw0\charscalex113 substructurilor cognitive care vor servi ca punct de plecare pentru \up0 \expndtw0\charscalex119 construc\u355? iile sale perceptive \u351?i intelectuale de mai trziu, ct \u351?i un anumit \up0 \expndtw0\charscalex115 num\u259?r de reac\u355?ii afective elementare, care vor determina n parte \up0 \expndtw0\charscalex115 afectivitatea lui ulterioar\u259?. \par\pard\ql \li4110\sb0\sl-276\slmult0 \par\pard\ql\li4110\sb 0\sl-276\slmult0 \par\pard\ql\li4110\sb0\sl-276\slmult0 \par\pard\ql\li4110\sb16 \sl-276\slmult0 \up0 \expndtw0\charscalex126 1. Inteligen\u355?a sensori-moto rie \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmul t0 \par\pard\qj\li1420\ri936\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex1 17 Oricare ar fi criteriile inteligen\u355?ei pe care le-am adopta (tatonarea di rijat\u259? \line \up0 \expndtw0\charscalex115 dup\u259? Claparde, comprehensiune a imediat\u259? sau insight-ul, dup\u259? W. Khler \line \up0 \expndtw0\charscale x116 sau K. Bhler, coordonarea mijloacelor \u351?i scopurilor etc.), toat\u259? l umea e de \line \up0 \expndtw0\charscalex113 acord s\u259? admit\u259? existen\u 355?a unei inteligen\u355?e nainte de apari\u355?ia limbajului. Fiind \line \up0 \expndtw0\charscalex117 esen\u355?ialmente practic\u259?, adic\u259? tinznd spre reu\u351?it\u259? \u351?i nu spre enun\u355?area de \line \up0 \expndtw0\charsca lex110 adev\u259?ruri, aceast\u259? inteligen\u355?\u259? reu\u351?e\u351?te

totu\u351?i pn\u259? la urm\u259? s\u259? rezolve un \line \up0 \expndtw0\c harscalex115 ansamblu de probleme de ac\u355?iune (atingerea unor obiecte ndep\u 259?rtate, sau \line \up0 \expndtw0\charscalex117 ascunse etc.), construind un s istem complex de scheme de asimilare \u351?i s\u259? \line \up0 \expndtw0\charsc alex113 organizeze realitatea dup\u259? un ansamblu de structuri spa\u355 ?io-temporale \u351?i \line \up0 \expndtw0\charscalex113 cauzale. Or, n absen\u3 55?a limbajului \u351?i a func\u355?iei simbolice aceste construc\u355?ii se \li ne \up0 \expndtw0\charscalex116 fac sprijinindu-se exclusiv pe percep\u355?ii \u 351?i mi\u351?c\u259?ri, deci prin intermediul unei \line \up0 \expndtw0\charsca lex115 coordon\u259?ri sensori-motorii a ac\u355?iunilor, f\u259?r\u259? interve n\u355?ia reprezent\u259?rii sau a \line \up0 \expndtw0\charscalex115 gndirii. \par\pard\ql \li1703\ri936\sb1\sl-280\slmult0\tx2080\tx2080\tx2080\tx2080\tx208 0\tx2080\tx2080 \up0 \expndtw0\charscalex120 \ul0\nosupersub\cf11\f12\fs24 1.\ul 0\nosupersub\cf2\f3\fs24 Schema stimul-r\u259?spuns \u351?i asimilarea. Dar da c\u259? exist\u259? o inteligen\u355?\u259? \line\tab \up0 \expndtw0\charscalex1 16 sensori-motorie, este foarte greu s\u259? preciz\u259?m momentul cnd apare. \l ine \tab \up0 \expndtw0\charscalex112 Mai precis, aceast\u259? problem\u259? nu are sens, deoarece rezolvarea ei \line \tab \up0 \expndtw0\charscalex11 8 depinde de alegerea arbitrar\u259? a unui criteriu. Ceea ce ne este dat n \line \tab \up0 \expndtw0\charscalex114 fapt, este succesiunea de o remarcabil\u259? continuitate a stadiilor, fiecare \line \tab \up0 \expndtw0\charscalex111 marcnd un nou progres par\u355?ial, pn\u259? n momentul cnd conduitele \line \tab \up0 \expndtw0\charscalex114 realizate prezint\u259? caractere pe care un psihol og le poate considera ca \line \tab \up0 \expndtw0\charscalex115 apar\u355?innd \u8222? inteligen\u355?ei \u8220? (to\u355?i autorii fiind de acord s\u259? atr ibuie acest \par\pard\qj \li1420\sb0\sl-240\slmult0 \par\pard\qj\li1420\ri1245\s b114\sl-240\slmult0 \up0 \expndtw0\charscalex100 \ul0\super\cf6\f7\fs18\ul0\supe r\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 Men\ul0\nosupersub\cf8\f9\fs20 \u355 ?\ul0\nosupersub\cf7\f8\fs20 ion\ul0\nosupersub\cf8\f9\fs20 \u259?\ul0\nosupersu b\cf7\f8\fs20 m o dat\ul0\nosupersub\cf8\f9\fs20 \u259?\ul0\nosupersub\cf7\f8\fs 20 pentru totdeauna c\ul0\nosupersub\cf8\f9\fs20 \u259?\ul0\nosupersub\cf7\f8\f s20 fiecare dintre v\ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 rste le indicate \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n aceast\ul0\ nosupersub\cf8\f9\fs20 \u259?\ul0\nosupersub\cf7\f8\fs20 lucare nu este dec\ul0 \nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 t o v\ul0\nosupersub\cf8\f9\f s20 \ul0\nosupersub\cf7\f8\fs20 rst\ul0\nosupersub\cf8\f9\fs20 \u259? \up0 \expnd tw-1\charscalex100 \ul0\nosupersub\cf7\f8\fs20 medie \ul0\nosupersub\cf8\f9\fs20 \u351?\ul0\nosupersub\cf7\f8\fs20 i aproximativ\ul0\nosupersub\cf8\f9\fs20 \u25 9?\ul0\nosupersub\cf7\f8\fs20 . \par\pard\ql \li6035\sb0\sl-276\slmult0 \par\par d\ql\li6035\sb155\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\c f4\f5\fs24 5 {\shp {\*\shpinst\shpleft1418\shptop14884\shpright3756\shpbottom14904\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2886\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g6}{\bkmkend Pg6}\par\pard\qj \li2080\sb0\sl-280\slmult0 \par\pard\qj\li2080\sb0 \sl-280\slmult0 \par\pard\qj\li2080\sb0\sl-280\slmult0 \par\pard\qj\li2080\sb0\s l-280\slmult0 \par\pard\qj\li2080\ri935\sb69\sl-280\slmult0 \up0 \expndtw0\chars calex118 \ul0\nosupersub\cf2\f3\fs24 calificativ, cel pu\u355?in ultimul dintre aceste stadii, care se situeaz\u259? ntre \line \up0 \expndtw0\charscalex118 12-1 8 luni). n felul acesta exist\u259? o naintare continu\u259? de la mi\u351?c\u259? rile \line \up0 \expndtw0\charscalex111 spontane \u351?i de la reflex la d

eprinderi c\u351?tigate \u351?i de la acestea la \par\pard\li2080\sb6\sl-27 6\slmult0\fi0\tx4036\tx5852\tx7585\tx9576 \up0 \expndtw0\charscalex111 inteligen \u355?\u259?,\tab \up0 \expndtw0\charscalex111 adevarata\tab \up0 \expndtw0\char scalex111 problem\u259?\tab \up0 \expndtw0\charscalex111 constnd n\tab \up0 \expnd tw0\charscalex111 a n\u355?elege\par\pard\ql \li2080\sb2\sl-276\slmult0 \up0 \exp ndtw0\charscalex111 mecanismul nsu\u351?i al acestei naint\u259?ri. \par\pard\qj \ li1420\ri934\sb0\sl-281\slmult0\fi460 \up0 \expndtw0\charscalex114 Pentru mul\u 355?i psihologi, acest mecanism este acel al asocia\u355?iei care \line \up0 \expndtw0\charscalex114 permite ad\u259?ugarea pe cale cumulativ\u259? a co ndi\u355?ion\u259?rilor la reflexe \u351?i a multor \line \up0 \expndtw0\charsca lex115 altor achizi\u355?ii la condi\u355?ion\u259?rile nse\u351?i : orice achizi \u355?ie, de la cea mai simpl\u259? la \line \up0 \expndtw0\charscalex114 cea ma i complex\u259? trebuie conceput\u259?, potrivit acestei teorii, ca un r\u259?sp uns la \line \up0 \expndtw0\charscalex115 stimuli exteriori, \u351?i anume ca un r\u259?spuns al c\u259?rui caracter asociativ exprim\u259? \line \up0 \expndtw0 \charscalex114 o subordonare pur\u259? \u351?i simpl\u259? a leg\u259?turi lor dobndite fa\u355?\u259? de leg\u259?turile \line \up0 \expndtw0\charscale x112 exterioare. Unul dintre autorii acestei lucr\u259?ri\ul0\super\cf5\f6\ fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 a presupus, dimpotri v\u259?, c\u259? \line \up0 \expndtw0\charscalex118 acest mecanism const\u2 59? ntr-o asimilare comparabil\u259? cu asimilarea \line \up0 \expndtw0\c harscalex114 biologic\u259? n sens larg, orice legatur\u259? nou\u259? fiind inte grat\u259? ntr-un schematism \line \up0 \expndtw0\charscalex113 sau ntr-o structur \u259? anterioar\u259?: activitatea organizatoare a subiectului trebuie \line \u p0 \expndtw0\charscalex114 considerat\u259? n acest caz ca fiind tot att de important\u259? ca \u351?i leg\u259?turile \line \up0 \expndtw0\charscalex1 15 inerente stimulilor exteriori, deoarece subiectul nu devine sensibil la ace\u 351?tia \line \up0 \expndtw0\charscalex119 din urm\u259?, dect n m\u259?sura n care ei pot fi asimila\u355?i structurilor deja \line \up0 \expndtw0\chars calex111 construite, pe care ei le vor modifica \u351?i le vor mbog\u259 ?\u355?i n func\u355?ie de noi \line \up0 \expndtw0\charscalex110 asimil\u259? ri. Cu alte cuvinte, asocia\u355?ionismul concepe schema stimul-r\u259?sp uns \line \up0 \expndtw0\charscalex110 sub o forma unilateral\u259? S \up0 \ expndtw0\charscalex110 \u-4064?R, n timp ce punctul de vedere al asimil\u2 59?rii \par\pard\qj \li1420\ri937\sb4\sl-300\slmult0 \up0 \expndtw0\charscalex11 2 presupune o reciprocitate S \u-4028? R , respectiv interven\u355?ia activitati lor subiectului \up0 \expndtw0\charscalex112 sau a activit\u259?\u355?ilor organ ismului\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nosupersub\cf2\f3\fs24 Og, adic\u259? S (Og) R. \par\pard\ql \li1703\ri937\sb277\sl-280\slmul t0\tx2080\tx2080\tx2080\tx2080\tx2080\tx2080\tx2080 \up0 \expndtw0\charscalex118 \ul0\nosupersub\cf11\f12\fs24 2.\ul0\nosupersub\cf2\f3\fs24 Stadiul I. ntr-ad ev\u259?r punctul de plecare al dezvolt\u259?rii nu trebuie \line\tab \up 0 \expndtw0\charscalex114 c\u259?utat n reflexe, concepute ca simple r\u259?spuns uri izolate, ci n activit\u259?\u355?i \line \tab \up0 \expndtw0\charscalex115 sp ontane \u351?i totale ale organismului (studiate de V. Holst \u351?.a.), reflex ul \line \tab \up0 \expndtw0\charscalex118 fiind conceput att ca o diferen\u355?i ere a acestor activit\u259?\u355?i ct \u351?i ca ceva \line \tab \up0 \expndtw0\c harscalex109 ce se poate - n unele cazuri (acelea ale reflexelor care n l oc s\u259? se \line \tab \up0 \expndtw0\charscalex115 atrofieze sau s\u259? r\ u259?mn\u259? neschimbate, se dezvolt\u259? prin exerci\u355?iu) - s\u259? \line \tab \up0 \expndtw0\charscalex116 prezinte o activitate func\u355?ional\u259?, ducnd la formarea unor scheme de \line \tab \up0 \expndtw0\charscalex111 asimilar e. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex 113 S-a ar\u259?tat, n acest sens, pe de o parte, att prin studiul comportamentelo r \up0 \expndtw0\charscalex114 animale ct \u351?i prin acela al undelor el ectrice ale sistemului nervos, c\u259? \up0 \expndtw0\charscalex112 organism ul nu este niciodat\u259? pasiv. El realizeaz\ul0\nosupersub\cf4\f5\fs24 \u259?\ ul0\nosupersub\cf2\f3\fs24 activit\u259?\u355?i spontane \u351?i globale \up0 \ expndtw0\charscalex113 a c\u259?ror form\u259? este ritmic\u259?. Pe de alt\u259 ? parte, analiza embriologic\u259? a reflexelor \up0 \expndtw0\charscalex114 (Co

ghill \u351?.a.) a permis s\u259? se stabileasc\u259? c\u259? ele se constituie prin diferen\u355?iere \up0 \expndtw0\charscalex113 pornind de la activit\u25 9?\u355?i mai globale: n cazul reflexelor de locomo\u355?ie ale \up0 \expn dtw0\charscalex110 batracienilor, de exemplu, un ritm de ansamblu duce l a o succesiune de \up0 \expndtw0\charscalex110 reflexe diferen\u355?iate \u35 1?i coordonate \u351?i nu invers. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\ fi283 \up0 \expndtw0\charscalex117 n ceea ce prive\u351?te reflexele nou-n\u259?s cutului, se constat\u259? c\u259? acelea care \line \up0 \expndtw0\charscalex117 prezint\u259? o importan\u355?\u259? deosebit\u259? pentru viitor \up0 \e xpndtw0\charscalex117 (reflexele suptului sau \par\pard\qj \li1420\ri934\sb1\s l-280\slmult0 \up0 \expndtw0\charscalex116 reflexului palmar, care va fi integra t n apucarea inten\u355?ionat\u259? de mai trziu) \line \up0 \expndtw0\charscalex1 13 genereaz\u259? ceea ce unul dintre autorii acestei lucr\u259?ri a nu mit \u8222? exerci\u355?iu \line \up0 \expndtw0\charscalex113 reflex \u8220?, a dic\u259? o consolidare prin exerci\u355?iu func\u355?ional. Tocmai n felul acest a, \par\pard\ql \li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb0\sl-230\slmult 0 \par\pard\ql\li1420\sb182\sl-230\slmult0\tx1678 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0\charscalex100 \ul0\nosupersub\cf7\f8\fs20 J. P i a g e t, \ul0\nosupersub\cf10\f11\fs20 La naissance de l\u8217?intelligence, \ul0\nosupersub\cf7\f8\fs20 Delachaux \u l0\nosupersub\cf8\f9\fs20 & Niestl, 1936 \par\pard\qj \li1420\ri1450\sb0\sl-240\s lmult0\tx1678 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6 \f7\fs17 2 \tab \up0 \expndtw0\charscalex100 \ul0\nosupersub\cf7\f8\fs20 Organis mul O apare \ul0\nosupersub\cf8\f9\fs20 nc\u259?\ul0\nosupersub\cf7\f8\fs20 din \ul0\nosupersub\cf8\f9\fs20 lucr\u259?rile\ul0\nosupersub\cf7\f8\fs20 lui Hull ca o \ul0\nosupersub\cf8\f9\fs20 variabil\u259?\ul0\nosupersub\cf7\f8\fs20 \ul0 \nosupersub\cf8\f9\fs20 intermediar\u259?\ul0\nosupersub\cf7\f8\fs20 , dar \ul0\ nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n sensul unei simple \line\up0 \expndtw0\charscalex100 reduceri a \ul0\nosupersub\cf8\f9\fs20 trebuin\u355?elo r\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 \u351?\ul0\nosupersub\ cf7\f8\fs20 i nu \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n sensul unei structuri organizatoare \ul0\nosupersub\cf10\f11\fs20 Og. \par\pard\ql \li 6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb137\sl-276\slmult0 \up0 \expndtw-3 \charscalex100 \ul0\nosupersub\cf4\f5\fs24 6 {\shp {\*\shpinst\shpleft1418\shptop14650\shpright3756\shpbottom14670\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3842\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g7}{\bkmkend Pg7}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\s l-280\slmult0 \par\pard\qj\li1420\ri935\sb69\sl-280\slmult0 \up0 \expndtw0\chars calex118 \ul0\nosupersub\cf2\f3\fs24 nou-n\u259?scutul ajunge la cteva zile dup\u 259? primele ncerc\u259?ri\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosu persub\cf2\f3\fs24 s\u259? sug\u259? cu mai \line \up0 \expndtw0\charscalex116 mult\u259? siguran\u355?\u259?, s\u259? reg\u259?seasc\u259? mai u\u351?or snul a tunci cnd acesta i scap\u259? \line \up0 \expndtw0\charscalex116 etc. Asimilarea r eproductiv\u259? sau func\u355?ional\u259? care asigur\u259? acest exerci\u355?i u se \line \up0 \expndtw0\charscalex114 prelunge\u351?te, pe de alt\u259? pa rte, sub forma unei asimil\u259?ri generalizatoare \line \up0 \expndtw0\cha rscalex114 (suptul n gol ntre dou\u259? aliment\u259?ri sau sugerea unor obiecte n oi), sub forma \line \up0 \expndtw0\charscalex114 unei asimil\u259?ri recognitiv e (distingerea snului de celelalte obiecte). \par\pard\qj \li1420\ri935\sb1\sl-28

0\slmult0\fi283 \up0 \expndtw0\charscalex115 F\u259?r\u259? s\u259? se poat\u259 ? vorbi n aceste cazuri de achizi\u355?ii propriu-zise, deoarece \line \up0 \expn dtw0\charscalex113 exerci\u355?iul asimilator nu dep\u259?\u351?e\u351?te cad rul prestabilit al montajului ereditar, \line \up0 \expndtw0\charscalex114 as imilarea implicat\u259? ndepline\u351?te totu\u351?i un rol fundamental , deoarece \line \up0 \expndtw0\charscalex112 aceast\u259? activitate, care nu permite s\u259? consider\u259?m reflexul ca un simplu \line \up0 \exp ndtw0\charscalex114 automatism, explic\u259? pe de alt\u259? parte extinde rile ulterioare ale schemei \line \up0 \expndtw0\charscalex117 reflexe \u351? i ale form\u259?rii primelor deprinderi. ntr-adev\u259?r, n exemplul suptului \lin e \up0 \expndtw0\charscalex109 asist\u259?m uneori ncepnd cu luna a doua, la fenomenul banal, dar nu mai \line \up0 \expndtw0\charscalex114 pu\u355?in instructiv, al sugerii degetului, nu printr-o ntmplare sau prin accident, \line \u p0 \expndtw0\charscalex117 ceea ce poate avea loc chiar din prima zi, c i n mod sistematic prin \line \up0 \expndtw0\charscalex116 coordonarea mi\u351 ?c\u259?rii bra\u355?ului, minii si gurii. Acolo unde asocia\u355?ioni\u351?tii nu \line \up0 \expndtw0\charscalex117 v\u259?d dect un efect al repeti\u355?iei (care nu \u351?tim de unde ar veni deoarece nu \line \up0 \expndtw0\charscalex1 15 este impus\u259? de leg\u259?turi exterioare) \u351?i unde psihanali\u351?tii v\u259?d deja o conduit\u259? \line \up0 \expndtw0\charscalex110 simbolic\u259? prin asimilarea reprezentativ\u259? a degetului \u351?i a snului ( dar de \line \up0 \expndtw0\charscalex116 unde ar proveni aceast\u259? putere simbolic\u259? sau evocatoare nainte de \line \up0 \expndtw0\charscalex115 formarea primelor imagini mintale ?), noi suger\u259?m interpretarea ace stei \line \up0 \expndtw0\charscalex114 achizi\u355?ii printr-o simpl\u259? exti ndere a asimil\u259?rii sensori-motorii implicate nc\u259? n \line \up0 \expndtw0\ charscalex110 reflex. S\u259? preciz\u259?m, n primul rnd, c\u259? aici are loc o achizi\u355?e propriu-zis\u259?, \line \up0 \expndtw0\charscalex113 deo arece nu exist\u259? un reflex sau un instinct al sugerii degetului ( ntr-adevar, \line \up0 \expndtw0\charscalex114 apari\u355?ia acestei conduite \u351?i frecv en\u355?a ei sunt variabile). Dar aceast\u259? achizi\u355?ie \line \up0 \expndt w0\charscalex114 nu este ntmpl\u259?toare: ea se nscrie ntr-o schem\u259? reflex\u25 9? deja constituit\u259? \u351?i \line \up0 \expndtw0\charscalex111 se limiteaz \u259? la extinderea prin integrare a unor elemente sensori-motorii, \li ne \up0 \expndtw0\charscalex114 pn\u259? acum independente de aceast\ u259? schem\u259?. Aceats\u259? integrare \line \up0 \expndtw0\charscalex1 14 caracterizeaz\u259? deja stadiul II. \par\pard\ql \li1703\ri936\sb1\sl-280\sl mult0\tx3712\tx2080\tx2080\tx2080\tx2080\tx2080\tx2080 \up0 \expndtw0\charscalex 122 \ul0\nosupersub\cf11\f12\fs24 3.\ul0\nosupersub\cf2\f3\fs24 Stadiul II. \tab \up0 \expndtw0\charscalex112 - Tocmai dup\u259? un asemenea model se cons tituie primele \line\tab \up0 \expndtw0\charscalex113 deprinderi care \u355?in direct de o activitate a subiectului, ca n cazul \line \tab \up0 \expnd tw0\charscalex115 precedent, sau apar impuse din afar\u259? ca n cazul \u8222?con di\u355?ion\u259?rilor\u8220?. Un \line \tab \up0 \expndtw0\charscalex117 reflex condi\u355?ionat nu este ntr-adev\u259?r niciodat\u259? stabil numai prin jocul \line \tab \up0 \expndtw0\charscalex114 asocia\u355?iilor sale \u351?i nu devine stabil dect prin constituirea unei scheme \line \tab \up0 \expndtw0\charscalex11 5 de asimilare, adic\u259? atunci cnd rezultatul atins satisface trebuin\ u355?a \line \tab \up0 \expndtw0\charscalex115 inerent\u259? asimil\u259?rii considerate \up0 \expndtw0\charscalex115 (cum este cazul la cinele din \par\pard\qj \li2080\ri938\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex112 expe rimentele lui Pavlov, care saliveaz\u259? la sunetul clopo\u355?el ului, \up0 \expndtw0\charscalex117 asimilndu-l cu un semnal de nutri\u355?ie, dar care nceteaz\u259? s\u259? saliveze \up0 \expndtw0\charscalex110 dac\u259? hrana nu mai urmeaz\u259? niciodat\u259? dup\u259? semnal). \par\pard\qj \li1420\ri93 4\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex115 Dar chiar dac\u259? n umim \u8222? deprinderi \u8220? ( n lipsa unui termen mai bun) \line \up0 \expndtw0\charscalex116 conduitele dobmdite, att n ce prive\u351?te formarea lor ct \u351?i prin rezultatele \line \up0 \expndtw0\charscalex116 lor automatizate, deprinderea nu este nc\u259? inteligent\u259?. O \up0 \expndtw0\charscalex116

\u8222? deprindere \u8220? \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0 \up0 \ expndtw0\charscalex113 elementar\u259? se bazeaz\u259? pe o schem\u259? sensorimotorie de ansamblu\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nosupersub \cf2\f3\fs24 n cadrul \line \up0 \expndtw0\charscalex113 c\u259?reia nu exist\u2 59? nc\u259?, din punctul de vedere al subiectului, o diferen\u355?iere ntre \line \up0 \expndtw0\charscalex112 mijloace \u351?i scopuri, scopul nefiind atins n ac est caz dect printr-o succesiune \line \up0 \expndtw0\charscalex112 obligatorie d e mi\u351?c\u259?ri care conduc spre el, f\u259?r\u259? ca la nceputul conduitei s\u259? \par\pard\qj \li1420\ri2111\sb174\sl-240\slmult0\fi283 \up0 \expndtw0\ch arscalex105 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8 \fs20 Asemenea \ul0\nosupersub\cf8\f9\fs20 exerci\u355?ii\ul0\nosupersub\cf7\f8 \fs20 reflexe se \ul0\nosupersub\cf8\f9\fs20 observ\u259?\ul0\nosupersub\cf7\f8 \fs20 \ul0\nosupersub\cf8\f9\fs20 \u351?\ul0\nosupersub\cf7\f8\fs20 i la animal e, ca \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n \ul0\nosupersub\c f8\f9\fs20 taton\u259?rile\ul0\nosupersub\cf7\f8\fs20 care \ul0\nosupersub\cf8\ f9\fs20 caracterizeaz\u259? \up0 \expndtw-1\charscalex100 \ul0\nosupersub\cf7\f8 \fs20 primele \ul0\nosupersub\cf8\f9\fs20 ncerc\u259?ri\ul0\nosupersub\cf7\f8\fs2 0 de copulare la limneele din iazuri. \par\pard\qj \li1420\ri1445\sb0\sl-240\sl mult0\fi283 \up0 \expndtw0\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7 \fs17 2\ul0\nosupersub\cf7\f8\fs20 O \ul0\nosupersub\cf8\f9\fs20 schem\u259?\u l0\nosupersub\cf7\f8\fs20 este structura sau modul de organizare a \ul0\nosuper sub\cf8\f9\fs20 ac\u355?iunilor \ul0\nosupersub\cf7\f8\fs20 n forma \ul0\nosupers ub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n care ele sunt transferate sau \up0 \ expndtw0\charscalex100 generalizate prin repetarea acestei ac\ul0\nosupersub\cf8 \f9\fs20 \u355?\ul0\nosupersub\cf7\f8\fs20 uni \ul0\nosupersub\cf8\f9\fs20 \ul0\n osupersub\cf7\f8\fs20 n \ul0\nosupersub\cf8\f9\fs20 mprejur\u259?ri\ul0\nosupersu b\cf7\f8\fs20 asemanatoare sau analoge. \par\pard\ql \li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035\sb135\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nos upersub\cf4\f5\fs24 7 {\shp {\*\shpinst\shpleft1418\shptop14416\shpright3756\shpbottom14436\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4082\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g8}{\bkmkend Pg8}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\s l-280\slmult0 \par\pard\qj\li1420\ri935\sb69\sl-280\slmult0 \up0 \expndtw0\chars calex117 \ul0\nosupersub\cf2\f3\fs24 se poat\u259? distinge un scop urm\u259?rit n prealabil, iar n continuare, mijloacele \up0 \expndtw0\charscalex117 alese pr intre diversele scheme posibile. ntr-un act de inteligen\u355?\u259?, \up0 \expndtw0\charscalex114 dimpotriv\u259?, exist\u259? o urm\u259?rire a unui scop fixat de la bun nceput, apoi \up0 \expndtw0\charscalex117 c\u25 9?utarea unor mijloace corspunz\u259?toare, care, de\u351?i oferite de s cheme \up0 \expndtw0\charscalex113 cunoscute (sau scheme de \u8222? deprinder i \u8220?), sunt totu\u351?i deja diferen\u355?iate n \up0 \expndtw0\charscal ex113 raport cu schema ini\u355?ial\u259? care i atribuia ac\u355?iunii scopul re spectiv. \par\pard\ql \li1703\ri935\sb1\sl-280\slmult0\tx2080\tx2080\tx2080\tx20 80\tx2080\tx2080\tx2080\tx2080\tx2080 \up0 \expndtw-3\charscalex100 \ul0\nosuper sub\cf11\f12\fs24 4. \tab \up0 \expndtw0\charscalex116 \ul0\nosupersub\cf2\f3\fs 24 Stadiul III. Marele interes pe care l prezint\u259? dezvoltarea ac\u355? iunilor \line\tab \up0 \expndtw0\charscalex115 sensori-motorii n cursul primulu i an de via\u355?\u259? al copilului const\u259? n \line \tab \up0 \expndtw 0\charscalex115 faptul c\u259? acesta nu numai c\u259? l conduc pe copil la nv\u25

9?\u355?\u259?ri elementare, \line \tab \up0 \expndtw0\charscalex112 surse ale u nor deprinderi simple la un nivel la care nu se observ\u259? nc\u259? o \line \ta b \up0 \expndtw0\charscalex116 inteligen\u355?\u259? propriu-zis\u259?, dar ele ofer\u259?, de asemenea, o serie continu\u259? \line \tab \up0 \expndtw0\charsca lex116 de elemente intermediare ntre aceste dou\u259? variet\u259?\u355?i de reac \u355?ii. Astfel, \line \tab \up0 \expndtw0\charscalex114 dup\u259? stadiul refl exelor (I) \u351?i dup\u259? acela al primelor deprinderi (II), un al \line \tab \up0 \expndtw0\charscalex115 treilea stadiu (III) prezint\u259? tranzi\u355?iil e urm\u259?toare, ncepnd cu momentul \line \tab \up0 \expndtw0\charscalex115 care intervine n medie pe la \up0 \expndtw0\charscalex115 4 luni \u351?i jum\u2 59?tate, cnd exist\u259? o \par\pard\qj \li2080\ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex114 coordonare ntre vedere \u351?i apucare (copilul apuc\u25 9? \u351?i mnuie\u351?te tot ce \line \up0 \expndtw0\charscalex115 vede n spa\u35 5?iul apropiat). Un subiect de aceast\u259? vrst\u259? apuc\u259? de \lin e \up0 \expndtw0\charscalex115 exemplu un \u351?nur care atrn\u259? de acoper\u25 9?mntul leag\u259?nului s\u259?u, ceea ce \par\pard\qj \li2080\ri935\sb1\sl-280\s lmult0 \up0 \expndtw0\charscalex111 are ca urmare cl\u259?tinarea juc\u259?r iilor suspendate deasupra lui. Imediat \line \up0 \expndtw0\charscalex111 co pilul va repeta gestul care a avut rezultate nea\u351?teptate, ceea ce \line \up0 \expndtw0\charscalex111 constituie o \up0 \expndtw0\charscalex111 \ u8222?reac\u355?ie circular\u259?\u8220? n sensul lui J. M. Baldwin, deci o \par\pard\qj \li2080\ri937\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex115 de prindere n stare incipient\u259?, f\u259?r\u259? un scop n prealabil, dieferen\u35 5?iat de \line \up0 \expndtw0\charscalex113 mijloacele folosite. Dar, n continuar e, este suficient s\u259? atrn\u259?m o nou\u259? \line \up0 \expndtw0\charscalex 113 juc\u259?rie de acoperamnt pentru ca micu\u355?ul s\u259? caute \u351 ?nurul, ceea ce \par\pard\qj \li2080\ri934\sb1\sl-280\slmult0 \up0 \expndtw0\c harscalex118 constituie un nceput de diferen\u355?iere ntre scop \u351?i mij loc. n zilele \line \up0 \expndtw0\charscalex118 urm\u259?toare, atunci cnd vom l eg\u259?na un obiect atrnat de un b\u259?\u355? la 2 \line \up0 \expndtw0\charsc alex119 metri de leag\u259?n etc., \u351?i chiar numai dac\u259? am face s\u259? se aud\u259? sunete \par\pard\qj \li2080\ri934\sb1\sl-280\slmult0 \up0 \expndtw 0\charscalex114 nea\u351?teptate \u351?i mecanice nd\u259?r\u259?tul unui paravan , ndat\u259? ce spectacolul \line \up0 \expndtw0\charscalex113 sau muzica nceteaz\ u259?, copilul va c\u259?uta din nou \u351?nurul magic \u351?i va trage \line \u p0 \expndtw0\charscalex113 de el: ne afl\u259?m deci de data aceasta n pragul int eligen\u355?ei, orict de \par\pard\ql \li2080\sb4\sl-276\slmult0 \up0 \expndtw0\c harscalex112 ciudat\u259? ar fi o asemenea cauzalitate f\u259?r\u259? contact sp a\u355?ial. \par\pard\ql \li1703\sb4\sl-276\slmult0\tx2080\tx4563 \up0 \expndtw3\charscalex100 \ul0\nosupersub\cf11\f12\fs24 5. \tab \up0 \expndtw0\charscalex1 12 \ul0\nosupersub\cf2\f3\fs24 Stadiile IV \u351?i V. \tab \up0 \expndtw0\ charscalex112 - ntr-un al patrulea stadiu (IV) se observ\u259? acte mai \par\pard \qj \li2080\ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex113 complete de in teligen\u355?\u259? practic\u259?. Subiectului i se impune n prealabil un \line \ up0 \expndtw0\charscalex113 scop, independent de mijloacele pe care le va folosi : de pild\u259?, s\u259? ating\u259? \line \up0 \expndtw0\charscalex111 un obiec t ndep\u259?rtat, sau care e ascuns sub o bucat\u259? de pnza sau sub \line \up0 \ expndtw0\charscalex112 o pern\u259?. Abia dup\u259? aceea mijloacele respe ctive sunt ncercate sau \line \up0 \expndtw0\charscalex117 probate pentru prima oar\u259? ca mijloace: de pild\u259?, copilul apuc\u259? mna \line \up0 \expndtw 0\charscalex115 unui adult \u351?i o ndreapt\u259? spre obiectul pe care dore\u35 1?te s\u259?-l ating\u259?, sau \line \up0 \expndtw0\charscalex111 s\u259? ridic e ecranul ce acoper\u259? obiectul ascuns. Dar, dac\u259? n cursul acestui \line \up0 \expndtw0\charscalex115 al patrulea stadiu, coordonarea mijloacelor \u351?i a scopurilor este nou\u259? \u351?i \line \up0 \expndtw0\charscalex113 se rennoi e\u351?te n fiecare situa\u355?ie neprevazut\u259? (f\u259?r\u259? care nu putem vorbi \line \up0 \expndtw0\charscalex113 de inteligen\u355?\u259?), mijloacele folosite nu sunt mprumutate dect de la \line \up0 \expndtw0\charscalex114 s cheme de asimilare cunoscute ( n cazul obiectului ascuns \u351?i reg\u259?sit, \ line \up0 \expndtw0\charscalex113 combina\u355?ia este de asemenea nou\u259?, du

p\u259? cum vom vedea n II, dar \line \up0 \expndtw0\charscalex117 faptul de a apuca \u351?i de a mi\u351?ca din loc o pern\u259? nu corespunde dect \line \up0 \expndtw0\charscalex111 unei scheme obi\u351?nuite). \par\pard\ql \li1703\sb4\sl -276\slmult0\tx6472\tx9012 \up0 \expndtw0\charscalex113 n cursul celui de-al cincilea stadiu \tab \up0 \expndtw0\charscalex110 (V), care ncepe la \tab \up0 \expndtw0\charscalex114 11-12 luni, la \par\pard\qj \li1420\ri939\sb0\sl-300\ slmult0 \up0 \expndtw0\charscalex116 conduitele precedente se adaug\u259? o reac\u355?ie esen\u355?ial\u259?: c\u259?utarea de noi \up0 \expndtw0\chars calex108 mijloace prin diferen\u355?ierea schemelor cunoscute.\ul0\nosupersub\cf 12\f13\fs24 \u-4064? \par\pard\ql \li6035\sb0\sl-276\slmult0 \par\pard\ql\li6035 \sb0\sl-276\slmult0 \par\pard\ql\li6035\sb113\sl-276\slmult0 \up0 \expndtw-3\cha rscalex100 \ul0\nosupersub\cf4\f5\fs24 8 \par\pard\sect\sectd\fs24\paperw11900\p aperh16840\pard\sb0\sl-240{\bkmkstart Pg9}{\bkmkend Pg9}\par\pard\qj \li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\s l-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri935\s b69\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex118 \ul0\nosupersub\cf2\f3\fs2 4 Se poate cita n aceast\u259? privin\u355?\u259? ceea ce vom numi conduita supor tului: \line \up0 \expndtw0\charscalex118 dac\u259? a\u351?ez\u259?m un obiect, la o distan\u355?\u259? mai mare pe un covor, copilul, dup\u259? \line \up0 \exp ndtw0\charscalex116 ce ncearc\u259? n zadar s\u259? ating\u259? direct obiectul po ate ajunge (din ntmplare \line \up0 \expndtw0\charscalex115 sau prin exces de mi\ u351?care) s\u259? apuce un col\u355? de covor \u351?i atunci, obsevnd o \line \u p0 \expndtw0\charscalex117 rela\u355?ie ntre mi\u351?carea covorului \u351?i mi\u351?c\u259?rile obiectului, reu\u351?e\u351?te ncetul \line \up0 \expndtw0\ charscalex118 cu ncetul s\u259? trag\u259? la sine covorul pentru a atinge obiect ul. O descoperire \line \up0 \expndtw0\charscalex116 analog\u259? caracterizeaz\ u259? conduita sforii studiat\u259? de K. Bhler \u351?i de mul\u355?i al\u355?ii \line \up0 \expndtw0\charscalex116 mai trziu: a aduce la sine un obiect, tr\u259? gnd sfoara de care este legat. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi28 3 \up0 \expndtw0\charscalex114 6. Stadiul VI. - n sfr\u351?it, un al \u 351?aselea stadiu marcheaz\u259? sfr\u351?itul \line \up0 \expndtw0\charscalex 115 perioadei sensori-motorii \u351?i totodat\u259? trecerea la perioada urm\u25 9?toare: copilul \line \up0 \expndtw0\charscalex118 devine capabil s\u259? g\u25 9?seasc\u259? mijloace noi nu numai prin taton\u259?ri exterioare \line \up0 \ex pndtw0\charscalex115 sau materiale, ci prin combin\u259?ri interiorizate, care d uc la o n\u355?elegere sau la \line \up0 \expndtw0\charscalex113 insight. De pild \u259?, pus n fa\u355?a unei cutii de chibrituri abia intredeschis\u259?, n care \ line \up0 \expndtw0\charscalex112 s-a introdus un zar, copilul ncearc\u259? s-o deschid\u259?, mai nti prin taton\u259?ri \line \up0 \expndtw0\charscalex1 17 materiale (reac\u355?ie caracteristic\u259? stadiului al V-lea), iar dup\u25 9? e\u351?ec, prezint\u259? \line \up0 \expndtw0\charscalex111 reac\u355?ia com plet nou\u259? a suspend\u259?rii unei ac\u355?iuni \u351?i a examin\u25 9?rii atente a \line \up0 \expndtw0\charscalex114 situa\u355?iei n timpul acest a, el deschide \u351?i nchide ncet gura sau, n cazul unui \line \up0 \expndtw0\char scalex114 alt subiect, strnge \u351?i desface pumnul, pentru a imita rezultatul p e care vrea \line \up0 \expndtw0\charscalex113 s\u259?-l realizeze, adic\u259? o deschidere mai complet\u259? a cutiei) dup\u259? care, brusc \u351?i \line \up0 \expndtw0\charscalex113 strecoar\u259? degetul n deschiz\u259?tur\u259? \u351?i r eu\u351?e\u351?te astfel s\u259? deschid\u259? cutia. \par\pard\qj \li1420\ri936 \sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex111 n acest stadiu se desc oper\u259? de obicei celebra conduit\u259? a bastonului, \line \up0 \expnd tw0\charscalex111 studiat\u259? de W. Khler la cimpanzei, apoi de al\u355?ii la c opil. Dar W. Khler, ca si \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0 \up0 \exp ndtw0\charscalex114 K. Bhler considera c\u259? exist\u259? un act de inteligen\u3 55?\u259? numai n cazul n care se \line \up0 \expndtw0\charscalex114 produce o n\u3 55?elegere brusc\u259?, cei doi autori eliminnd tatonarea din domeniul \line \up0 \expndtw0\charscalex120 acestei inteligen\u355?e pentru a o clasa printre condu itele de suplinire sau de \line \up0 \expndtw0\charscalex118 \u8222? dresur\u259 ?\u8221? etc. Claparde, dimpotriv\u259?, vedea n tatonare criteriu l \line \up0 \expndtw0\charscalex113 inteligen\u355?ei, atribuind chiar na\u3

51?terea ipotezelor unei taton\u259?ri interiorizate. \line \up0 \expndtw0\c harscalex117 Acest criteriu este f\u259?r\u259? ndoial\u259? prea larg, deoarece exist\u259? tatonare nc\u259? n \line \up0 \expndtw0\charscalex114 actul reflex \u 351?i n formarea deprinderilor. Dar criteriul insight-ului este desigur \line \up 0 \expndtw0\charscalex118 prea ngust, deoarece numai datorit\u259? unei succ esiuni nentrerupte de \line \up0 \expndtw0\charscalex114 asimil\u259?ri de dive rse nivele (I-V) schemele sensori-motorii devin susceptibile \line \up0 \expndt w0\charscalex116 de aceste combina\u355?ii noi \u351?i de aceste interioriz\u259 ?ri, care n cele din urm\u259? fac \line \up0 \expndtw0\charscalex111 posibil\u25 9? n anumite situa\u355?ii n\u355?elegerea imediat\u259?. Acest ultim nivel (VI) nu \line \up0 \expndtw0\charscalex111 poate fi deci desprins de celelal te, pe care le desavr\u351?e\u351?te. \par\pard\ql \li4480\sb0\sl-276\slmult0 \pa r\pard\ql\li4480\sb0\sl-276\slmult0 \par\pard\ql\li4480\sb12\sl-276\slmult0 \up0 \expndtw0\charscalex123 II. Construirea realului\ul0\super\cf5\f6\fs22\ul0\su per\cf5\f6\fs21 1 \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb 0\sl-280\slmult0 \par\pard\qj\li1420\ri936\sb1\sl-280\slmult0\fi283 \up0 \expndt w0\charscalex114 \ul0\nosupersub\cf2\f3\fs24 Sistemul schemelor de asimilare sen sori-motorii duce la un fel de logic\u259? a \line \up0 \expndtw0\charscalex114 ac\u355?iunii, comportnd stabilirea de rela\u355?ii \u351?i coresponden\u35 5?e \up0 \expndtw0\charscalex114 (func\u355?iuni), \par\pard\qj \li1420\ri936\sb 1\sl-280\slmult0 \up0 \expndtw0\charscalex116 incadr\u259?ri de scheme (potrivit logicii claselor), pe scurt, structuri de ordinare \line \up0 \expndtw0\charsca lex114 \u351?i de reunire care constituie substructura viitoarelor opera\u355?ii ale gndirii. Dar \line \up0 \expndtw0\charscalex119 inteligen\u355?a sensori-mot orie conduce la un rezultat tot att de important n \line \up0 \expndtw0\charscalex 115 ceea ce prive\u351?te structurarea universului subiectului, orict de restrns a r fi \line \up0 \expndtw0\charscalex117 el la acest nivel practic: ea orga nizeaz\u259? realul, construind prin ns\u259?\u351?i \line \up0 \expndtw0\char scalex111 func\u355?ionarea ei marile categorii ale ac\u355?iunii care su nt schemele obiectului \line \up0 \expndtw0\charscalex111 permanent, ale spa \u355?iului, ale timpului \u351?i ale cauzalita\u355?ii, substructuri ale \par\pard\ql \li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb92\sl-230\slmult0 \tx7722 \up0 \expndtw-3\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs 17 1\ul0\nosupersub\cf7\f8\fs20 J. P i a g e t, \ul0\nosupersub\cf10\f11\fs2 0 La construction du r\ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf10\f11\fs20 a l chez l\u8217?enfant, \ul0\nosupersub\cf7\f8\fs20 Delachaux & Niestl, \tab \up 0 \expndtw-2\charscalex100 1937. \par\pard\ql \li6035\sb0\sl-276\slmult0 \par\pa rd\ql\li6035\sb156\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\ cf4\f5\fs24 9 {\shp {\*\shpinst\shpleft1418\shptop15118\shpright3756\shpbottom15138\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3560\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g10}{\bkmkend Pg10}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri934\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex116 \ul0\nosupersub\cf2\f3\fs24 viitoarelor no\u355?iuni corespunz\u259?t oare. Nici una dintre aceste categorii nu este \line \up0 \expndtw0\charscalex11 4 dat\u259? de la nceput \u351?i universul ini\u355?ial este n ntregime cent rat pe corpul \line \up0 \expndtw0\charscalex116 propriu \u351?i pe ac\u355?iu nea proprie a copilului ntr-un egocentrism pe ct de total \line \up0 \expndtw0\cha rscalex119 pe att de incon\u351?tient ( n lipsa unei con\u351?tiin\u355?e a eului

). n cursul primelor \line \up0 \expndtw0\charscalex116 optsprezece luni se efect ueaz\u259?, dimpotriv\u259?, un fel de revolu\u355?ie copernican\u259? \line \up 0 \expndtw0\charscalex114 sau, mai simplu, o decentrare general\u259?, n urma c\u 259?reia copilul sfr\u351?e\u351?te prin \line \up0 \expndtw0\charscalex117 a se situa ca un obiect ntre altele, ntr-un univers format din obiecte \line \up0 \expndtw0\charscalex113 permanente, structurat ntr-un mod spa\u355?io-tempor al \u351?i constituind sediul unei \line \up0 \expndtw0\charscalex113 cauzalit\u 259?\u355?i n acela\u351?i timp spa\u355?ializate \u351?i obiectivate n lucruri. \ par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex119 1. Obiectul permanent. - Acest univers practic pe care copilul \u351?i -l \line \up0 \expndtw0\charscalex113 elaboreaz\u259? ncepnd cu al doilea an de via\u355?\u259?, este format mai nti din \line \up0 \expndtw0\charscalex11 6 obiecte permanente. Or, universul ini\u355?ial este o lume f\u259?r\u259? obie cte constnd \line \up0 \expndtw0\charscalex105 doar din \up0 \expndtw0\charsca lex117 \u8222? tablouri \u8220? mi\u351?c\u259?toare \u351?i incon\u351?tiente, care apar \u351?i apoi dispar \line \up0 \expndtw0\charscalex116 complet, fie f\u259?r\u259? ntoarcere, fie reaparnd sub o form\u259? modificat\u259? sa u \line \up0 \expndtw0\charscalex117 analog\u259?. La 5-7 luni (stadiul III di n I), dac\u259? copilul dore\u351?te s\u259? apuce un \line \up0 \expndtw0\char scalex118 obiect iar noi l acoperim cu o bucat\u259? de pnz\u259? sau l ascundem d up\u259? un \line \up0 \expndtw0\charscalex112 ecran, el \u351?i retrage pur \u35 1?i simplu mna deja ntins\u259? sau, dac\u259? e vorba despre \line \up0 \expndtw0 \charscalex115 un obiect care prezint\u259? un interes special (biberonul etc.), ncepe s\u259? plng\u259? \line \up0 \expndtw0\charscalex115 sau s\u259? \u355?ipe din pricina dezam\u259?girii: el reac\u355?ioneaz\u259?, deci, ca \u351?i cum o biectul \line \up0 \expndtw0\charscalex114 ar fi disp\u259?rut. Se va r\u259?spu nde poate ca el \u351?tie prea bine c\u259? obiectul continu\u259? \line \up0 \e xpndtw0\charscalex120 s\u259? existe acolo unde a disp\u259?rut, dar pur \u351?i simplu nu reu\u351?e\u351?te s\u259? rezolve \line \up0 \expndtw0\charscalex117 problema c\u259?ut\u259?rii lui \u351?i a ndep\u259?rt\u259?rii ecranu lui. Dar, atunci cnd \line \up0 \expndtw0\charscalex112 copilul ncepe s\u259 ? caute nd\u259?r\u259?tul ecranului (vezi stadiul IV din I), putem face \line \u p0 \expndtw0\charscalex118 urm\u259?toarea opera\u355?ie de control: ascundem ob iectul n punctul A, la drepta \line \up0 \expndtw0\charscalex110 copilului, care -l caut\u259? \u351?i-l g\u259?se\u351?te; apoi, sub privirile lui lu\u2 59?m obiectul \u351?i-l \line \up0 \expndtw0\charscalex113 ascundem n B, la stng a copilului: de\u351?i a v\u259?zut obiectul disp\u259?rnd n B (sub \line \up0 \ex pndtw0\charscalex109 o pern\u259? etc.), se ntmpl\u259? adesea ca el s\u259 ?-l caute n A, ca \u351?i cum pozi\u355?ia \line \up0 \expndtw0\charscalex11 9 obiectului ar depinde de ac\u355?iunile anterior ncununate de succes, \u351?i n u de \line \up0 \expndtw0\charscalex115 deplas\u259?rile lui autonome \u351?i in dependente de ac\u355?iunea subiectului. n stadiul \line \up0 \expndtw0\charscale x100 V \up0 \expndtw0\charscalex114 (9-10 luni), obiectul este c\u259?ut at, dimpotriv\u259?, numai n func\u355?ie de \line \up0 \expndtw0\charsca lex112 deplas\u259?rile lui cu excep\u355?ia cazului cnd ele sunt prea comnplexe ( ncadrarea \line \up0 \expndtw0\charscalex109 succesiv\u259? a ecranelor) iar stadiul VI, se adaug\u259? un joc de inferen\u355?e care \line \up0 \e xpndtw0\charscalex110 reu\u351?e\u351?te s\u259? domine unele combina\u355?i i (copilul ridic\u259? o perni\u355?\u259? dar g\u259?se\u351?te \line \up 0 \expndtw0\charscalex110 dedesupt un ecran neprev\u259?zut pe care l d\u259? la o parte imediat)\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf 2\f3\fs24 . \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\ charscalex115 Conservarea obiectului se realizeaz\u259? ntre altele, n func\u355?i e de localizarea \up0 \expndtw0\charscalex113 sa. Faptul acesta arat\u259? imediat cum construirea schemei obiectului \up0 \expndtw0\charscalex1 16 permanent este solidar\u259? cu orice organizare spa\u355?io-temporal\u259? a universului \up0 \expndtw0\charscalex116 practic, ct \u351?i - fire\u351?te - cu structurarea sa cauzal\u259?. \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0\fi2 83 \up0 \expndtw0\charscalex118 2. Spa\u355?iul \u351?i timpul. \u8212? Abordnd mai nti structurile spa\u355?io-temporale, \line \up0 \expndtw0\charscalex113 con

stat\u259?m c\u259? la nceput nu exist\u259? nici un spa\u355?iu unic, nici o ord ine temporal\u259?, \line \up0 \expndtw0\charscalex114 care s\u259? nglobeze obie ctele \u351?i evenimentele a\u351?a cum recipientul nglobeaz\u259? \line \up0 \ex pndtw0\charscalex114 con\u355?inutul s\u259?u. E dat doar un ansamblu de spa\u35 5?ii eterogene, toate centrate \par\pard\qj \li1420\sb0\sl-234\slmult0 \par\pard \qj\li1420\ri966\sb125\sl-234\slmult0 \up0 \expndtw0\charscalex100 \ul0\super\cf 6\f7\fs18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 Aceste rezultate \ul0\nosupersub\cf8\f9\fs20 ob\u355?inute\ul0\nosupersub\cf7\f8\fs20 de unul di ntre autori au fost confirmate apoi de Th. Gouin-D\ul0\nosupersub\cf8\f9\fs20 \ul 0\nosupersub\cf7\f8\fs20 carie din Montreal (care \line \up0 \expndtw0\charscale x103 a lucrat cu 90 de \ul0\nosupersub\cf8\f9\fs20 subiec\u355?i\ul0\nosupersub\ cf7\f8\fs20 ) \ul0\nosupersub\cf8\f9\fs20 \u351?\ul0\nosupersub\cf7\f8\fs20 i de S. Escalona din New York. Aceasta din \ul0\nosupersub\cf8\f9\fs20 urm\u259?\ul0 \nosupersub\cf7\f8\fs20 a subliniat \ul0\nosupersub\cf8\f9\fs20 c\u259?\ul0\nos upersub\cf7\f8\fs20 obiectul ascuns \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\ cf7\f8\fs20 n \line \up0 \expndtw0\charscalex110 \ul0\nosupersub\cf8\f9\fs20 mn\u 259?\ul0\nosupersub\cf7\f8\fs20 este \ul0\nosupersub\cf8\f9\fs20 c\u259?utat\ul 0\nosupersub\cf7\f8\fs20 mai \ul0\nosupersub\cf8\f9\fs20 trziu\ul0\nosupersub\cf 7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 dect\ul0\nosupersub\cf7\f8\fs20 unul ascu ns \ul0\nosupersub\cf8\f9\fs20 dup\u259?\ul0\nosupersub\cf7\f8\fs20 un ecran ex terior (cu alte cuvinte, \ul0\nosupersub\cf8\f9\fs20 dispari\u355?ia\ul0\nosuper sub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 f\u259?r\u259? \line \up0 \expndtw0 \charscalex107 \ul0\nosupersub\cf7\f8\fs20 localizare \ul0\nosupersub\cf8\f9\fs2 0 \ul0\nosupersub\cf7\f8\fs20 nvinge \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\c f7\f8\fs20 n acest caz mai mult timp \ul0\nosupersub\cf8\f9\fs20 permanen\u355?a \ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 substan\u355?ial\u259?\ ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 \u351?\ul0\nosupersub\cf 7\f8\fs20 i \ul0\nosupersub\cf8\f9\fs20 spa\u355?ial\u259?\ul0\nosupersub\cf7\f8 \fs20 ). Pe de alta parte, H. \line \up0 \expndtw0\charscalex104 Gruber a cond us o cercetare \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n \ul0\nos upersub\cf8\f9\fs20 aceea\u351?i\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8 \f9\fs20 problem\u259?\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 e fectuat\u259?\ul0\nosupersub\cf7\f8\fs20 pe pui de \ul0\nosupersub\cf8\f9\fs20 pisic\u259?>\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 ace\u351?ti a\ul0\nosupersub\cf7\f8\fs20 trec \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf 7\f8\fs20 n linii mari prin \line \up0 \expndtw0\charscalex105 \ul0\nosupersub\c f8\f9\fs20 acelea\u351?i\ul0\nosupersub\cf7\f8\fs20 stadii, dar ajung la un \ul 0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 nceput de \ul0\nosupersub\cf 8\f9\fs20 permanen\u355?\u259?\ul0\nosupersub\cf7\f8\fs20 a obiectului la trei luni. \ul0\nosupersub\cf8\f9\fs20 :\ul0\nosupersub\cf7\f8\fs20 n \ul0\nosupersub \cf8\f9\fs20 aceast\u259?\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs2 0 privin\u355?\u259?\ul0\nosupersub\cf7\f8\fs20 ca \ul0\nosupersub\cf8\f9\fs20 \u351?\ul0\nosupersub\cf7\f8\fs20 i \ul0\nosupersub\cf8\f9\fs20 n \line \up0 \exp ndtw0\charscalex111 \ul0\nosupersub\cf7\f8\fs20 multe altele, puiul de om este d eci \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n \ul0\nosupersub\cf8 \f9\fs20 ntrziere\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 fa\u355? \u259?\ul0\nosupersub\cf7\f8\fs20 de puiul de animal, dar \ul0\nosupersub\cf8\f 9\fs20 aceast\u259?\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 ntrzie re\ul0\nosupersub\cf7\f8\fs20 este o \line \up0 \expndtw0\charscalex103 \ul0\no supersub\cf8\f9\fs20 dovad\u259?\ul0\nosupersub\cf7\f8\fs20 a unor \ul0\nosuper sub\cf8\f9\fs20 asimil\u259?ri\ul0\nosupersub\cf7\f8\fs20 mai complete, deoarec e \ul0\nosupersub\cf8\f9\fs20 pn\u259?\ul0\nosupersub\cf7\f8\fs20 la \ul0\nosupe rsub\cf8\f9\fs20 urm\u259?\ul0\nosupersub\cf7\f8\fs20 copilul \ul0\nosupersub\c f8\f9\fs20 dep\u259?\u351?e\u351?te\ul0\nosupersub\cf7\f8\fs20 cu mult puiul de animal. \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb156\sl-27 6\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 10 {\shp {\*\shpinst\shpleft1418\shptop13480\shpright3756\shpbottom13500\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4814\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{

\sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g11}{\bkmkend Pg11}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri935\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex113 \ul0\nosupersub\cf2\f3\fs24 pe corpul propriu al copilului: spa\ u355?iul bucal (Stern), spa\u355?iul tactil, vizual, \line \up0 \expndtw0\c harscalex117 auditiv, postural, precum \u351?i unele impresii temporale (a\u351 ?teptarea etc.) dar \line \up0 \expndtw0\charscalex114 f\u259?r\u259? coordon\u 259?ri obiective. Ulterior, aceste spa\u355?ii se coordoneaz\u259? trepta t \line \up0 \expndtw0\charscalex114 (spa\u355?iul bucal \u351?i tactilo-chin estezic), dar aceste coordon\u259?ri r\u259?mn mult\u259? \line \up0 \expndt w0\charscalex116 vreme par\u355?iale, atta timp ct construirea schemei obiectului permanent nu \line \up0 \expndtw0\charscalex113 conduce la distinc\u355?ia funda mental\u259? pe care H. Poincar o considera - f\u259?r\u259? s\u259? \line \up0 \ expndtw0\charscalex113 aib\u259? dreptate \up0 \expndtw0\charscalex113 - ca f iind primitiv\u259?\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1 \up0 \expndtw 0\charscalex113 \ul0\nosupersub\cf2\f3\fs24 , ntre schimb\u259?rile de stare, sau \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex110 modific\u259?rile fizice \u351?i schimb\u259?rile de pozi\u355?ie sau dep las\u259?rile constitutive de \up0 \expndtw0\charscalex110 spa\u355?iu. \par\p ard\qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex111 n con cordan\u355?\u259? cu conduitele de localizare \u351?i de c\u259?utare a le obiectului \up0 \expndtw0\charscalex111 permanent, deplas\u259?rile se organ izeaz\u259? n cele din urm\u259? (stadiile V \u351?i VI) ntr-o \up0 \expndtw0\char scalex115 structur\u259? fundamental\u259?, care constituie e\u351?afodajul spa\ u355?iului practic, urmnd \up0 \expndtw0\charscalex116 ca o dat\u259? interior izat\u259? s\u259? serveasc\u259? drept baz\u259? opera\u355?iilor de met ric\u259? \up0 \expndtw0\charscalex111 euclidian\u259?: este ceea ce geometr ii numesc \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 gru pul deplas\u259?rilor \ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosupersub\cf2\f 3\fs24 avnd \up0 \expndtw0\charscalex111 urmatoarea semnifica\u355?ie psihologi c\u259?: \par\pard\qj \li1420\ri940\sb1\sl-280\slmult0\fi283 \up0 \expndtw-2\cha rscalex100 \ul0\nosupersub\cf4\f5\fs24 a) deplasarea AB \ul0\nosupersub\cf2\f3 \fs24 \u351?\ul0\nosupersub\cf4\f5\fs24 i o deplasare BC se pot coordona \ul0\no supersub\cf2\f3\fs24 \ul0\nosupersub\cf4\f5\fs24 ntr-o \ul0\nosupersub\cf2\f3\fs2 4 singur\u259?\ul0\nosupersub\cf4\f5\fs24 deplasare AC care face \up0 \expndtw3\charscalex100 parte \ul0\nosupersub\cf2\f3\fs24 \ul0\nosupersub\cf4\f5\fs24 n c ontinuare din sistem\ul0\super\cf13\f14\fs22\ul0\super\cf13\f14\fs21 2\ul0\nosup ersub\cf4\f5\fs24 \par\pard\qj \li1420\ri1641\sb1\sl-280\slmult0\fi283 \up0 \ex pndtw0\charscalex108 \ul0\nosupersub\cf2\f3\fs24 b) orice deplasare AB poate f i transformat\u259? n inversa ei BA, de unde \up0 \expndtw0\charscalex108 conduit a \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 revenirii\ul0\n osupersub\cf4\f5\fs24 \u8220?\ul0\nosupersub\cf2\f3\fs24 la punctul de plecare; \par\pard\ql \li1703\sb4\sl-276\slmult0 \up0 \expndtw0\charscalex108 c) compu nerea deplas\u259?rii AB \u351?i a inversei BA d\u259? deplasarea nul\u259? AA; \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex111 d) deplas\u259?rile sunt asociative, ceea ce nseamn\u259? c\u259? n succesiunea ABCD \up0 \expndtw0\charscalex106 avem \ul0\nosupersub\cf4\f5\fs24 ABBDACCD cu alte cuvinte, la \ul0\nosupersub\cf2\f3\fs24 acela\u351?i\ul0\nosupersub\cf4\f5\fs24 punct D se poate ajunge din A pe \ul0\nosupersub\cf2\f3\fs24 c\u259?i \up0 \ex pndtw0\charscalex100 \ul0\nosupersub\cf4\f5\fs24 diferite (\ul0\nosupersub\cf2\f 3\fs24 dac\u259?\ul0\nosupersub\cf4\f5\fs24 segmentele AB, BC etc. nu se \ul0\n osupersub\cf2\f3\fs24 afl\u259?\ul0\nosupersub\cf4\f5\fs24 \ul0\nosupersub\cf2\

f3\fs24 \ul0\nosupersub\cf4\f5\fs24 n linie \ul0\nosupersub\cf2\f3\fs24 dreapt\u2 59?\ul0\nosupersub\cf4\f5\fs24 ), ceea ce constituie conduita \up0 \expndtw0\cha rscalex108 \u8222? ocolirii \u8220? despre care \ul0\nosupersub\cf2\f3\fs24 \u35 1?\ul0\nosupersub\cf4\f5\fs24 tim \ul0\nosupersub\cf2\f3\fs24 c\u259?\ul0\nosupe rsub\cf4\f5\fs24 are un caracter tardiv ( \ul0\nosupersub\cf2\f3\fs24 \ul0\nosup ersub\cf4\f5\fs24 n stadiile V \ul0\nosupersub\cf2\f3\fs24 \u351?\ul0\nosupersub \cf4\f5\fs24 i VI la copil este o \up0 \expndtw0\charscalex108 \ul0\nosupersub\cf 2\f3\fs24 conduit\u259?\ul0\nosupersub\cf4\f5\fs24 \ul0\nosupersub\cf2\f3\fs24 n \u355?eleas\u259?\ul0\nosupersub\cf4\f5\fs24 de cimpanzei, dar \ul0\nosupersub\ cf2\f3\fs24 absent\u259?\ul0\nosupersub\cf4\f5\fs24 la \ul0\nosupersub\cf2\f3\f s24 g\u259?ini\ul0\nosupersub\cf4\f5\fs24 etc.). \par\pard\qj \li1420\ri935\sb1 \sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 \ul0\nosupersub\cf2\f3\fs24 n corela\u355?ie cu aceast\u259? organizare a pozi\u355?iilor \u351?i a deplas\u25 9?rilor n spa\u355?iu, se \line \up0 \expndtw0\charscalex118 constituie n mod na tural serii temporale obiective, deoarece n cazul \line \up0 \expndtw0\chars calex113 grupului practic al deplas\u259?rilor acestea se efectuaez\u259? n mod material din \line \up0 \expndtw0\charscalex116 aproape n aproape \u351?i un a dup\u259? alta, spre deosebire de no\u355?iunile abstracte \line \up0 \expndtw 0\charscalex114 pe care gndirea le va construi mai trziu, \u351?i care vor permite na\u351?terea unor \line \up0 \expndtw0\charscalex117 reprezent\u259?ri de ansa mblu simultane \u351?i, ntr-o m\u259?sur\u259? tot mai mare, extra-\line \up0 \e xpndtw0\charscalex117 temporale. \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0\f i283 \up0 \expndtw0\charscalex116 3. Cauzalitatea. \ul0\nosupersub\cf11\f12\fs 24 \u8212?\ul0\nosupersub\cf2\f3\fs24 Sistemul obiectelor permanente \u351?i al deplas\u259?rilor lor \up0 \expndtw0\charscalex114 este, pe de alt\u259? pa rte, indisociabil de o structur\u259? cauzal\u259?, deoarece o \up0 \expn dtw0\charscalex114 proprietate a obiectului const\u259? n a fi sursa, sediul sau rezultatul unor ac\u355?iuni \up0 \expndtw0\charscalex114 diverse ale c\u259?ror leg\u259?turi constituie categoria de cauzalitate. \par\pard\qj \li1420\ri935\s b1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex109 Dar, ca \u351?i n dezvolta rea schemelor precedente, cauzalitatea nu devine \line \up0 \expndtw0\chars calex112 obiectiv\u259? \u351?i adecvat\u259? dect dup\u259? o lung\u259? evolu\u 355?ie, ale c\u259?rei faze ini\u355?iale sunt \line \up0 \expndtw0\charscalex10 9 centrate pe ac\u355?iunea proprie a copilului, \u351?i nu \u355?ine seama de leg\u259?turile \line \up0 \expndtw0\charscalex113 spa\u355?iale \u3 51?i fizice inerente schemelor cauzale materiale. Chiar \u351?i n stadiul al \lin e \up0 \expndtw0\charscalex112 treilea \up0 \expndtw0\charscalex105 (cf. \up0 \e xpndtw0\charscalex111 \ul0\nosupersub\cf4\f5\fs24 \ul0\nosupersub\cf2\f3\fs24 I ), cnd sugarul ajunge s\u259? surd\u259? la ceea ce vede \u351?i s\u259? \line \up0 \expndtw0\charscalex109 manipuleze obiectele dup\u259? diverse schem e (s\u259? le deplaseze, s\u259? le balanseze, \line \up0 \expndtw0\charscalex11 0 s\u259? le loveasc\u259? , s\u259? le frece etc.), el nu cunoa\u351?te nc\u259? drept cauz\u259? unic\u259? dect \line \up0 \expndtw0\charscalex110 propria sa ac\u355?iune, chiar independent de contactele spa\u355?iale. Observnd \lin e \up0 \expndtw0\charscalex114 \u351?nurul care atrn\u259? de acoper\u259?mntul le ag\u259?nului (IV - \ul0\nosupersub\cf4\f5\fs24 \ul0\nosupersub\cf2\f3\fs24 I ), copilul nu vede \line \up0 \expndtw0\charscalex114 cauza mi\u351?c\u259?rii j uc\u259?riilor suspendate n \u351?nur, ci n ns\u259?\u351?i ac\u355?iunea global\u2 59? \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 a \par\pard\ qj \li1420\ri985\sb182\sl-230\slmult0\tx1698 \up0 \expndtw-2\charscalex100 \ul0\ super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0\charscalex105 \ul0 \nosupersub\cf7\f8\fs20 Poincar a avut marele merit de a prevedea \ul0\nosupersub \cf8\f9\fs20 c\u259?\ul0\nosupersub\cf7\f8\fs20 organizarea \ul0\nosupersub\cf8 \f9\fs20 spa\u355?iului\ul0\nosupersub\cf7\f8\fs20 este \ul0\nosupersub\cf8\f9\ fs20 legat\u259?\ul0\nosupersub\cf7\f8\fs20 de construirea \u8222? grupului \li ne\up0 \expndtw0\charscalex107 \ul0\nosupersub\cf8\f9\fs20 deplas\u259?rilor\ul0 \nosupersub\cf7\f8\fs20 \u8220? dar \ul0\nosupersub\cf8\f9\fs20 ntruct\ul0\nosuper sub\cf7\f8\fs20 nu se \ul0\nosupersub\cf8\f9\fs20 ocup\u259?\ul0\nosupersub\cf7 \f8\fs20 cu psihologia, el a considerat acest grup ca fiind aprioric, \ul0\nosu persub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n loc \ul0\nosupersub\cf8\f9\fs20

s\u259? \line \up0 \expndtw-1\charscalex100 vad\u259?\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n el produsul unei cons truiri progresive. \par\pard\ql \li1420\sb10\sl-230\slmult0 \up0 \expndtw0\chars calex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2\ul0\nosupersub\cf7\f8\fs 20 Traiectoria AC ar putea \ul0\nosupersub\cf8\f9\fs20 s\u259?\ul0\nosupersu b\cf7\f8\fs20 nu \ul0\nosupersub\cf8\f9\fs20 treac\u259?\ul0\nosupersub\cf7\f8\ fs20 prin B \ul0\nosupersub\cf8\f9\fs20 dac\u259?\ul0\nosupersub\cf7\f8\fs20 A B \ul0\nosupersub\cf8\f9\fs20 \u351?\ul0\nosupersub\cf7\f8\fs20 i BC nu se \ul0\ nosupersub\cf8\f9\fs20 afl\u259?\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8 \f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n linie \ul0\nosupersub\cf8\f9\fs20 dreapt\u 259?\ul0\nosupersub\cf7\f8\fs20 . \par\pard\ql \li5980\sb0\sl-276\slmult0 \par\p ard\ql\li5980\sb156\sl-276\slmult0 \up0 \expndtw-6\charscalex100 \ul0\nosupersub \cf4\f5\fs24 11 {\shp {\*\shpinst\shpleft1418\shptop14416\shpright3756\shpbottom14436\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4102\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g12}{\bkmkend Pg12}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri936\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex105 \ul0\nosupersub\cf2\f3\fs24 tragerii de \u351?nur\ul0\nosupersub\cf 4\f5\fs24 \u8220?, ceea ce este cu totul altceva. Ca dovad\ul0\nosupersu b\cf2\f3\fs24 \u259?\ul0\nosupersub\cf4\f5\fs24 , el \ul0\nosupersub\cf2\f3\fs2 4 continu\u259?\ul0\nosupersub\cf4\f5\fs24 \ul0\nosupersub\cf2\f3\fs24 s\u259 ?\ul0\nosupersub\cf4\f5\fs24 \ul0\nosupersub\cf2\f3\fs24 trag\u259? \up0 \expn dtw0\charscalex115 \u351?nurul\ul0\nosupersub\cf4\f5\fs24 \ul0\nosupersub\cf2\f 3\fs24 \ul0\nosupersub\cf4\f5\fs24 ncerc\ul0\nosupersub\cf2\f3\fs24 nd s\u259? pun \u259? n mi\u351?care obiecte situate la doi metri distan\u355?\u259? sau \up0 \e xpndtw0\charscalex111 pentru a ac\u355?iona asupra unor sunete etc. Tot astfel, al\u355?i subiec\u355?i afla\u355?i n \up0 \expndtw0\charscalex112 sta diul III se ncordeaz\u259? \u351?i pentru a-\u351?i zgudui leag\u259?nul, dar \u3 51?i pentru a ac\u355?iona \up0 \expndtw0\charscalex116 asupra unor obiecte situ ate la distan\u355?\u259?, sau, mai trziu, clipesc ochii n fa\u355?a \up0 \expndtw 0\charscalex116 unui comutator pentru a aprinde un bec electric etc. \par\pard\q j \li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex115 O asemene a cauzalitate ini\u355?ial\u259? poate fi numit\u259? magico-fenomenist\u2 59?; \line \up0 \expndtw0\charscalex116 fenomenist\u259?, deoarece orice ac\u355 ?iune poate produce orice potrivit leg\u259?turilor \line \up0 \expndtw0\charsca lex112 anterioare observate, iar \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosu persub\cf2\f3\fs24 magic\u259?\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosupersub \cf2\f3\fs24 , deoarece este centrat\u259? pe ac\u355?iunea \line \up0 \e xpndtw0\charscalex116 subiectului, f\u259?r\u259? ca el s\u259? ia n considerare contactele spa\u355?iale. Primul dintre \line \up0 \expndtw0\charscalex114 acest e dou\u259? aspecte ne aminte\u351?te de interpretarea dat\u259? cauzali t\u259?\u355?ii de \line \up0 \expndtw0\charscalex111 Hume, dar cu centrare exclusiv\u259? pe ac\u355?iunea proprie. Al doilea aspect ne \line \up0 \ex pndtw0\charscalex118 aduce aminte de concep\u355?iile lui Maine de Biran, dar la sugar nu exist\u259? nici \line \up0 \expndtw0\charscalex118 con\u351?tiin\u355 ?a eului, nici vreo delimitare ntre eu \u351?i lumea exterioar\u259?. \par\pard\q j \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 Dimpotriv\ u259?, pe masur\u259? ce universul este structurat de inteligen\u355?a sensori-\ line \up0 \expndtw0\charscalex113 motorie potrivit unei organiz\u259?ri

spa\u355?io-temporale \u351?i prin constituirea \line \up0 \expndtw0\chars calex112 obiectelor permanente, cauzalitatea se obiectiveaz\u259? \u351?i se spa\u355?ializeaz\u259?, \line \up0 \expndtw0\charscalex110 astfel cauzele r ecunoscute de subiect nu mai sunt situate doar n ac\u355?iunea sa \line \up0 \exp ndtw0\charscalex109 proprie, ci n oricare din obiecte, iar raporturile de la cauz\u259? la efect ntre \line \up0 \expndtw0\charscalex114 dou\u259? obie cte sau ntre ac\u355?iunile lor presupun un contact fizic \u351?i spatial. n \l ine \up0 \expndtw0\charscalex111 conduita suportului, a sforii, sau a bastonului (\ul0\nosupersub\cf4\f5\fs24 \ul0\nosupersub\cf2\f3\fs24 I, stadiile V si VI), este clar, \line \up0 \expndtw0\charscalex112 de pild\u259?, c\u259? pentru co pil mi\u351?c\u259?rile covorului, sforii sau bastonului ac\u355?ioneaz\u259? \l ine \up0 \expndtw0\charscalex113 asupra mi\u351?c\u259?rilor obiectului (indepe ndent de autorul deplas\u259?rii), \u351?i aceasta \line \up0 \expndtw0\charscal ex111 cu condi\u355?ia s\u259? existe un contact: dac\u259? obiectul este pus al \u259?turi de covor \u351?i nu \line \up0 \expndtw0\charscalex112 pe covor, copi lul aflat n stadiul V nu va trage de covor, n timp ce copilul din \line \up0 \expn dtw0\charscalex110 stadiile III sau chiar IV, dup\u259? ce a fost dresat s\u259? se foloseasc\u259? de suport (sau \line \up0 \expndtw0\charscalex113 dup\u259? ce descoper\u259? ntmpl\u259?tor rolul acestuia), va continua s\u259? trag\u259? c ovorul \line \up0 \expndtw0\charscalex113 chiar dac\u259? obiectul dorit nu ntre\ u355?ine cu suportul rela\u355?ia spa\u355?ial\u259? \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 a\u351?ezat pe\ul0\nosupersub\cf4\f5\fs24 \u 8220?\ul0\nosupersub\cf2\f3\fs24 . \par\pard\ql \li3762\sb0\sl-276\slmult0 \par\ pard\ql\li3762\sb0\sl-276\slmult0 \par\pard\ql\li3762\sb0\sl-276\slmult0 \par\pa rd\ql\li3762\sb16\sl-276\slmult0\tx4482 \up0 \expndtw0\charscalex105 III. \tab \ up0 \expndtw0\charscalex121 Aspectul cognitiv al reac\u355?iilor \par\pard \ql \li5165\sb4\sl-276\slmult0 \up0 \expndtw0\charscalex128 sensori-motorii \par \pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\ pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri936\sb1\sl-280\slmult0\f i283 \up0 \expndtw0\charscalex110 Dac\u259? compar\u259?m fazele acestei con struiri a realului cu fazele construirii \up0 \expndtw0\charscalex119 schem elor sensori-motorii care intervin n func\u355?ionarea reflexelor, \u p0 \expndtw0\charscalex118 deprinderilor sau chiar a inteligen\u355?ei, con stat\u259?m existen\u355?a unei legi a \up0 \expndtw0\charscalex119 dezvolt\ u259?rii care prezint\u259? importan\u355?\u259?, deoarece ea va reglemen ta, de \up0 \expndtw0\charscalex112 asemenea, ntreaga evolu\u355?ie intelectual\ u259? ulterioar\u259? a copilului. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0 \fi283 \up0 \expndtw0\charscalex114 ntr-adev\u259?r, schematismul sensori-motor s e manifest\u259? sub trei mari forme \up0 \expndtw0\charscalex109 succesive (de altfel formele precedente nu dispar dect atunci cnd apar \up0 \expndtw0\ charscalex109 formele urm\u259?toare): \par\pard\qj \li1420\ri936\sb1\sl-280\slm ult0\fi283 \up0 \expndtw0\charscalex112 (a) Formele ini\u355?iale constau din structuri de ritmuri, ca acelea observate n \line \up0 \expndtw0\charscalex110 mi \u351?c\u259?rile spontane \u351?i globale ale organismului, ale c\u259?r ui reflexe nu sunt, \line \up0 \expndtw0\charscalex112 f\u259?r\u259? ndoial\u 259?, dect diferen\u355?ieri progresive. nse\u351?i reflexele particulare ma i \line \up0 \expndtw0\charscalex116 \u355?in, de altfel, de structura de ritm nu numai n mbin\u259?rile lor complexe \line \up0 \expndtw0\charscalex116 (suptul, locomo\u355?ia), ci \u351?i pentru c\u259? desf\u259?\u351?urarea lor duce de la o stare ini\u355?ial\u259? \par\pard\ql \li5975\sb0\sl-276\slmult0 \p ar\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb152\sl-276\slmult0 \u p0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 12 \par\pard\sect\sectd\ fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart Pg13}{\bkmkend Pg13}\par \pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\ pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pa rd\qj\li1420\ri939\sb69\sl-280\slmult0 \up0 \expndtw0\charscalex118 \ul0\nosuper sub\cf2\f3\fs24 X la o stare final\u259? Z, pentru a rencepe apoi n acea\u351?i or dine (imediat sau \up0 \expndtw0\charscalex111 dup\u259? o ntrziere). \par\pard\q j \li1420\ri936\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 (b) Urm eaz\u259? diversele regl\u259?ri care diferen\u355?iaz\u259? ritmurile ini

\u355?iale dup\u259? \line \up0 \expndtw0\charscalex114 multiple scheme. Forma cea mai curent\u259? a acestor regl\u259?ri este controlul prin \line \up0 \expn dtw0\charscalex115 taton\u259?ri, care intervine n formarea primelor deprinderi (\ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 reac\u355?iile c irculare\ul0\nosupersub\cf4\f5\fs24 \u8220? \line \up0 \expndtw0\charscalex116 \ ul0\nosupersub\cf2\f3\fs24 asigur\u259? n aceast\u259? privin\u355?\u259? tranzac \u355?ia de la ritm la regl\u259?ri) \u351?i n primele acte \line \up0 \expndtw0\ charscalex114 de inteligen\u355?\u259?. Aceste regl\u259?ri ale c\u259?ror model e cibernetice comport\u259? sisteme \line \up0 \expndtw0\charscalex116 cu bucle sau circuite inverse (feed-back), ajung astfel prin efectul retroactiv \line \up 0 \expndtw0\charscalex115 al corec\u355?iilor progresive la o semi-reversib ilitate sau la o reversibilitate \line \up0 \expndtw0\charscalex115 apropiat \u259?. \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\chars calex114 ( c) Apare, n sfr\u351?it, un nceput de reversibilitate, care e ste izvorul \line \up0 \expndtw0\charscalex115 viitoarelor \ul0\nosupersub\cf4\ f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 opera\u355?ii\ul0\nosupersub\cf4\f5\f s24 \u8220?\ul0\nosupersub\cf2\f3\fs24 ale gndirii, dar care ac\u355?ioneaza dej a la nivelul sensori-\line \up0 \expndtw0\charscalex115 motor, imediat ce se constituie grupul practic al deplas\u259?rilor \up0 \expndtw0\charscalex115 (fiecare \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0 \up0 \expndtw0\charscale x111 deplasare AB comportnd de ast\u259? dat\u259? o deplasare invers\u259? BA). Produsul cel \line \up0 \expndtw0\charscalex114 mai imediat al structurilo r reversibile este constituirea no\u355?iunilor de \line \up0 \expndtw 0\charscalex111 conservare sau de invarian\u355?i ai \ul0\nosupersub\cf4\f5\ fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 grupurilor\ul0\nosupersub\cf4\f5\fs24 \ u8220?\ul0\nosupersub\cf2\f3\fs24 . Deja la nivelul sensori-motor \line \up0 \expndtw0\charscalex113 organizarea reversibil\u259? a deplas\u259?rilor im plic\u259? elaborarea unui asemenea \line \up0 \expndtw0\charscalex112 invari ant, sub aspectele schemei obiectului permanent. Dar, se n\u355?elege de la \line \up0 \expndtw0\charscalex121 sine, la acest nivel, dat\u259? fiind lipsa reprezent\u259?rilor, c\u259? nici aceast\u259? \line \up0 \expndtw0\charsca lex112 reversibilitate n ac\u355?iune \u351?i nici aceast\u259? conservare nu sun t nc\u259? complete. \par\pard\qj \li1420\ri938\sb1\sl-280\slmult0\fi283 \up0 \ex pndtw0\charscalex119 Dac\u259? structurile de ritm nu mai apar la nivele de repr ezent\u259?ri ulterioare \up0 \expndtw0\charscalex118 ( ntre doi \u351?i cincispr ezece ani), n schimb ntreaga evolu\u355?ie a gndirii va fi \up0 \expndtw0\charscale x117 dominat\u259?, dup\u259? cum vom vedea mai departe, de o trecere general\ u259? de la \up0 \expndtw0\charscalex115 regl\u259?ri la reversibilitatea interi orizat\u259? sau operatorie, adic\u259? la reversibilitatea \up0 \expndtw0\chars calex115 propriu-zis\u259?. \par\pard\ql \li2836\sb0\sl-276\slmult0 \par\pard\ql \li2836\sb0\sl-276\slmult0 \par\pard\ql\li2836\sb272\sl-276\slmult0 \up0 \expndt w0\charscalex119 IV. Aspectul afectiv al reac\u355?iilor sensori-motor ii \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult 0 \par\pard\qj\li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex11 2 Aspectul cognitiv al conduitelor const\u259? n structurarea lor, iar a spectul \line \up0 \expndtw0\charscalex111 afectiv n energetica lor (sau, cum spu nea P. Janet n \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 eco nomia\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosupersub\cf2\f3\fs24 lor). Acest e \line \up0 \expndtw0\charscalex117 dou\u259? aspecte sunt n acela\u351 ?i timp ireductibile, indisociabile \u351?i \line \up0 \expndtw0\cha rscalex116 complementare: nu trebuie deci s\u259? ne mir\u259?m dac\u259? vom g\ u259?si un paralelism \line \up0 \expndtw0\charscalex113 remarcabil ntre evolu\u 355?iile lor respective. ntr-adev\u259?r, privind dintr-un punct \line \up0 \ expndtw0\charscalex111 de vedere, general, n timp ce schematismul cognitiv trece de la o stare \line \up0 \expndtw0\charscalex119 ini\u355?ial\u259? c entral\u259? pe ac\u355?iunea proprie la construirea unui univers obiectiv \u351 ?i \line \up0 \expndtw0\charscalex116 decentrat, afectivitatea acelora\u351?i ni vele sensori-motorii pleac\u259? de la o stare \line \up0 \expndtw0\charscalex11 4 de nediferen\u355?iere ntre eu \u351?i mediul nconjur\u259?tor fizic \u351 ?i uman, pentru a \line \up0 \expndtw0\charscalex115 construi pe urm\u259? un

ansamblu de schimburi ntre eul diferen\u355?iat \u351?i persoane \line \up0 \exp ndtw0\charscalex112 (sentimentele inter-individuale) sau lucruri (diversele interese n raport cu \line \up0 \expndtw0\charscalex112 diferitele nivele). \p ar\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 D ar studiul afectivit\u259?\u355?ii sugarului este desigur mult mai dific il dect al \line \up0 \expndtw0\charscalex117 func\u355?iilor sale cognitive, r iscul adultomorfismului fiind n acest caz mult mai \line \up0 \expndtw0\charscale x115 mare. Majoritatea lucr\u259?rilor cunoscute sunt de natur\u259? psih analitic\u259?, ele \line \up0 \expndtw0\charscalex117 mul\u355?umindu-se mult timp s\u259? reconstituie stadiile elementare, pornind de la \line \up0 \expndtw 0\charscalex112 psihopatologia adultului. Dimpotriv\u259?, o dat\u259? cu lucr\u 259?rile lui R. Spitz, K. Wolf si \line \up0 \expndtw0\charscalex116 Th. Gouin-D \ul0\nosupersub\cf4\f5\fs24 \ul0\nosupersub\cf2\f3\fs24 carie, psihologia sugarul ui a devenit experimental\u259?, iar o dat\u259? \line \up0 \expndtw0\charscalex 116 cu actualele cercet\u259?ri efectuate de S. Escalona, de inspira\u355?ie n ac ela\u351?i timp \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb16 8\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 13 \p ar\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart Pg14} {\bkmkend Pg14}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\s l-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl280\slmult0 \par\pard\qj\li1420\ri936\sb69\sl-280\slmult0 \up0 \expndtw0\charsca lex110 \ul0\nosupersub\cf2\f3\fs24 psihanalitic\u259? \u351?i lewinian\u259?, aceast\u259? disciplin\u259? se elibereaz\u259? de strnsoarea \up0 \expndtw 0\charscalex111 cadrului freudian pentru a atinge nivelul unei analize o biective \u351?i al unui \up0 \expndtw0\charscalex111 control obiectiv. \par\ pard\ql \li1703\sb4\sl-276\slmult0\tx4762 \up0 \expndtw0\charscalex125 1. Adua lismul ini\u355?ial. \tab \up0 \expndtw0\charscalex109 \ul0\nosupersub\cf11\f12\ fs24 \u8212?\ul0\nosupersub\cf2\f3\fs24 Afectele proprii primelor dou\u259? stadii ( I, I - II) \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0 \up0 \expndtw0 \charscalex113 se nscriu n contextul deja descris de J. M. Baldwin sub de numirea de \line \up0 \expndtw0\charscalex116 \u8222? adualism\u8220?, n care nu exist\u259? nc\u259?, f\u259?r\u259? ndoial\u259?, nici un fel de con\u351?tiin\u 355?\u259? de \line \up0 \expndtw0\charscalex114 sine, adic\u259? nici o gra ni\u355?\u259? ntre lumea interioar\u259? sau tr\u259?it\u259? \u351?i ansa mblul \line \up0 \expndtw0\charscalex114 realit\u259?\u355?ilor exterioare. Dup\ u259? Baldwin, Freud a vorbit de narcisism, dar f\u259?r\u259? a-\line \up0 \exp ndtw0\charscalex116 \u351?i da seama n suficient\u259? m\u259?sur\u259? c\u259? e ra vorba de un narcisism f\u259?r\u259? Narcis. \line \up0 \expndtw0\charscalex1 13 Ulterior, Anna Freud a precizat acest concept de \u8222?narcisism primar\u822 0? n sensul \line \up0 \expndtw0\charscalex115 nediferen\u355?ierii ini\u355?iale \u8222?eu\u8220? \u351?i \u8222?altul\u8220?. Wallon descrie aceast\u259? nedif eren\u355?iere n \line \up0 \expndtw0\charscalex114 termeni de simbioz\u259?, dar este important s\u259? specific\u259?m c\u259? exact n masura n \line \up0 \expnd tw0\charscalex115 care eul ramne incon\u351?tient de sine, deci nediferen\u355?ia t, ntreaga afectivitate \line \up0 \expndtw0\charscalex118 este centrat\u259? pe corpul propriu \u351?i pe ac\u355?iunea proprie a copilului deoarece \line \up0 \expndtw0\charscalex118 numai o disociere ntre \u8222?eu\u8220? \u351?i \u8222? altul\u8220? sau \u8222?non eu\u8220?, permite o decentrare \line \up0 \expndtw 0\charscalex112 afectiv\u259? ca \u351?i una cognitiv\u259?. Iat\u259? de ce inten\u355?ia cuprins\u259? n no\u355?iunea de \line \up0 \expndtw0\chars calex113 narcisism ramne valabil\u259? cu condi\u355?ia s\u259? se precizeze c\u2 59? nu este vorba de o \line \up0 \expndtw0\charscalex119 centrare con\u351?tien t\u259? pe eul copilului, adic\u259? pe un eu identic cu ceea ce va \line \up0 \ expndtw0\charscalex113 deveni o dat\u259? elaborat, ci de o centrare incon\u351? tient\u259? prin nediferen\u355?iere. \par\pard\qj \li1420\ri934\sb1\sl-280\slmu lt0\fi283 \up0 \expndtw0\charscalex110 Acestea fiind zise, afectele observab ile n acest context adualistic \u355?in n \up0 \expndtw0\charscalex116 primul rnd de ritmurile generale care corespund ritmurilor activit\u259?\u355?il or \up0 \expndtw0\charscalex115 spontane \u351?i globale ale organismului ( I) : altern\u259?ri ntre st\u259?rile de tensiune \up0 \expndtw0\charscalex114 \u351?i

de deten\u355?\u259? etc. Aceste ritmuri se diferen\u355?iaz\u259? n c\u259?ut\u 259?ri de stimuli agreabili \up0 \expndtw0\charscalex114 \u351?i n tendin\u355?el e de a-i evita pe cei dezagreabili. \par\pard\qj \li1420\ri934\sb1\sl-280\slmult 0\fi283 \up0 \expndtw0\charscalex114 Unul dintre simptomele cele mai studiate al e satisfac\u355?iei este sursul care \line \up0 \expndtw0\charscalex110 a dat l oc la interpret\u259?ri multiple. Ch. Bhler si Kaila au v\u259?zut n surs o \line \up0 \expndtw0\charscalex111 reac\u355?ie specific\u259? a persoanei u mane. Dar, pe de o parte se observ\u259? la nceput \line \up0 \expndtw0\charscale x114 un fel de surs fiziologic imediat dup\u259? supt, n absen\u355?a oric\u259?ru i stimul vizual. \line \up0 \expndtw0\charscalex114 Pe de alt\u259? parte, unul dintre autorii acestei c\u259?r\u355?i a consemnat sursuri foarte \line \up0 \exp ndtw0\charscalex115 precoce n fa\u355?a unor obiecte n mi\u351?care. Reac\u355?ia fa\u355?\u259? de figura uman\u259? a fost \line \up0 \expndtw0\charscalex117 st udiat\u259? cu ajutorul unor m\u259?\u351?ti mai mult sau mai pu\u355?in complet e (cu ochi \u351?i \line \up0 \expndtw0\charscalex115 frunte dar f\u259?r\u259? gur\u259? etc.) analoge \u8222?momelelor\u8220? de care se servesc etologi\u351? tii \line \up0 \expndtw0\charscalex112 din \u351?coala lui Tinbergen \u351?i Lor enz, pentru a analiza declan\u351?atorii perceptivi ai \line \up0 \expndtw0\char scalex113 mecanismelor nn\u259?scute. S-a observat, n aceast\u259? privin\u355?\u2 59?, c\u259? ochii \u351?i partea \line \up0 \expndtw0\charscalex115 superioar\u 259? a fe\u355?ei au un rol preponderent, iar unii autori (Bowlby) consider\u259 ? \line \up0 \expndtw0\charscalex116 ace\u351?ti stimuli ca analogi ai declan\u3 51?atorilor ereditari (IRM)\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\n osupersub\cf2\f3\fs24 . Dar, o dat\u259? cu \line \up0 \expndtw0\charscalex117 lucr\u259?rile lui Spitz\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nosu persub\cf2\f3\fs24 \u351?i Wolf, este mai prudent s\u259? nu vedem n surs dect un \line \up0 \expndtw0\charscalex120 semn de recunoa\u351?tere a unui complex de stimuli ntr-un context de \line \up0 \expndtw0\charscalex113 satisfacere a trebuin\u355?elor. A\u351?adar, la nceput nu ar exista recunoa\u351?ter ea \line \up0 \expndtw0\charscalex120 persoanei altuia; sursul copilului fiind de foarte multe ori \line \up0 \expndtw0\charscalex115 pro vocat, ntre\u355?inut, nt\u259?rit sau \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nos upersub\cf2\f3\fs24 r\u259?spndit\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosupers ub\cf2\f3\fs24 prin sursul unui partener uman, \line \up0 \expndtw0\charscalex11 4 el devine mai curnd sau mai trziu un instrument de schimb sau de \li ne \up0 \expndtw0\charscalex113 contagiune \u351?i, prin urmare, ncetul cu nce tul un mijloc de diferen\u355?iere a \line \up0 \expndtw0\charscalex113 per soanelor \u351?i lucrurilor (primele nefiind mult\u259? vreme dect ni\u35 1?te centre \line \up0 \expndtw0\charscalex111 deosebit de active \u351?i n eprev\u259?zute, asimilate n func\u355?ie de reac\u355?iile proprii, \line \ up0 \expndtw0\charscalex111 f\u259?r\u259? diferen\u355?iere net\u259? n raport c u lucrurile). \par\pard\ql \li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb192\ sl-230\slmult0 \up0 \expndtw-3\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf 6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 IRM - \ul0\nosupersub\cf10\f11\fs20 i nnate releasing mechanisms \par\pard\qj \li1420\ri1203\sb19\sl-220\slmult0 \up 0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2\ul0\no supersub\cf7\f8\fs20 R. S p i t z, \ul0\nosupersub\cf10\f11\fs20 La premir e anne de la vie de l\u8217?enfant ; Gense des premires relations object ales, \ul0\nosupersub\cf7\f8\fs20 Paris, \line \up0 \expndtw-3\charscalex100 195 8 \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb158\sl-276\slmul t0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 14 {\shp {\*\shpinst\shpleft1418\shptop14660\shpright3756\shpbottom14680\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3984\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s

p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g15}{\bkmkend Pg15}\par\pard\li1703\sb0\sl-276\slmult0\par\pard\li1703\sb0\sl-27 6\slmult0\par\pard\li1703\sb0\sl-276\slmult0\par\pard\li1703\sb0\sl-276\slmult0\ par\pard\li1703\sb90\sl-276\slmult0\fi0\tx2170 \up0 \expndtw0\charscalex115 \ul0 \nosupersub\cf4\f5\fs24 2.\tab \up0 \expndtw0\charscalex116 \ul0\nosupersub\cf2\ f3\fs24 Reac\u355?ii intermediare. \ul0\nosupersub\cf4\f5\fs24 \u8212?\ul0\nos upersub\cf2\f3\fs24 n cursul stadiilor III si IV asist\u259?m, n\par\p ard\qj \li2170\ri935\sb0\sl-280\slmult0 \up0 \expndtw0\charscalex112 general, n func\u355?ie de complexitatea crescnd\u259? a conduitelor, la o \up0 \exp ndtw0\charscalex113 sporire a satisfac\u355?iilor psihologice care se adaug\u259? satisfac\u355?iilor \up0 \expndtw0\charscalex108 organice. Dar, dac\u259? sursele de interes se diversific\u259? n acest fel, se \up0 \ expndtw0\charscalex111 observ\u259? de asemenea st\u259?ri noi n prezen\u355?a ne cunoscutului, din ce n ce \up0 \expndtw0\charscalex115 mai bine diferen\u355?ia te de acelea pe care le provoac\u259? cunoscutul: \up0 \expndtw0\charscal ex115 nelini\u351?te n prezen\u355?a unor persoane str\u259?ine mediului (Spitz) , reac\u355?ii la \up0 \expndtw0\charscalex118 situa\u355?ii ciudate (Meili) etc . \u351?i o toleran\u355?\u259? mai mare sau mai mic\u259? fa\u355?\u259? \up0 \ expndtw0\charscalex114 de stress, toleran\u355?\u259? care cre\u351?te dac\ u259? conflictul se produce ntr-un \up0 \expndtw0\charscalex114 context de con tacte de altfel agreabile. \par\pard\qj \li1420\ri934\sb0\sl-280\slmult0\fi283 \ up0 \expndtw0\charscalex118 Contactul cu persoanele devine din ce n ce mai import ant, anun\u355?nd o \up0 \expndtw0\charscalex113 trecere de la contagiune la comu nicare (Escalona). ntr-adev\u259?r, nainte de a \up0 \expndtw0\charscalex114 se fi construit ntr-un mod complementar eul \u351?i \ul0\nosupersub\cf4\f5\fs24 \u82 22?\ul0\nosupersub\cf2\f3\fs24 altul\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosu persub\cf2\f3\fs24 ct \u351?i interac\u355?iunile lor, \up0 \expndtw0\charscalex 114 asist\u259?m la elaborarea unui sistem ntreg de schimburi datorite im ita\u355?iei, \up0 \expndtw0\charscalex117 descifr\u259?rii indicilor gestuali \ u351?i a mimicelor. Copilul ajunge s\u259? reac\u355?ioneze la \up0 \expndtw0\ch arscalex114 prezen\u355?a persoanelor ntr-un fel din ce n ce mai specific, deoarece ele \up0 \expndtw0\charscalex114 ac\u355?ioneaz\u259? altfel dect lucr urile \u351?i se comport\u259? potrivit unor scheme care pot \up0 \expndtw0\char scalex110 fi puse n rela\u355?ie cu schemele ac\u355?iunii sale proprii. Mai devreme sau mai \up0 \expndtw0\charscalex117 trziu se stabile\u351?te chia r un fel de cauzalitate relativ\u259? la persoane, ntruct \up0 \expndtw0\charscale x117 ele procur\u259? pl\u259?cere, reconfortare, lini\u351?te, securitate etc. \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex109 Este ns\u259? esen\u355?ial s\u259? n\u355?elegem c\u259? ansamblul acestor progrese afective \up0 \expndtw0\charscalex110 este solidar cu structurarea ge neral\u259? a conduitelor. \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf 2\f3\fs24 Faptele de care dispun, -\line \up0 \expndtw0\charscalex112 conchide E scalona, - sugereaz\u259? posibilitatea de a extinde la toate aspectele \up0 \ex pndtw0\charscalex111 adaptative ale func\u355?ion\u259?rii mintale ceea ce Piage t propune pentru \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 cogni\u355?ie\ul0\nosupersub\cf4\f5\fs24 \u8220? \ul0\nosupersub\cf2\f3\fs24 : \ up0 \expndtw0\charscalex111 emergen\u355?a unor func\u355?ii cum sunt comunicarea, modularea afectelor, \up0 \expndtw0\charscalex111 controlul exc ita\u355?iilor, posibilitatea de a amna reac\u355?iile (delay), unele aspecte \up 0 \expndtw0\charscalex112 ale rela\u355?iilor obiectuale ca identificarea r eprezint\u259? n toate aceste cazuri \up0 \expndtw0\charscalex111 rezultatul secven\u355?elor dezvolt\u259?rii sensori-motorii nainte ca func\u355?iile s \u259? fie \up0 \expndtw0\charscalex111 legat de un ego ntr-un sens mai restrns\u l0\nosupersub\cf4\f5\fs24 \u8220?\ul0\super\cf13\f14\fs22\ul0\super\cf13\f14\fs2 1 1\ul0\nosupersub\cf4\f5\fs24 . \par\pard\li1703\sb0\sl-276\slmult0\par\pard\li 1703\sb16\sl-276\slmult0\fi0\tx2170\tx3653\tx6140 \up0 \expndtw0\charscalex119 3 .\tab \up0 \expndtw0\charscalex119 \ul0\nosupersub\cf2\f3\fs24 Rela\u355?iile\ta b \up0 \expndtw0\charscalex119 \ul0\nosupersub\cf11\f12\fs24 \u8222?\ul0\nosuper

sub\cf2\f3\fs24 obiectuale\ul0\nosupersub\cf11\f12\fs24 \u8220?\ul0\nosupersub\c f2\f3\fs24 .\tab \up0 \expndtw0\charscalex119 \ul0\nosupersub\cf11\f12\fs24 \u82 12?\ul0\nosupersub\cf2\f3\fs24 n cursul stadiilor V si VI\par\par d\qj \li2170\ri935\sb0\sl-280\slmult0 \up0 \expndtw0\charscalex111 (preg\u259?ti rea ncepnd din stadiul IV), asist\u259?m la ceea ce Freud numea o \up0 \expndtw0\c harscalex115 \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 aleg ere a obiectului\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosupersub\cf2\f3\fs24 afectiv \u351?i pe care o consider\u259? ca un transfer de \up0 \expndtw0\charsc alex115 \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 libido\ul 0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosupersub\cf2\f3\fs24 , plecnd de la eul na rcisic asupra persoanei p\u259?rin\u355?ilor. Ast\u259?zi, \up0 \expndtw0\charsc alex115 psihanali\u351?tii vorbesc despre \ul0\nosupersub\cf4\f5\fs24 \u8222?\u l0\nosupersub\cf2\f3\fs24 rela\u355?ii obiectuale\ul0\nosupersub\cf4\f5\fs24 \u8 220?\ul0\nosupersub\cf2\f3\fs24 \u351?i cnd, n \u351?coala lor, \up0 \expndtw0\ch arscalex113 Hartmann si Rapaport au insistat asupra autonomiei eului n raport cu \up0 \expndtw0\charscalex112 \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\ cf2\f3\fs24 libido\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosupersub\cf2\f3\fs24 -ul, ei concep apari\u355?ia acestor rela\u355?ii obiectuale ca marcnd \ up0 \expndtw0\charscalex113 dubla constituire a \ul0\nosupersub\cf4\f5\fs24 \ u8222?\ul0\nosupersub\cf2\f3\fs24 eului\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\n osupersub\cf2\f3\fs24 diferen\u355?iat de \ul0\nosupersub\cf4\f5\fs24 \u8222 ?\ul0\nosupersub\cf2\f3\fs24 altul\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosupe rsub\cf2\f3\fs24 \u351?i a altuia devenit \up0 \expndtw0\charscalex114 obie ct de afectivitate. J. M. Baldwin, nc\u259? mai demult, insistase asupra \up0 \ex pndtw0\charscalex113 rolului imita\u355?iei n elaborarea eului, ceea ce ate st\u259? solodaritatea \u351?i \up0 \expndtw0\charscalex113 complementaritatea forma\u355?iunilor ego \u351?i alter. \par\pard\qj \li1420\ri935\sb0\sl-280\slm ult0\fi283 \up0 \expndtw0\charscalex111 n acest caz problemele constau n a n\u355 ?elege cauzele pentru care aceast\u259? \line \up0 \expndtw0\charscalex113 decen trare a afectivit\u259?\u355?ii asupra persoanei altuia, n acela\u351?i timp deos ebit\u259? \u351?i \line \up0 \expndtw0\charscalex110 analog\u259? eului, care se descoper\u259? n compara\u355?ie cu \ul0\nosupersub\cf4\f5\fs24 \u8222?\ ul0\nosupersub\cf2\f3\fs24 altul\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosupers ub\cf2\f3\fs24 , se produce la \line \up0 \expndtw0\charscalex112 acest nivel de dezvoltare \u351?i mai ales n a n\u355?elege felul n care are loc aceast\u259? \line \up0 \expndtw0\charscalex113 decentrare. Am presupus, deci, c\u259? a ceast\u259? decentrare afectiv\u259? este un \line \up0 \expndtw0\charscalex 113 corelat al decentr\u259?rii cognitive, nu n sensul c\u259? una ar domina pe c ealalt\u259?, ci \par\pard\qj \li1420\sb0\sl-220\slmult0 \par\pard\qj\li1420\ri1 444\sb164\sl-220\slmult0 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul 0\super\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 S. K. E s c a l o n a, \ul0 \nosupersub\cf10\f11\fs20 Patterns of infantile experience and the develo pmental process, The psychoanal, \up0 \expndtw-3\charscalex100 Study of the Child, \ul0\nosupersub\cf7\f8\fs20 vol. XVIII (1963), p. 198. \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb158\sl-276\slmult0 \up0 \expndt w-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 15 {\shp {\*\shpinst\shpleft1418\shptop14890\shpright3756\shpbottom14910\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4012\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g16}{\bkmkend Pg16}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0

\sl-280\slmult0 \par\pard\qj\li1420\ri935\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex112 \ul0\nosupersub\cf2\f3\fs24 ambele producndu-se ntr-un proces de ansamb lu. ntr-adev\u259?r, n masura n \line \up0 \expndtw0\charscalex109 care copilul nce teaz\u259? s\u259? raporteze totul la st\u259?rile sale sau la ac\u355? iunea sa \line \up0 \expndtw0\charscalex114 proprie pentru a nlocui o lume de ta blouri fluctuante f\u259?r\u259? consisten\u355?\u259? spa\u355?io-\line \up0 \e xpndtw0\charscalex115 temporal\u259? \u351?i f\u259?r\u259? cauzalitate exterioa r\u259? sau fizic\u259? ntr-un univers de obiecte \line \up0 \expndtw0\charscalex 112 permanente, structurat potrivit grupurilor de deplas\u259?ri spa\u355? io-temporale \u351?i \line \up0 \expndtw0\charscalex110 supus unei cauzalit\u 259?\u355?i obiectivate \u351?i spa\u355?ializate, se n\u355?elege de la si ne c\u259? \line \up0 \expndtw0\charscalex115 afectivitatea copilului se va ata \u351?a, de acele obiecte permanente localizabile \line \up0 \expndtw0\charscale x117 \u351?i surse de cauzalitate exterioar\u259? care sunt personale. De aici c onstituirea \line \up0 \expndtw0\charscalex112 unor \up0 \expndtw0\charscalex117 \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 rela\u355?ii o biectuale\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosupersub\cf2\f3\fs24 n strns \u259? legatur\u259? cu schema obiectelor \line \up0 \expndtw0\charscale x117 permanente. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expnd tw0\charscalex118 Aceast\u259? ipotez\u259? foarte verosimil\u259?, dar totu\u35 1?i nedovedit\u259? a fost verificat\u259? \up0 \expndtw0\charscalex111 recent d e Th. Gouin-D\ul0\nosupersub\cf4\f5\fs24 \ul0\nosupersub\cf2\f3\fs24 carie\ul0\su per\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . Dup\u259? c um am v\u259?zut (\ul0\nosupersub\cf4\f5\fs24 \ul0\nosupersub\cf2\f3\fs24 II), a ceast\u259? canadian\u259? a \up0 \expndtw0\charscalex116 controlat, pe 90 de su biec\u355?i, desf\u259?\u351?urarea regulat\u259? a etapelor de formare a \up0 \ expndtw0\charscalex115 schemei obiectului. Dar ea a mai analizat pe acei a\u351?i subiec\u355?i reac\u355?iile \up0 \expndtw0\charscalex112 afective n func\u355?ie de o scar\u259? referitoare la \ul0\nosupersub\cf4\f5\fs24 \u 8222?\ul0\nosupersub\cf2\f3\fs24 rela\u355?iile obiectuale\ul0\nosupersub\cf4\f 5\fs24 \u8220?\ul0\nosupersub\cf2\f3\fs24 (evolu\u355?ia \up0 \expndtw0\charsc alex118 astfel observat\u259? este net\u259?, de\u351?i mai pu\u355?in regulat\u 259? dect n cazul reac\u355?iilor \up0 \expndtw0\charscalex112 cognitive). Pe baza acestor dou\u259? categorii de date, Th. Gouin-D\ul0\nosupersub\cf4\f5\fs24 \ul0 \nosupersub\cf2\f3\fs24 carie a putut \up0 \expndtw0\charscalex116 demonstra e xisten\u355?a unei corela\u355?ii semnificative ntre ele\ul0\super\cf5\ f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nosupersub\cf2\f3\fs24 , etapele \up0 \exp ndtw0\charscalex117 afectivit\u259?\u355?ii corespunznd n linii mari pentru f iecare grup\u259? de subiec\u355?i \up0 \expndtw0\charscalex117 etapelor cons truirii obiectului\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 3\ul0\nosupersub\ cf2\f3\fs24 . \par\pard\qj \li1420\ri939\sb1\sl-280\slmult0\fi283 \up0 \expndtw0 \charscalex115 Aceste diverse corela\u355?ii cognitive \u351?i afective \u351?i interac\u355?iuni interindividuale \line \up0 \expndtw0\charscalex114 sunt n sfr\ u351?it de natur\u259? s\u259? nuan\u355?eze concluziile care trebuie tr ase din \line \up0 \expndtw0\charscalex114 reac\u355?iile la spitalizarea pr elungit\u259? \up0 \expndtw0\charscalex114 (hospitalismul). Se \u351?tie c\u2 59? sub acest \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0 \up0 \expndtw0\cha rscalex111 termen psihanali\u351?tii Spitz, apoi Goldfarb, Bowlloy \u351?. a. au studiat efectele \line \up0 \expndtw0\charscalex118 separ\u259?rii cop ilului de mam\u259?, ale caren\u355?ei materne \u351?i ale educa\u355?ie i n \line \up0 \expndtw0\charscalex112 maternit\u259?\u355?i \u351?i cre\u351?e . Faptele observate au ar\u259?tat existen\u355?a unor ntrzieri \line \up0 \ expndtw0\charscalex117 sistematice (de altfel elective) ale dezvolt\u259?rii, s au chiar opriri \u351?i regrese n \line \up0 \expndtw0\charscalex115 cazul unei separ\u259?ri de durat\u259?. Dar \u351?i aici trebuie s\u259? \u355?in em seama de \line \up0 \expndtw0\charscalex110 ansamblul factorilor. Rolul principal nu l-a avut n mod necesar elementul \line \up0 \expndtw0\charscal ex110 matern ca element specializat afectiv \up0 \expndtw0\charscalex110 (n sens freudian), ci lipsa unor \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex114 interactiuni stimulatoare; or, acestea pot fi legat

e de mam\u259? nu numai pentru \up0 \expndtw0\charscalex118 c\u259? este mam\u25 9?, ci \u351?i pentru c\u259? s-a creat un mod de schimb ntre o anumit\u259? \up0 \expndtw0\charscalex115 persoan\u259? avnd un anumit caracter \u351?i un anumit copil, de asemenea avnd \up0 \expndtw0\charscalex115 propriul s\u259?u caracter. \par\pard\ql \li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb0\sl-230\slmult0 \ par\pard\ql\li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb0\sl-230\slmult0 \pa r\pard\ql\li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb0\sl-230\slmult0 \par\ pard\ql\li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb72\sl-230\slmult0 \up0 \ expndtw-3\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1\ul0\nosup ersub\cf7\f8\fs20 Th. G o u i n - D c a r i e, \ul0\nosupersub\cf10\f11\fs20 Intelligente et affectivit chez le jeune enfant, \ul0\nosupersub\cf7\f8\f s20 Delachaux & Niestl, 1962. \par\pard\qj \li1420\ri959\sb0\sl-240\slmult0\tx1 728 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2 \tab \up0 \expndtw0\charscalex104 \ul0\nosupersub\cf7\f8\fs20 J. Antony a \ul 0\nosupersub\cf8\f9\fs20 ar\u259?tat\ul0\nosupersub\cf7\f8\fs20 , \ul0\nosupersu b\cf8\f9\fs20 \u351?\ul0\nosupersub\cf7\f8\fs20 i el, \ul0\nosupersub\cf8\f9\fs2 0 existen\u355?a\ul0\nosupersub\cf7\f8\fs20 unor lacune \ul0\nosupersub\cf8\f9\ fs20 \ul0\nosupersub\cf7\f8\fs20 n schema obiectului permanent la copiii psihotic i care \line\up0 \expndtw0\charscalex102 \ul0\nosupersub\cf8\f9\fs20 prezint\u25 9?\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 tulbur\u259?ri\ul0\no supersub\cf7\f8\fs20 ale \ul0\nosupersub\cf8\f9\fs20 rela\u355?iilor\ul0\nosupe rsub\cf7\f8\fs20 obiectuale. Vezi : Six application de la thorie gntique de Piaget la thorie \line \up0 \expndtw0\charscalex102 et la pratique psycho-dynamique, \ ul0\nosupersub\cf10\f11\fs20 Revue suisse de Psychologie, \ul0\nosupersub\cf7 \f8\fs20 XV, no. 4, 1956. \par\pard\qj \li1420\ri974\sb0\sl-234\slmult0\tx1766 \ up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 3 \tab \up0 \expndtw0\charscalex110 \ul0\nosupersub\cf7\f8\fs20 Trebuie \ul0\nosupersu b\cf8\f9\fs20 s\u259?\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 ob serv\u259?m\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 c\u259?\ul0\ nosupersub\cf7\f8\fs20 , \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n masura \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n care asemenea \ul0\nosupersub\cf8\f9\fs20 corela\u355?ii\ul0\nosupersub\cf7\f8\fs20 se \ul0\n osupersub\cf8\f9\fs20 verific\u259?\ul0\nosupersub\cf7\f8\fs20 , \ul0\nosupersub \cf8\f9\fs20 adic\u259?\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 \ ul0\nosupersub\cf7\f8\fs20 n masura \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\c f7\f8\fs20 n care \line\up0 \expndtw0\charscalex106 afectivitatea este \ul0\nosu persub\cf8\f9\fs20 solidar\u259?\ul0\nosupersub\cf7\f8\fs20 cu ansamblul condui tei, \ul0\nosupersub\cf8\f9\fs20 far\u259?\ul0\nosupersub\cf7\f8\fs20 a fi o \u l0\nosupersub\cf8\f9\fs20 cauz\u259?\ul0\nosupersub\cf7\f8\fs20 sau un efect al \ul0\nosupersub\cf8\f9\fs20 structur\u259?rilor\ul0\nosupersub\cf7\f8\fs20 cog nitive, \line \up0 \expndtw0\charscalex104 factorul \ul0\nosupersub\cf8\f9\fs20 esen\u355?ial \ul0\nosupersub\cf7\f8\fs20 n \ul0\nosupersub\cf8\f9\fs20 rela\u355 ?iile\ul0\nosupersub\cf7\f8\fs20 obiectuale este \ul0\nosupersub\cf8\f9\fs20 re la\u355?ia\ul0\nosupersub\cf7\f8\fs20 ca atare \ul0\nosupersub\cf8\f9\fs20 \ul0\ nosupersub\cf7\f8\fs20 ntre subiect \ul0\nosupersub\cf8\f9\fs20 \u351?\ul0\nosup ersub\cf7\f8\fs20 i obiectul afectiv. \ul0\nosupersub\cf8\f9\fs20 A\u351?adar\ul 0\nosupersub\cf7\f8\fs20 , variabila \up0 \expndtw0\charscalex112 \ul0\nosupersu b\cf8\f9\fs20 independent\u259?\ul0\nosupersub\cf7\f8\fs20 este \ul0\nosupersub \cf8\f9\fs20 interac\u355?iunea\ul0\nosupersub\cf7\f8\fs20 dintre ei, \ul0\nosu persub\cf8\f9\fs20 \u351?\ul0\nosupersub\cf7\f8\fs20 i nu \ul0\nosupersub\cf8\f9 \fs20 \ul0\nosupersub\cf7\f8\fs20 n mod \ul0\nosupersub\cf8\f9\fs20 esen\u355?ial \ul0\nosupersub\cf7\f8\fs20 factorul \u8222?\ul0\nosupersub\cf8\f9\fs20 mam\u2 59?\ul0\nosupersub\cf7\f8\fs20 \u8220? , \ul0\nosupersub\cf8\f9\fs20 dup\u259?\ ul0\nosupersub\cf7\f8\fs20 cum mai \up0 \expndtw0\charscalex107 presupune \ul0\ nosupersub\cf8\f9\fs20 nc\u259?\ul0\nosupersub\cf7\f8\fs20 psihanaliza \ul0\nosu persub\cf8\f9\fs20 neofreudian\u259?\ul0\nosupersub\cf7\f8\fs20 . \ul0\nosupersu b\cf8\f9\fs20 A\u351?a\ul0\nosupersub\cf7\f8\fs20 cum a \ul0\nosupersub\cf8\f9\ fs20 ar\u259?tat bine\ul0\nosupersub\cf7\f8\fs20 S. Escalona, pe care \ul0\nosu persub\cf8\f9\fs20 observa\u355?ii\ul0\nosupersub\cf7\f8\fs20 fine de \up0 \exp ndtw0\charscalex113 psihologie \ul0\nosupersub\cf8\f9\fs20 individual\u259?\ul0\

nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 \u351?\ul0\nosupersub\cf7\f8 \fs20 i \ul0\nosupersub\cf8\f9\fs20 diferen\u355?ial\u259?\ul0\nosupersub\cf7\f8 \fs20 au condus-o la o \ul0\nosupersub\cf8\f9\fs20 pozi\u355?ie\ul0\nosupersub\ cf7\f8\fs20 mai \ul0\nosupersub\cf8\f9\fs20 relativist\u259?\ul0\nosupersub\cf7 \f8\fs20 , o \ul0\nosupersub\cf8\f9\fs20 aceea\u351?i\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 partener\u259? \up0 \expndtw0\charscalex108 matern \u259?\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 provoac\u259?\ul0 \nosupersub\cf7\f8\fs20 rezultate diferite \ul0\nosupersub\cf8\f9\fs20 \ul0\nosu persub\cf7\f8\fs20 n \ul0\nosupersub\cf8\f9\fs20 func\u355?ie\ul0\nosupersub\cf7 \f8\fs20 de comportamentul general al copilului \ul0\nosupersub\cf8\f9\fs20 dup \u259?\ul0\nosupersub\cf7\f8\fs20 cum \ul0\nosupersub\cf8\f9\fs20 diferi\u355?i \up0 \expndtw0\charscalex108 \ul0\nosupersub\cf7\f8\fs20 copii \ul0\nosupersub\ cf8\f9\fs20 declan\u351?eaz\u259?\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf 8\f9\fs20 reac\u355?ii\ul0\nosupersub\cf7\f8\fs20 diferite la \ul0\nosupersub\c f8\f9\fs20 aceea\u351?i\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 mam\u259?\ul0\nosupersub\cf7\f8\fs20 . \par\pard\ql \li5975\sb0\sl-276\slmult0 \ par\pard\ql\li5975\sb123\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosup ersub\cf4\f5\fs24 16 {\shp {\*\shpinst\shpleft1418\shptop12550\shpright3756\shpbottom12570\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4476\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g17}{\bkmkend Pg17}\par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\s b0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0 \sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\s l-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-27 6\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\ slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\sl mult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmu lt0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult 0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \p ar\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par \pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\p ard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\par d\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\l i5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5 975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li597 5\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\ sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb 0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\ sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl -276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-2 76\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276 \slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\s lmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slm ult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb156\sl-276\slm ult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 17 \par\pard\sect \sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart Pg18}{\bkmkend Pg

18}\par\pard\ql \li5462\sb0\sl-276\slmult0 \par\pard\ql\li5462\sb0\sl-276\slmult 0 \par\pard\ql\li5462\sb0\sl-276\slmult0 \par\pard\ql\li5462\sb0\sl-276\slmult0 \par\pard\ql\li5462\sb0\sl-276\slmult0 \par\pard\ql\li5462\sb92\sl-276\slmult0 \ up0 \expndtw0\charscalex120 \ul0\nosupersub\cf2\f3\fs24 Capitolul II \par\pard \ql \li4246\sb0\sl-276\slmult0 \par\pard\ql\li4246\sb8\sl-276\slmult0 \up0 \expn dtw0\charscalex104 DEZVOLTAREA PERCEP\u354?IILOR \par\pard\qj \li1420\sb0\sl-2 80\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280 \slmult0 \par\pard\qj\li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\chars calex119 n ceea ce prive\u351?te dezvoltarea func\u355?iilor cognitive la copil, n capitolul I \line \up0 \expndtw0\charscalex112 am putut ntrez\u259?ri - iar capitolele urm\u259?toare vor confirma - c\u259? structurile \line \up0 \e xpndtw0\charscalex120 sensori-motirii constituie izvorul opera\u355?iilor ulterioare ale gndirii. \line \up0 \expndtw0\charscalex116 Aceasta nseamn\u 259? deci c\u259? inteligen\u355?a decurge din ac\u355?iune, n ansamblul ei, \lin e \up0 \expndtw0\charscalex114 ca transformatoare a obiectelor \u351?i a realulu i \u351?i c\u259? activitatea de cunoa\u351?tere , \line \up0 \expndtw0\charscal ex117 a c\u259?rei formare poate fi urm\u259?rit\u259? la copil, este n esen\u355 ?\u259? asimilare activ\u259? \u351?i \line \up0 \expndtw0\charscalex117 operato rie. \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscal ex121 Or, tradi\u355?ia empirist\u259?, care a avut o att de mare influen\u355?\u 259? asupra unei \line \up0 \expndtw0\charscalex117 anumite pedagogii, consider\ u259? dimpotriv\u259? cunoa\u351?terea ca un fel de copie a \line \up0 \expndtw0 \charscalex113 realului, considerndu-se c\u259? inteligen\u355?a \u351?i trage obr\ u351?ia numai din percep\u355?ie \line \up0 \expndtw0\charscalex111 (ca s\u259? nu mai vorbim de senza\u355?ie). Chiar \u351?i marele Leibniz, care ap\u259?ra \line \up0 \expndtw0\charscalex111 inteligen\u355?a mpotriva sensual ismului, \up0 \expndtw0\charscalex111 (ad\u259?ugnd cuvintele nisi sipse \p ar\pard\qj \li1420\ri937\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex114 intelle ctus la adagiul nihil est intelectu quod non prius fuerit in sensu) \ line \up0 \expndtw0\charscalex116 accepta ideea c\u259?, dac\u259? formele no\u3 55?iunilor, judec\u259?\u355?ilor \u351?i ra\u355?ionamentelor nu \line \up0 \ex pndtw0\charscalex111 deriv\u259? din \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\n osupersub\cf2\f3\fs24 sim\u355?uri\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosupe rsub\cf2\f3\fs24 , con\u355?inuturile lor provin n ntregime din acestea ca \u351?i \line \up0 \expndtw0\charscalex111 cum n via\u355?a mintal\u259? nu a r exista dect senza\u355?iile \u351?i ra\u355?iunea\u8230?uitndu-se \line \up 0 \expndtw0\charscalex111 ac\u355?iunea ! \par\pard\qj \li1420\ri935\sb1\sl-280\ slmult0\fi283 \up0 \expndtw0\charscalex114 Este deci necesar - pentru a n\u355?el ege dezvoltarea copilului - s\u259? examin\u259?m \line \up0 \expndtw0\charscale x116 evolu\u355?ia percep\u355?iilor lui, dup\u259? cum am analizat rolul structurilor sau al \line \up0 \expndtw0\charscalex113 schematismului sens ori-motor. Percep\u355?ia constituie ntr-adev\u259?r, un caz \line \up0 \ expndtw0\charscalex114 particular al activit\u259?\u355?ilor sensori-motorii. Da r caracterul ei particular const\u259? n \line \up0 \expndtw0\charscalex111 faptu l c\u259? ea \u355?ine de aspectul figurativ al cunoa\u351?terii realul ui , n timp ce \line \up0 \expndtw0\charscalex111 ac\u355?iunea n ansamblul e i \up0 \expndtw0\charscalex111 (sau numai ca ac\u355?iune sensori-motorie), este \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex114 esen\u355?ialmente operativ\u259? \u351?i transform\u259? realul. Este importan t deci, \u351?i aceasta \up0 \expndtw0\charscalex117 este o chestiune capital \u259?, s\u259? determin\u259?m rolul percep\u355?iilor n evolu\u355?ia \up 0 \expndtw0\charscalex113 intelectual\u259? a copilului, n raport cu rolul ac\u35 5?iunii sau al opera\u355?iilor care deriv\u259? \up0 \expndtw0\charscalex113 di n ea n cursul interioriz\u259?rilor \u351?i structur\u259?rilor ulterioare. \par\ pard\ql \li3542\sb0\sl-276\slmult0 \par\pard\ql\li3542\sb0\sl-276\slmult0 \par\p ard\ql\li3542\sb0\sl-276\slmult0 \par\pard\ql\li3542\sb0\sl-276\slmult0 \par\par d\ql\li3542\sb0\sl-276\slmult0 \par\pard\ql\li3542\sb0\sl-276\slmult0 \par\pard\ ql\li3542\sb28\sl-276\slmult0 \up0 \expndtw0\charscalex118 I. Constan\u355?e \u351?i cauzalitate perceptiv\u259? \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \

par\pard\qj\li1420\ri938\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex111 A r fi nimerit s\u259? ncepem analiza noastr\u259? prin studiul percep\u355 ?iilor, de la \line \up0 \expndtw0\charscalex113 na\u351?tere \u351?i n cursul n tregii perioade sensori-motorii. Dar, din nefericire, nimic \line \up0 \expndtw0 \charscalex119 nu este mai dificil dect s\u259? observi percep\u355?iile nou-n\u259?scutului \u351?i ale \line \up0 \expndtw0\charscalex111 sugarului, neavnd posibilitatea s\u259? le supui unor experimente precise de \line \up0 \expndtw0\charscalex111 laborator; dac\u259? posed\u259?m unele informa \u355?ii neurologice asupra dezvolt\u259?rii \par\pard\ql \li5975\sb0\sl-276\ slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb152\sl-276\ slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 18 \par\pard\s ect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart Pg19}{\bkmkend Pg19}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slm ult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmul t0 \par\pard\qj\li1420\ri938\sb69\sl-280\slmult0 \up0 \expndtw0\charscalex119 \u l0\nosupersub\cf2\f3\fs24 organelor senzoriale\ul0\super\cf5\f6\fs22\ul0\super\ cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 , ele nu sunt n nici un caz sufic iente pentru a \up0 \expndtw0\charscalex117 reconstitui ce anume sunt perc ep\u355?iile nse\u351?i. Dimpotriv\u259?, dou\u259? celebre \up0 \expndtw0\cha rscalex115 probleme referitoare la percep\u355?ie pot fi puse n legatur\u259? cu reac\u355?iile sensori\up0 \expndtw0\charscalex116 motorii din primul an de via\ u355?\u259?: problema constantelor perceptive \u351?i aceea a \up0 \expndtw0\cha rscalex116 cauzalit\u259?\u355?ii perceptive. \par\pard\qj \li1420\ri935\sb1\sl280\slmult0\fi283 \up0 \expndtw0\charscalex117 Se nume\u351?te constan\u355?\u25 9? a m\u259?rimii perceperea m\u259?rimii reale a unui obiect \line \up0 \expndt w0\charscalex115 situat la distan\u355?\u259?, independent de mic\u351?orarea lu i aparent\u259?: constan\u355?a formei \line \up0 \expndtw0\charscalex115 este p erceperea formei obi\u351?nuite a obiectului (de pild\u259? v\u259?zut din fa\u3 55?\u259? sau n \line \up0 \expndtw0\charscalex113 planul fronto-paralel etc.), i ndependent de prezentarea lui n perspectiv\u259?. Or, \line \up0 \expndtw0\charsc alex110 aceste dou\u259? constan\u355?e perceptive apar sub form\u259? ap roximativ\u259? n a doua \line \up0 \expndtw0\charscalex117 jum\u259?tate a pri mului an, pentru a se perfec\u355?iona apoi pn\u259? la 10-12 ani sau \line \up0 \expndtw0\charscalex116 mai mult\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\u l0\nosupersub\cf2\f3\fs24 . Ne putem deci ntreba care sunt rela\u355?iile dintre aceste constan\u355?e \line \up0 \expndtw0\charscalex116 \u351?i schemele sensor i-motorii, n special schema obiectului permanent. \par\pard\qj \li1420\sb0\sl-280 \slmult0 \par\pard\qj\li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\chars calex115 1. Constan\u355?a formei. - n ceea ce prive\u351?te constan\u355?a f ormei, unul dintre \line \up0 \expndtw0\charscalex113 autorii prezentei lucr\u25 9?ri\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 3\ul0\nosupersub\cf2\f3\fs24 a constatat nrudirea unora dintre manifest\u259?rile ei cu \line \up0 \expndtw0\ch arscalex116 permenen\u355?ele obiectului. Prezentndu-i unui copil de 7-8 luni bi beronul pe \line \up0 \expndtw0\charscalex117 de-a-ndoaselea, el a constatat c\u259? micu\u355?ul l ntorcea cu u\u351?urin\u355?\u259? dac\u259? \line \up 0 \expndtw0\charscalex109 observa n al doilea plan o parte a tetinei de cauciuc ro\u351?u, dar c\u259? el nu \line \up0 \expndtw0\charscalex115 reu \u351?ea s-o fac\u259? dac\u259? nu vedea tetina, neavnd n fa\u355?a lui dect baza alb\u259? a \line \up0 \expndtw0\charscalex115 biberonului umplut cu lapte. Aces t copil nu atribuia deci biberonului o form\u259? \line \up0 \expndtw0\charscale x116 constant\u259?, dar din momentul n care, la 9 luni, a nceput s\u259? caute ob iectele \line \up0 \expndtw0\charscalex113 ascunse dup\u259? un ecran, el a reu\ u351?it s\u259? ntoarc\u259? f\u259?r\u259? greutate biberonul ce i se \line \up0 \expndtw0\charscalex115 oferea r\u259?sturnat, ca \u351?i cum permanen\u355?a \ u351?i forma constant\u259? a obiectului ar fi \line \up0 \expndtw0\charscalex10 9 fost legate una de alta. Se poate presupune c\u259?, n acest caz, in tervine o \line \up0 \expndtw0\charscalex110 interac\u355?iune ntre percep\u355 ?ie \u351?i schema sensori-motorie, deoarece prima nu \line \up0 \expndtw0 \charscalex117 este suficient\u259? pentru a o explica pe a doua (c\u259?utarea unui obiect disp\u259?rut \line \up0 \expndtw0\charscalex117 nu depinde numai de

forma lui) \u351?i nici a doua nu o poate explica pe prima. \par\pard\qj \li142 0\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \ex pndtw0\charscalex116 2. Constan\u355?a m\u259?rimilor. - Constan\u355?a m \u259?rimilor, se manifest\u259? pe la 6 \line \up0 \expndtw0\charscalex119 lun i: copilul o dat\u259? nv\u259?\u355?at s\u259? aleag\u259? din dou\u259? cutii p rezentate pe cea mai \line \up0 \expndtw0\charscalex116 mare, continu\u259? s\ u259? aleag\u259? bine dac\u259? cutia mai mare este ndep\u259?rtat\u259?, \line \up0 \expndtw0\charscalex113 corespunznd n acest caz unei imagini reti niene mai mici \up0 \expndtw0\charscalex116 (Brunswik \u351?i \par\pard\qj \l i1420\ri938\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex112 Cruiksank, Misumi). Aceast\u259? constan\u355?\u259? apare deci nainte de constituirea \line \ up0 \expndtw0\charscalex116 obiectului permanent, dar dup\u259? coordonarea vede rii \u351?i a apuc\u259?rii ( pe la 4 \line \up0 \expndtw0\charscalex118 luni \u351?i jum\u259?tate). Acest fapt are o anumit\u259? importan\u355?\u259?, deoa rece putem s\u259? \line \up0 \expndtw0\charscalex115 ne ntreb\u259?m de ce exist \u259? o constan\u355?\u259? perceptiv\u259? a m\u259?rimilor din moment ce \lin e \up0 \expndtw0\charscalex115 ea dispare de la o anumit\u259? distan\u355?\u259 ? a obiectului de subiect, inteligen\u355?a fiind \par\pard\qj \li1420\sb0\sl-23 3\slmult0 \par\pard\qj\li1420\ri974\sb86\sl-233\slmult0\tx1661 \up0 \expndtw-2\c harscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0\ charscalex104 \ul0\nosupersub\cf7\f8\fs20 Astfel \ul0\nosupersub\cf8\f9\fs20 dup \u259?\ul0\nosupersub\cf7\f8\fs20 W. E. Hunt, electro-retinogramele \ul0\nosu persub\cf8\f9\fs20 arat\u259?\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9 \fs20 c\u259?\ul0\nosupersub\cf7\f8\fs20 la \ul0\nosupersub\cf8\f9\fs20 cteva\ul 0\nosupersub\cf7\f8\fs20 ore \ul0\nosupersub\cf8\f9\fs20 dup\u259?\ul0\nosupers ub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 na\u351?tere\ul0\nosupersub\cf7\f8\f s20 , receptorii retinieni \line\up0 \expndtw0\charscalex109 sunt deja \ul0\nosu persub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n stare de \ul0\nosupersub\cf8\f9\ fs20 func\u355?ionare\ul0\nosupersub\cf7\f8\fs20 (mielina nu este \ul0\nosuper sub\cf8\f9\fs20 necesar\u259? pentru\ul0\nosupersub\cf7\f8\fs20 func\ul0\nosup ersub\cf8\f9\fs20 \u355?\ul0\nosupersub\cf7\f8\fs20 onare, ci \ul0\nosupersub\cf 8\f9\fs20 serve\u351?te\ul0\nosupersub\cf7\f8\fs20 la izolarea \line \up0 \expn dtw0\charscalex104 axonilor \ul0\nosupersub\cf8\f9\fs20 \u351?\ul0\nosupersub\c f7\f8\fs20 i corespunde unor \ul0\nosupersub\cf8\f9\fs20 reac\u355?ii\ul0\nos upersub\cf7\f8\fs20 electro-fiziologice mai mature) \ul0\nosupersub\cf8\f9\f s20 Dup\u259?\ul0\nosupersub\cf7\f8\fs20 A. H. Keeney, dezvoltarea \up0 \e xpndtw0\charscalex106 \ul0\nosupersub\cf8\f9\fs20 postnatal\u259?\ul0\nosupersub \cf7\f8\fs20 a foveei \ul0\nosupersub\cf8\f9\fs20 \u351?\ul0\nosupersub\cf7\f8\ fs20 i a ariei pericentrale este foarte \ul0\nosupersub\cf8\f9\fs20 rapid\u259?\ ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs 20 n timpul primelor patru luni. \ul0\nosupersub\cf8\f9\fs20 Urmeaz\u259?\ul0\no supersub\cf7\f8\fs20 apoi o \up0 \expndtw0\charscalex108 schimbare \ul0\nosuper sub\cf8\f9\fs20 treptat\u259?\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9 \fs20 pn\u259?\ul0\nosupersub\cf7\f8\fs20 la \ul0\nosupersub\cf8\f9\fs20 adolesc en\u355?\u259?\ul0\nosupersub\cf7\f8\fs20 : \ul0\nosupersub\cf8\f9\fs20 \ul0\nos upersub\cf7\f8\fs20 n special stratificarea conurilor \ul0\nosupersub\cf8\f9\fs2 0 cre\u351?te\ul0\nosupersub\cf7\f8\fs20 de la un singur strat la \up0 \expndtw 0\charscalex108 \ul0\nosupersub\cf8\f9\fs20 na\u351?tere\ul0\nosupersub\cf7\f8\f s20 , la trei straturi la 16 \ul0\nosupersub\cf8\f9\fs20 s\u259?pt\u259?mni\ul0\n osupersub\cf7\f8\fs20 , \ul0\nosupersub\cf8\f9\fs20 adncimea\ul0\nosupersub\cf7\f 8\fs20 \ul0\nosupersub\cf8\f9\fs20 maxim\u259?\ul0\nosupersub\cf7\f8\fs20 de 4 sau 5 straturi nefiind \ul0\nosupersub\cf8\f9\fs20 atins\u259?\ul0\nosupersub\c f7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 dect\ul0\nosupersub\cf7\f8\fs20 \ul0\nos upersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n \up0 \expndtw0\charscalex106 pe rioada \ul0\nosupersub\cf8\f9\fs20 adolescen\u355?ei\ul0\nosupersub\cf7\f8\fs20 . \ul0\nosupersub\cf8\f9\fs20 Dup\u259?\ul0\nosupersub\cf7\f8\fs20 J. L. Cone l, \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n timpul unei bune \ul 0\nosupersub\cf8\f9\fs20 p\u259?r\u355?i\ul0\nosupersub\cf7\f8\fs20 a \ul0\nosu persub\cf8\f9\fs20 copil\u259?riei\ul0\nosupersub\cf7\f8\fs20 regiunea lobilor occipitali \up0 \expndtw0\charscalex113 care \ul0\nosupersub\cf8\f9\fs20 prime\u

351?te\ul0\nosupersub\cf7\f8\fs20 o mare \ul0\nosupersub\cf8\f9\fs20 propor\u35 5?ie\ul0\nosupersub\cf7\f8\fs20 de fibre care pornesc de la macula, este mai sl ab \ul0\nosupersub\cf8\f9\fs20 dezvoltat\u259?\ul0\nosupersub\cf7\f8\fs20 \ul0 \nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 n toate \up0 \expndtw0\charsc alex108 \ul0\nosupersub\cf8\f9\fs20 privin\u355?ele\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 dect\ul0\nosupersub\cf7\f8\fs20 regiunile care prime sc fibrele lor de la periferia retinei. \ul0\nosupersub\cf8\f9\fs20 Dup\u259?\ul 0\nosupersub\cf7\f8\fs20 P. I. Yakolov, cantitatea de \up0 \expndtw0\charscalex 102 \ul0\nosupersub\cf8\f9\fs20 mielin\u259?\ul0\nosupersub\cf7\f8\fs20 de-a lu ngul traectelor nervoase \ul0\nosupersub\cf8\f9\fs20 cre\u351?te\ul0\nosupersub\ cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 pn\u259?\ul0\nosupersub\cf7\f8\fs20 la 16 ani. \par\pard\qj \li1420\ri1062\sb2\sl-240\slmult0 \up0 \expndtw0\charscalex 105 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 F\u259?r\u259?\ul0\nosupersub\cf7\f8\fs20 \ul0\nosu persub\cf8\f9\fs20 s\u259?\ul0\nosupersub\cf7\f8\fs20 vorbim despre \u8222?\ul0 \nosupersub\cf8\f9\fs20 supraconstan\u355?a\ul0\nosupersub\cf7\f8\fs20 \u8220? \ ul0\nosupersub\cf8\f9\fs20 m\u259?rimilor\ul0\nosupersub\cf7\f8\fs20 , sau supra estimarea \ul0\nosupersub\cf8\f9\fs20 n\u259?l\u355?imii\ul0\nosupersub\cf7\f8\fs 20 obiectelor \ul0\nosupersub\cf8\f9\fs20 dep\u259?rtate\ul0\nosupersub\cf7\f8\ fs20 , \up0 \expndtw0\charscalex101 care apare la 8-9 ani \ul0\nosupersub\cf8\f9 \fs20 \u351?\ul0\nosupersub\cf7\f8\fs20 i este destul de \ul0\nosupersub\cf8\f9\ fs20 general\u259?\ul0\nosupersub\cf7\f8\fs20 pentru \ul0\nosupersub\cf8\f9\fs2 0 adul\u355?i\ul0\nosupersub\cf7\f8\fs20 . \par\pard\ql \li1420\sb1\sl-215\slmul t0\tx2697 \up0 \expndtw-6\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\ fs17 3\ul0\nosupersub\cf7\f8\fs20 J. P i a g e t \tab \up0 \expndtw-2\chars calex100 - \ul0\nosupersub\cf10\f11\fs20 Les mcanismes perceptifs, \ul0\nosupe rsub\cf7\f8\fs20 Presses universitaires de France, 1961. \par\pard\ql \li5975\sb 0\sl-276\slmult0 \par\pard\ql\li5975\sb159\sl-276\slmult0 \up0 \expndtw-3\charsc alex100 \ul0\nosupersub\cf4\f5\fs24 19 {\shp {\*\shpinst\shpleft1418\shptop12314\shpright3756\shpbottom12334\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4760\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g20}{\bkmkend Pg20}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri935\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex110 \ul0\nosupersub\cf2\f3\fs24 suficient\u259? n acest caz pentru a cunoa\u351?te m\u259?rimea real\u259? a elementelor n \line \up0 \expndtw0\ch arscalex112 aparen\u355?\u259? mic\u351?orate. R\u259?spunsul const\u259? f\ u259?r\u259? ndoial\u259? n faptul c\u259? m\u259?rimea \line \up0 \expndtw0\ch arscalex118 unui obiect este variabil\u259? pentru v\u259?z, dar constant\u259? pentru pip\u259?it \u351?i orice \line \up0 \expndtw0\charscalex114 dezvoltare sensori-motorie impune stabilirea unei coresponden\u355?e ntre \line \ up0 \expndtw0\charscalex119 claviatura percep\u355?iei vizuale \u351?i cea tactilo-chinestezic\u259?. Nu este deci \line \up0 \expndtw0\charscalex113 o n tmplare faptul c\u259?, apare constan\u355?a m\u259?rimilor dup\u259? \u35 1?i nu nainte de \line \up0 \expndtw0\charscalex117 coordonarea v\u259?zului \u 351?i a apuc\u259?rii; de\u351?i de natur\u259? perceptiv\u259?, ea trebuie s\u2 59? \line \up0 \expndtw0\charscalex114 depind\u259? astfel de schemele sensori-m otorii de ansamblu (\u351?i, dac\u259? ea poate \line \up0 \expndtw0\charscalex 117 favoriza ulterior permanen\u355?a obiectului, constan\u355?a m\u25 9?rimii lor va fi \line \up0 \expndtw0\charscalex117 ameliorat\u259?, la rndu

l ei, dup\u259? dobndirea acestei permanen\u355?e). \par\pard\qj \li1420\sb0\sl-2 80\slmult0 \par\pard\qj\li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\cha rscalex118 3. Obiectul permanent \u351?i percep\u355?ia. - Aceste dou\u2 59? prime exemple \line \up0 \expndtw0\charscalex114 tindeau deci s\u259? arate caracterul ireductibil al domeniului sensori-motor fa\u355?\u259? \line \up0 \ex pndtw0\charscalex113 de cel perceptiv, deoarece n aceste dou\u259? cazuri se pare c\u259? dac\u259? percep\u355?ia \line \up0 \expndtw0\charscalex115 aduce n mod firesc servicii indispensabile activit\u259?\u355?ii sensori-motorii, prima \lin e \up0 \expndtw0\charscalex117 este la rndul ei mbog\u259?\u355?it\u259? de a doua \u351?i nu ar fi suficient\u259? nici pentru a o \line \up0 \expndtw0\charscale x114 constitui, nici pentru a se constitui pe ea ns\u259?\u351?i, independent de ac\u355?iune. S-\line \up0 \expndtw0\charscalex113 a ncercat totu\u351?i explic area constituirii obiectului permanent prin factorii \line \up0 \expndtw0\c harscalex112 perceptivi. De pild\u259?, Michotte vede n acest\u259? permane n\u355?\u259? un produs al \line \up0 \expndtw0\charscalex113 efectelor perce ptive numite de el \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs2 4 efectul ecranului\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosupersub\cf2\f3\fs2 4 (trecerea unui obiect A \line \up0 \expndtw0\charscalex108 pe sub un alt obiect B este recunoscut\u259? cnd A este par\u355?ial mascat, cu \line \up0 \expndtw0\charscalex108 ajutorul organiz\u259?rii limitelor, potrivit l egilor de figur\u259?-fond), \u351?i \up0 \expndtw0\charscalex108 \ul0\nosupe rsub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 efectul \par\pard\qj \li1420 \ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex113 tunelului\ul0\nosupersub\ cf4\f5\fs24 \u8220?\ul0\nosupersub\cf2\f3\fs24 (cnd A trece pe sub B cu o vitez\ u259? constant\u259?, perceput\u259? nainte de \line \up0 \expndtw0\charscalex113 intrare, subiectul prime\u351?te o impresie perceptiv\u259? dar nu sensorial\u2 59? a pozi\u355?iilor \line \up0 \expndtw0\charscalex112 lui \u351?i i anticipeaz \u259? ie\u351?irea). Dar problema const\u259? n a \u351?ti dac\u259? copilul pre zint\u259? \line \up0 \expndtw0\charscalex111 sau nu efectul \ul0\nosupersub\cf 4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 ecranului\ul0\nosupersub\cf4\f5\fs 24 \u8220?\ul0\nosupersub\cf2\f3\fs24 \u351?i al \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 tunelului\ul0\nosupersub\cf4\f5\fs24 \u8220? \ul0\nosupersub\cf2\f3\fs24 \ul0\nosupersub\cf4\f5\fs24 nainte de a fi construit \ul0\nosupersub\cf2\f3\fs24 permanen\u355?\ul0\nosupersub\cf4\f5\fs24 a \line \u p0 \expndtw0\charscalex112 obiectului. \ul0\nosupersub\cf2\f3\fs24 Or, n ceea ce prive\u351?te efectul tunelului, experien\u355?a arat\u259? c\u259? nici nu \lin e \up0 \expndtw0\charscalex116 poate fi vorba de permanen\u355?a obiectului. Pre zent\u259?m copilului un mobil care \line \up0 \expndtw0\charscalex113 urmeaz\u2 59? traiectoria ABCD; segmentele AB \u351?i CD sunt vizibile, segmentul BC \line \up0 \expndtw0\charscalex115 este situat dup\u259? un ecran, iar mobilul iese n A de dup\u259? un alt ecran, spre a \line \up0 \expndtw0\charscalex113 intra n D dup\u259? un al treilea ecran. n acest caz, copilul de 5-6 luni urm\u259?re\u351? te \line \up0 \expndtw0\charscalex115 din ochi traiectoria AB, iar cnd mobilul di spare n B el l caut\u259? din nou n A; \line \up0 \expndtw0\charscalex118 apoi, mir at c\u259? vede obiectul n C, el l urm\u259?re\u351?te din ochi de la C la D, dar \line \up0 \expndtw0\charscalex110 cnd mobilul dispare n D, el l caut\u259? n C \u351?i apoi n A ! cu alte cuvinte, \line \up0 \expndtw0\charscalex114 efectul tunelului nu este primar \u351?i nu se constituie dect dup\u259? achizi\u 355?ionarea \line \up0 \expndtw0\charscalex119 permanen\u355?ei obiectului. n a cest caz, un efectperceptiv este deci net \line \up0 \expndtw0\charscalex1 11 determinat de schemele sensori-motorii, n loc s\u259? le explice. \par\pard\ql \li1703\sb0\sl-276\slmult0 \par\pard\ql\li1703\sb8\sl-276\slmult0\tx5974 \up0 \ expndtw0\charscalex122 4. Cauzalitate perceptiv\u259?. \tab \up0 \expndtw 0\charscalex112 - n sfr\u351?it, s\u259? reamintim cunoscutele \par\pard\qj \l i1420\ri936\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex111 experien\u355?e ale lui Michotte cu privire la cauzalitatea perceptiv\u259?. Cnd un \up0 \e xpndtw0\charscalex116 p\u259?tr\u259?\u355?el A, pus n mi\u351?care, atinge un p\ u259?trat imobil B, iar aceasta se pune n \up0 \expndtw0\charscalex114 mi\u351?ca re, A r\u259?mne imobil dup\u259? atingere, subiectul are o impresie perceptiv\u2 59? \up0 \expndtw0\charscalex113 de lansare a lui B de c\u259?tre A, impresia su

pus\u259? unor condi\u355?ii precise de vitez\u259? \up0 \expndtw0\charscalex116 \u351?i de rela\u355?ii spa\u355?iale sau temporale (dac\u259? B nu se pune n m i\u351?care imediat, \up0 \expndtw0\charscalex114 impresia cauzal\u259? se \u351?terge \u351?i mi\u351?carea lui B pare independent\u259?). \u p0 \expndtw0\charscalex114 Subiectul ncearc\u259? de asemenea impresii de antrena re (dac\u259? dup\u259? atingere, \up0 \expndtw0\charscalex112 A \u351?i continu\ u259? mi\u351?carea n urma lui B) \u351?i de declan\u351?are (dac\u259? viteza lu i B este \up0 \expndtw0\charscalex112 superioar\u259? vitezei lui A). \par\pard\ ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\q l\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb156\sl-276\slmult0 \up0 \expnd tw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 20 \par\pard\sect\sectd\fs24\pape rw11900\paperh16840\pard\sb0\sl-240{\bkmkstart Pg21}{\bkmkend Pg21}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\l i1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1 420\ri935\sb69\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex110 \ul0\nosupersub \cf2\f3\fs24 Michotte a ncercat s\u259? explice interpretarea sensori-motori e dat\u259? de noi \line \up0 \expndtw0\charscalex115 cauzalit\u259?\u355?ii prin cauzalitatea sa perceptiv\u259?, conceput\u259? ca avnd un caracter \line \u p0 \expndtw0\charscalex118 mai primar. Dar n calea acestei explica\u355?ii apar m ai multe dificult\u259?\u355?i. Prima \line \up0 \expndtw0\charscalex114 const\u 259? n faptul c\u259? pn\u259? la aproximativ 7 ani, copilul nu recunoa\u351?te la nsarea \line \up0 \expndtw0\charscalex116 dect dac\u259? a v\u259?zut contactul nt re A \u351?i B, n timp ce subiec\u355?ii de 7-12 ani \u351?i \line \up0 \expndtw0 \charscalex116 adultul ncearc\u259? o impresie de \u8222?lansare la distan\u355? \u259?\u8220? dac\u259? exist\u259? un interval \line \up0 \expndtw0\charscalex1 18 vizibil de 2-3 mm ntre A \u351?i B. Or, tocmai cauzalitatea sensori-motorie, pe \line \up0 \expndtw0\charscalex111 care am numit-o \u8222?magico-fenomenis t\u259?\u8220? ( II) este independent\u259? de orice \line \up0 \expndtw0\c harscalex117 contact spa\u355?ial, \u351?i nu poate deci s\u259? derive din cauz alitatea perceptiv\u259? care \line \up0 \expndtw0\charscalex117 este supus\u259 ? la copil unor condi\u355?ii de atingere mult mai exigente\ul0\super\cf5\f6\fs2 2\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par\pard\ql \li4733\sb0\ sl-276\slmult0 \par\pard\ql\li4733\sb0\sl-276\slmult0 \par\pard\ql\li4733\sb12\s l-276\slmult0 \up0 \expndtw0\charscalex110 II. Efectele de cmp \par\pard\ qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\q j\li1420\ri937\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex111 Dac\u259? vom considera acum percep\u355?iile ntre 4-5 \u351?i 12 -15 ani, adic\u2 59? la \line \up0 \expndtw0\charscalex111 vrstele cnd sunt posibile experien\ u355?ele de laborator vom putea deosebi \line \up0 \expndtw0\charscalex111 dou\u259? feluri de fenomene perceptiv vizuale: \up0 \expndtw0\charscalex111 1. Efectele de cmp sau de \par\pard\ql \li1420\sb4\sl-276\slmult0\tx7234 \up 0 \expndtw0\charscalex115 centrare care nu presupun nici o mi\u351?care \t ab \up0 \expndtw0\charscalex118 (actual\u259?) a privirii, \u351?i sunt \par \pard\qj \li1420\ri939\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex118 vizibile n tr-un singur cmp de cercetare, ceea ce se poate controla cu un \line \up0 \expndt w0\charscalex112 tahistoscop cu durate de prezentare foarte scurte (2 su timi pn\u259? la 1-2 \line \up0 \expndtw0\charscalex112 zecimi de secund\u259? , ceea ce exclude schimbarile de fixare); \up0 \expndtw0\charscalex112 2. Act ivit\u259?\u355?ile \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0 \up0 \expndtw0 \charscalex112 perceptive care presupun deplas\u259?ri ale privirii n spa\u 355?iu sau compara\u355?ii n \line \up0 \expndtw0\charscalex114 timp orientate n ambele cazuri printr-o c\u259?utare activ\u259? din partea subiectului: \line \ up0 \expndtw0\charscalex114 explorare, transportare (a ceea ce s-a v\u259?zut n X sau ceea ce s-a v\u259?zut n \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex118 Y) n spa\u355?iu sau timp, transpunerea unui ansamblu de raporturi, anticip\u259?ri, \up0 \expndtw0\charscalex118 punerea n referin\u355? e a direc\u355?iilor etc. \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0\fi283 \u p0 \expndtw0\charscalex118 Num\u259?rul \u351?i calitatea activit\u259?\u355?ilo r perceptive se dezvolt\u259? n mod natural o \up0 \expndtw0\charscalex116 dat\u2 59? cu vrsta: un copil de 9-10 ani va \u355?ine seama de referin\u355?e \u351?i d

e direc\u355?ii \up0 \expndtw0\charscalex114 (coordonate perceptive) care sunt n eglijate la 5-6 ani; el va cerceta mai bine \up0 \expndtw0\charscalex122 figuril e, va anticipa mai multe elemente etc. n principiu, activit\u259?\u355?il e \up0 \expndtw0\charscalex117 perceptive fac ca percep\u355?ia s\u259? fie mai adecvat\u259? \u351?i corecteaz\u259? \u8222?iluziile\u8220? sau \up0 \expndtw0 \charscalex114 deform\u259?rile sistematice, proprii efectelor de cmp. Dar, crend noi apropieri, \up0 \expndtw0\charscalex117 ele pot genera noi erori sistematice , care cresc n acest caz cu vrsta (cel \up0 \expndtw0\charscalex117 pu\u355?in pn\ u259? la un anumit nivel)\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nosu persub\cf2\f3\fs24 . \par\pard\qj \li1420\sb0\sl-220\slmult0 \par\pard\qj\li1420 \ri985\sb30\sl-220\slmult0\tx1801 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f 7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0\charscalex111 \ul0\nosupersub \cf8\f9\fs20 Pe de alt\u259? parte, cauzalitatea perceptiv\u259? vizual\u2 59? este caracterizat\u259? prin impresii de \line\up0 \expndtw0\charscalex 111 ciocnire, de mpingere, de rezisten\u355?\u259?, de greutate etc. \up0 \ expndtw0\charscalex111 (cnd p\u259?tratul B se deplaseaz\u259? \par\pard\qj \ li1420\ri966\sb11\sl-232\slmult0 \up0 \expndtw0\charscalex114 mai ncet dect A, el pare mai \u8222?greu\u8220?\u351?i mai rezistent dect n cazul vitezelor egale), ca re nu \line \up0 \expndtw0\charscalex109 au nimic autentic vizual. :n acest caz, ca \u351?i n multe altele, e vorba deci de impresii de \line \up0 \expndtw0\charscalex116 origine tactilo-chinestezic\u259?, dar ulterior tra duse n termeni vizuali corespunz\u259?tori. :ntr-\line \up0 \expndtw0\charscal ex115 adev\u259?r, exist\u259? o cauzalitate perceptiv\u259? tactilo-chines tezic\u259?, pe care Michotte nsu\u351?i o \line \up0 \expndtw0\charscalex112 consider\u259? ca fiind genetic anterioar\u259? cauzalit\u259?\u355?ii vi zuale. Cauzalitatea perceptiv\u259? tactilo-\line \up0 \expndtw0\charscalex11 2 chinestezic\u259? depinde de ntreaga ac\u355?iune, deoarece cauzele cunoscute n umai pe cale tactil\u259? \line \up0 \expndtw0\charscalex112 sunt ac\u355?iuni d e mpingere etc., care eman\u259? de la corpul propriu. Pare deci evident, \u351?i n cazul \line \up0 \expndtw0\charscalex116 acestui exemplu, c\u259? schematis mul sensori-motor, n ansamblul s\u259?u, este acela care \line \up0 \expndt w0\charscalex116 determin\u259? mecanismele perceptive \u351?i nu rezult\u259? e l din aceste mecanisme. \par\pard\qj \li1420\ri974\sb8\sl-233\slmult0\tx1716 \up 0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2 \tab \ up0 \expndtw0\charscalex117 \ul0\nosupersub\cf8\f9\fs20 Un exemplu l constituie a \u351?a-numita iluzie de greutate> comparnd doua cutii la fel de \line\up0 \expnd tw0\charscalex117 grele dar de volume diferite, cea mai mare ne pare prin contra st mai u\u351?oar\u259? n m\u259?sura n \line \up0 \expndtw0\charscalex115 care ne a\u351?tept\u259?m ca ea s\u259? fie mai grea. Aceats\u259? eroare perceptiv\u2 59? este mai mare la 10-12 \line \up0 \expndtw0\charscalex115 ani dect la \up0 \expndtw0\charscalex115 5-6 ani, ntruct anticiparea este mai activ\u259?. Ia r debilii profunzi, care nu \par\pard\qj \li1420\ri969\sb18\sl-220\slmult0 \ up0 \expndtw0\charscalex111 anticipeaz\u259? nimic, nu prezint\u259? o asem enea iluzie. Deja Binet deosebea iluziile care se \line \up0 \expndtw0\ch arscalex111 amplific\u259? o dat\u259? cu vrsta, de cele care scad cu vrsta. :ntradev\u259?r, cele dinti depind toate, \par\pard\ql \li5975\sb0\sl-276\slmult0 \pa r\pard\ql\li5975\sb158\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosuper sub\cf4\f5\fs24 21 {\shp {\*\shpinst\shpleft1418\shptop11390\shpright3756\shpbottom11410\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4098\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P

g22}{\bkmkend Pg22}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri935\sb69\sl-280\slmult0\fi283 \up0 \expndt w0\charscalex115 \ul0\nosupersub\cf2\f3\fs24 Efectele de cmp r\u259?mn calitativ n eschimbate la orice vrst\u259?, n afar\u259? de \line \up0 \expndtw0\charscalex118 cazul n care mai devreme sau mai trziu pot constitui noi efecte de acest \line \u p0 \expndtw0\charscalex116 fel, prin sedimentarea activit\u259?\u355?ilor pe rceptive. Aceste efecte furnizeaz\u259? \line \up0 \expndtw0\charscalex113 pe rcep\u355?ii aproximativ adecvate, dar numai aproximativ, deoarece o percep\u355 ?ie \line \up0 \expndtw0\charscalex114 imediat\u259? este produsul unei e\u351?a ntion\u259?ri de natur\u259? probabilistic\u259?. ntr-adev\u259?r, \line \up0 \ex pndtw0\charscalex113 privind o configura\u355?ie, chiar foarte simpl\u259?, nu v edem totul cu aceea\u351?i precizie \line \up0 \expndtw0\charscalex114 \u351?i m ai ales nu vedem totul dintr-o dat\u259?: privirea se fixeaz\u259? asupra unui p unct \line \up0 \expndtw0\charscalex117 sau a altuia \u351?i \u8222? ntlnirile\u82 20? dintre diversele p\u259?r\u355?i ale organelor receptoare \u351?i \line \up0 \expndtw0\charscalex113 diversele p\u259?r\u355?i ale obiectului perceput r\u259?mn aleatorii \u351?i de o densitate \line \up0 \expndtw0\charscalex11 0 inegal\u259? n raport cu regiunile figurii, ale retinei \u351?i cu mom entele - n care \line \up0 \expndtw0\charscalex112 aceste regiuni sunt centr ate pe fovea (zona vederii clare) sau r\u259?mn la \line \up0 \expndtw0\c harscalex114 periferie (zon\u259? perifoveal\u259?). Rezult\u259? de aici c\u259 ? efectele de cmp, de\u351?i n linii \line \up0 \expndtw0\charscalex114 mari adec vate, sunt totu\u351?i n parte deformate: or, aceste \up0 \expndtw0\charsca lex114 \u8222?iluzii\u8220? sau \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0 \ up0 \expndtw0\charscalex116 deform\u259?ri sistematice r\u259?mn calitativ ne schimbate la orice vrst\u259?, dar \up0 \expndtw0\charscalex110 intensitatea sau valoarea lor cantitativ\u259? scade o dat\u259? cu dezvoltarea sub \up0 \expndtw0\charscalex110 efectul corector al activit\u259?\u355?ilor perc eptive (explorare etc.). \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up 0 \expndtw0\charscalex112 A spune c\u259? iluziile optico-geometrice \u8222 ?primare\u8220? (care \u355?in de efecte de \line \up0 \expndtw0\charscalex 114 cmp) nu variaz\u259? calitativ cu vrsta, nseamn\u259? c\u259? distribu\u355?ia iluziei n func\u355?ie \line \up0 \expndtw0\charscalex119 varia\u355?iile figurii \u351?i, n special de valorile sale maxime, pozitive \u351?i negative, \line \up 0 \expndtw0\charscalex116 p\u259?streaz\u259? acelea\u351?i propriet\u259?\u35 5?i la orice vrst\u259?. De pild\u259?, percep\u355?ia unui \line \up0 \ex pndtw0\charscalex113 dreptunghi (f\u259?r\u259? diagonale) supraestimeaza laturi le mari \u351?i le subestimeaz\u259? \line \up0 \expndtw0\charscalex114 pe ce le mici. Dac\u259? variem laturile mici l\u259?snd constante pe cele ma ri, \line \up0 \expndtw0\charscalex112 constat\u259?m c\u259? iluzia este cu att mai mare cu ct laturile mici sunt mai \line \up0 \expndtw0\charscale x114 scurte, maximumul (spa\u355?ial) ap\u259?rnd atunci cnd dreptunghiul se con fund\u259? \line \up0 \expndtw0\charscalex116 cu dreapta cea mai sub\u355?ire ca re poate fi desenat\u259?. n cazul iluziei cercurilor \line \up0 \expndtw0\charsc alex111 concentrice (Delboeuf), cercul mic supraestimat, iar cel mare su bestimat, \line \up0 \expndtw0\charscalex115 maximumul spa\u355?ial pozitiv fii nd atins cnd razele se afl\u259? ntr-un raport de \line \up0 \expndtw0\charsca lex120 3:4; dac\u259? cercul mic are un diametru mai scurt dect l\u259?\u355?imea benzii care \line \up0 \expndtw0\charscalex113 separ\u259? cele dou\u259? cercu ri, iluzia se inverseaz\u259? (subestimarea cercului mic) \u351?i \line \up0 \ex pndtw0\charscalex116 prezint\u259? un maximum negativ pentru un raport dat. Tocm ai pozi\u355?iile acestor \line \up0 \expndtw0\charscalex111 maximele g\u259?si m la orice vrst\u259?, la fel ca \u351?i aceea a iluziei mediane de \ line \up0 \expndtw0\charscalex110 valoare nul\u259? care separ\u259? erorile pozitive de cele negative. Dimpotriv\u259?, \u351?i \line \up0 \expndtw0\ charscalex117 independent de permanen\u355?a acestor propriet\u259?\u355 ?i calitative, valoarea \line \up0 \expndtw0\charscalex110 cantitativ\u259? a iluziei scade cu vrsta, adic\u259? pentru o aceea\u351?i figur\u259? care \line \up0 \expndtw0\charscalex112 prezint\u259? acela\u351?i maximum

la orice vrst\u259? (de pild\u259? raportul 3 : 3 al lui \line \up0 \e xpndtw0\charscalex114 Delboeuf), iluzia este mai puternic\u259? la 5 ani dect dup \u259? aceast\u259? vrst\u259? \u351?i nu \line \up0 \expndtw0\charscalex114 mai atinge la adult dect jum\u259?tate sau o treime din valoarea sa ini\u355?ial\u259 ?. \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex 110 Aceste fapte meritau s\u259? fie men\u355?ionate, deorece ele ofer\u 259? un exemplu \up0 \expndtw0\charscalex115 destul de rar de reac\u355?ii car e nu variaz\u259? o dat\u259? cu dezvoltarea, afar\u259? doar de \up0 \expndtw0\ charscalex116 intensitatea lor; binen\u355?eles, trebuie s\u259? facem rezerva cu venit\u259? pentru ceea \up0 \expndtw0\charscalex114 ce se petrece n timpul prime lor luni de existen\u355?\u259?, dar ntruct reg\u259?sim iluzia \up0 \expndtw0\cha rscalex114 cercurilor concentrice chiar \u351?i la pe\u351?tii din specia Phoxin us, ea trebuie s\u259? fie \up0 \expndtw0\charscalex114 destul de precoce la cop il\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \p ar\pard\ql \li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb92\sl-230\slmult0 \u p0 \expndtw0\charscalex114 \ul0\nosupersub\cf8\f9\fs20 indirect, de activit\u259 ?\u355?ile perceptive, n timp ce celelalte \u355?in de efecte de cmp. \par\pard\qj \li1420\ri976\sb6\sl-235\slmult0\tx1736 \up0 \expndtw-2\charscalex100 \ul0\supe r\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0\charscalex118 \ul0\nos upersub\cf8\f9\fs20 Cauza acestei identit\u259?\u355?i a reac\u355?iilor \u355?i ne de simplitatea mecanismului probabilistic care \line\up0 \expndtw0\charscalex 116 explic\u259? aceste deform\u259?ri perceptive. Dup\u259? cum a ar\u259?tat u nul dintre noi, putem ntr-adev\u259?r \line \up0 \expndtw0\charscalex114 reduce t oate iluziile primare (efectele de cmp) la efecte de centrare, care constau n fapt ul \line \up0 \expndtw0\charscalex113 c\u259? elementele centrate de privire (fovea) sunt supraestimate, iar elementele situate la \line \up0 \expndt w0\charscalex113 periferia cmpului vizual rezult\u259?, chiar dac\u259? pri virea se deplaseaz\u259? \up0 \expndtw0\charscalex113 (explorare), o \par\p ard\ql \li1420\sb1\sl-216\slmult0 \up0 \expndtw0\charscalex115 eterogenitate a \ u8222? ntlnirilor\u8220? cu obiectul, n sensul indicat mai sus, deoarece cantr\u2 59?rile nu \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb159\sl276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 22 {\shp {\*\shpinst\shpleft1418\shptop13720\shpright3756\shpbottom13740\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3892\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g23}{\bkmkend Pg23}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri934\sb69\sl-280\slmult0\fi283 \up0 \expndt w0\charscalex113 \ul0\nosupersub\cf2\f3\fs24 Aceast\u259? dualitate a factori lor reprezenta\u355?i prin num\u259?rul \u8222? ntlnirilor\u8220? \u351?i \li ne \up0 \expndtw0\charscalex117 prin \u8222?cupl\u259?rile\u8220? complete sau i ncomplete, poate fi justificat\u259? prin fenomenul \line \up0 \expndtw0\charsca lex114 de maximum temporal al iluziilor, care ne permite s\u259? consta t\u259?m unele \line \up0 \expndtw0\charscalex116 deferen\u355?e n raport cu vrst a. Dac\u259? prezent\u259?m copilului o figur\u259? o perioad\u259? \line \up0 \ expndtw0\charscalex114 de timp foarte scurt\u259?, variind ntre 1-2 sutimi de sec und\u259? de 1 s iluzia trece \line \up0 \expndtw0\charscalex111 printr-un ma ximum, n general n jurul duratei de 1-3 zecimi de secund\u259?. \line \up0 \expndtw0\charscalex118 Explica\u355?ia const\u259? n primul rnd n faptul c\u259?, ntr-un interval de timp foarte \line \up0 \expndtw0\charscalex115 scurt apare un num\u259?r foarte mic de ntlniri,ceea ce face ca s\u259? fie probabile \line \up0

\expndtw0\charscalex117 cupl\u259?ri destul de complete \u351?i de aici o iluzi e slab\u259?. La durata de 0,3 - 0,5 \line \up0 \expndtw0\charscalex117 pn\u25 9? la 1 s, mi\u351?c\u259?rile privirii devin posibile \u351?i mpreun\u259? cu e le o explorare \line \up0 \expndtw0\charscalex113 mai minu\u355?ioas\u259?: ntlni rile devin deci foarte numeroase, cupl\u259?rile redevin \line \up0 \expnd tw0\charscalex112 relativ complete \u351?i iluzia descre\u351?te. Dar ntre cele dou\u259? durate, ntlnirile \line \up0 \expndtw0\charscalex116 sporesc f\u 259?r\u259? o explorare sistematic\u259? posibil\u259?: exist\u259? deci o mai mare \line \up0 \expndtw0\charscalex112 probabilitatede cupl\u259?ri i ncomplete de unde un maximum temporal (\u351?i nu \line \up0 \expndtw0\ch arscalex117 spa\u355?ial) al iluziei. Dar, ntruct maximumul temporal depinde de ra piditatea \line \up0 \expndtw0\charscalex115 reac\u355?iilor \u351?i de calit atea explor\u259?rii, el variaz\u259? ntructva cu vrsta, spre \line \up0 \exp ndtw0\charscalex115 deosebire de maximumul spa\u355?ial, \u351?i se prezint\u259 ? uneori la copilul mic n zona \line \up0 \expndtw0\charscalex115 duratelor ceva mai lungi dect la copiii mari \u351?i la adul\u355?i. \par\pard\li4332\sb0\sl-276 \slmult0\par\pard\li4332\sb0\sl-276\slmult0\par\pard\li4332\sb0\sl-276\slmult0\p ar\pard\li4332\sb18\sl-276\slmult0\fi0\tx5052 \up0 \expndtw0\charscalex127 III.\ tab \up0 \expndtw0\charscalex127 Activit\u259?\u355?ile perceptive\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri936\sb279\sl-280\slmult0\fi393 \up0 \expndtw0\charscalex116 S-a v\u259?zut c\u259?, dac\u259? efectele de cmp r \u259?mn relativ constante cu vrsta, \line \up0 \expndtw0\charscalex115 activit\u2 59?\u355?ile perceptive, dimpotriv\u259?, se dezvolt\u259? progresiv. Este n prim ul rnd \line \up0 \expndtw0\charscalex113 cazul celei mai importante dintre ele: explorarea configura\u355?iilor prin deplas\u259?ri \line \up0 \expndtw0\charsca lex120 mai mult sau mai pu\u355?in sistematice ale privirii \u351?i ale punctelo r ei de fixare \line \up0 \expndtw0\charscalex112 (centr\u259?ri). De exemplu, unul dintre noi impreun\u259? cu Vinh-Bang a studiat \line \up0 \expndt w0\charscalex113 (prin nregistrare pe film) compara\u355?ia dintre dou\u259? oriz ontale, sau dou\u259? oblice, \line \up0 \expndtw0\charscalex117 sau dou\u259? v erticale care se prelungesc, sau compararea unei verticale \u351?i a \line \up0 \expndtw0\charscalex110 unei orizontale care fac parte dintr-o figur\u259? n L (consemnul era de a se \line \up0 \expndtw0\charscalex115 aprecia egal itatea sau inegalitatea lungimii acestor drepte). Or, se constat\u259? \line \up 0 \expndtw0\charscalex116 c\u259? reac\u355?iile copilului de \u351?ase ani sunt net diferen\u355?iate de cele ale subiec\u355?ilor \line \up0 \expndtw0\charsca lex116 mai vrstnici. Pe de o parte, punctele de fixare sunt mult mai pu\u355?in a justate \line \up0 \expndtw0\charscalex118 \u351?i se distribuie pe o arie mult mai larg\u259? (pn\u259? la c\u355?iva cantimetri de liniile \line \up0 \expndtw0\ charscalex117 oferite vederii) dect la adult. Pe de alt\u259? parte, mi\u351?c\u2 59?rile de transportare \u351?i \line \up0 \expndtw0\charscalex117 de compara\u 355?ie de la un segment la altul sunt propor\u355?ional mai pu\u355?in \par\pard\qj \li1420\sb0\sl-234\slmult0 \par\pard\qj\li1420\ri966\sb85\sl-234\s lmult0 \up0 \expndtw0\charscalex113 \ul0\nosupersub\cf8\f9\fs20 mai sunt egal re partizate \u351?i fiecare centrare antreneaz\u259? o supraestimare local\u259? n func\u355?ie de \up0 \expndtw0\charscalex115 num\u259?rul ntlnirilor. S\u259? numi m \u8222?cupl\u259?ri\u8220? coresponden\u355?ele de la 1 la n dintre ntlnirile pe un \up0 \expndtw0\charscalex115 element al figurii \u351?I acelea de pe un alt element al figurii> nu vom avea deci deformare sau \up0 \expndtw0\charscalex116 iluzie, dac\u259? cupl\u259?rile sunt complete (sau ntlnirile omogene)< este cazul \u8222?formelor bune\u8220?, \up0 \expndtw0\charscalex117 cum ar fi p\u259?trat ul n care toate elementele sunt egale. \{i dimpotriv\u259?, vom avea iluzie dac\u 259? \up0 \expndtw0\charscalex112 aceste cupl\u259?ri sunt incomplete, ceea ce f avorizeaz\u259? inegalitatea lungimilor n cauz\u259? \u351?i putem \up0 \expndtw0 \charscalex114 calcula deci distribu\u355?ia iluziei (maxima etc.) cu ajutorul u nei formule simple bazate numai pe \up0 \expndtw0\charscalex114 aceste diferen\u 355?e de lungime dintre elementele figurii> \par\pard\li2770\sb10\sl-230\slmult0 \fi0\tx4274 \up0 \expndtw0\charscalex106 (L\ul0\nosupersub\cf14\f15\fs16 1\ul0\n osupersub\cf8\f9\fs20 - L\ul0\nosupersub\cf14\f15\fs16 2\ul0\nosupersub\cf8\f9\f s20 )L\ul0\nosupersub\cf14\f15\fs16 2\tab \up0 \expndtw0\charscalex106 \ul0\nosu

persub\cf8\f9\fs20 L\ul0\nosupersub\cf14\f15\fs16 1\par\pard\qj \li1420\ri971\sb 0\sl-240\slmult0 \up0 \expndtw0\charscalex110 \ul0\nosupersub\cf8\f9\fs20 P (def ormare) \ul0\nosupersub\cf7\f8\fs20 ---------------X ----------- unde L\ul0\no supersub\cf15\f16\fs16 1\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 este mai mare dintre dou\u259? lungimi comparate< \up0 \expndtw0\charscalex110 L\ul0\nosupersub\cf14\f15\fs16 2 \ul0\nosupersub\cf8\f9\fs20 - cea mai mic\u25 9? ; \par\pard\li3170\sb1\sl-220\slmult0\fi0\tx4131 \up0 \expndtw-2\charscalex10 0 \ul0\nosupersub\cf7\f8\fs20 S\tab \up0 \expndtw-2\charscalex100 L\ul0\nosupers ub\cf15\f16\fs16 max\par\pard\ql \li1420\sb2\sl-216\slmult0 \up0 \expndtw0\chars calex106 \ul0\nosupersub\cf7\f8\fs20 L\ul0\nosupersub\cf15\f16\fs16 max \ul0\nos upersub\cf7\f8\fs20 - cea mai mare lungime a figurii, iar S \ul0\nosupersub\cf8\ f9\fs20 - suprafa\u355?a sau ansamblul cuplajelor posibile. \par\pard\ql \li5975 \sb0\sl-276\slmult0 \par\pard\ql\li5975\sb159\sl-276\slmult0 \up0 \expndtw-3\cha rscalex100 \ul0\nosupersub\cf4\f5\fs24 23 {\shp {\*\shpinst\shpleft1418\shptop12324\shpright3756\shpbottom12344\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3696\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g24}{\bkmkend Pg24}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri936\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex116 \ul0\nosupersub\cf2\f3\fs24 frecvente la cei mici, dect simplele depla s\u259?ri cu caracter aleatoriu. Cu alte \line \up0 \expndtw0\charscalex113 cuvi nte, copiii mici se comport\u259? ca \u351?i cum s-ar a\u351?tepta s\u259? vad\u 259? chiar n cazul \line \up0 \expndtw0\charscalex113 unor centr\u259?ri aberan te, n timp ce copiii mari privesc mai atent, dirijnd \line \up0 \expndtw0\ charscalex113 explorarea printr-o strategie sau printr-un joc de decizii n a\u351 ?a fel ca punctele \line \up0 \expndtw0\charscalex113 de centrare s\u259? prezin te maximum de informa\u355?ie \u351?i minimum de pierderi\ul0\super\cf5\f6\fs22\ ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par\pard\qj \li1420\ri938\ sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 Dar explorarea poate fi polarizat\u259? \u351?i astfel s\u259? dea na\u351?tere unor erori \up0 \expndtw0\charscalex114 secundare (este cazul verticalelor care sunt supr aestimate n raport cu \up0 \expndtw0\charscalex111 orizontale de aceea\u351? i lungime, deoarece centr\u259?rile cele mai frecvente se \up0 \expndtw0\ charscalex119 fixeaz\u259? la mijlocul orizontalelor \u351?i la vrful vert icalelor fapt confirmat \up0 \expndtw0\charscalex113 de nregistrarea mi\u351?c \u259?rilor ochiului). Aceast\u259? eroare a verticalei tinde s\u259? \up 0 \expndtw0\charscalex113 creasc\u259? o dat\u259? cu vrta. \par\pard\qj \li1420\ ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex116 Pe de alt\u259? part e, explorarea se poate combina cu efectele exerci\u355?iului \u351?i, \line \up0 \expndtw0\charscalex118 prin urmare cu transportarea temporal\u259?, atunci cnd pe acelea\u351?i figuri, se \line \up0 \expndtw0\charscalex110 repet\u259? acel ea\u351?i m\u259?sur\u259?tori, de dou\u259?zeci de ori la rnd sau mai mult. Se \line \up0 \expndtw0\charscalex115 observ\u259? n acest caz, diferen \u355?e foarte semnificative n raport cu vrsta, \line \up0 \expndtw0\charscal ex115 diferen\u355?e care au fost stabilite sub ndrumarea unuia dintre no i, de G. \line \up0 \expndtw0\charscalex115 Moelting pentru iluzia lui Mller-Ly er (figuri penate) \u351?i pentru iluzia rombului \line \up0 \expndtw0\charscale x110 (subestimarea diagonalei mari). La adult, repetarea m\u259?sur\u259?r ilor duce la o \line \up0 \expndtw0\charscalex114 sc\u259?dere progresiva a e rorii sistematice, putnd s\u259? mearg\u259? pn\u259? la completa \line \up0 \expn

dtw0\charscalex113 ei anulare. Acest efect al exerci\u355?iului sau al explor\u2 59?rii cumulative este cu att \line \up0 \expndtw0\charscalex114 mai interesant, cu ct subiectul ignor\u259? complet rezultatele lui, ceea ce \line \up0 \expndtw0\charscalex117 exclude interven\u355?ia unor nt\u259?riri externe \u351 ?i conduce la interpretarea acestei \line \up0 \expndtw0\charscalex117 forme de n v\u259?\u355?are ca fiind datorat\u259? unei echilibr\u259?ri progresive (\u8222 ?cupl\u259?ri\u8220? din \line \up0 \expndtw0\charscalex114 ce n ce mai complete) . La un copil de 7-12 ani reg\u259?sim acelea\u351?i efecte, dar \line \up0 \exp ndtw0\charscalex116 cu att mai slabe cu ct subiec\u355?ii sunt mai mici, constatndu -se un progres \line \up0 \expndtw0\charscalex116 destul de regulat o dat\u259? cu vrsta. Dimpotriv\u259?, la copiii de sub \u351?apte ani nu \line \up0 \expndtw 0\charscalex114 s-a putut decala cu aceea\u351?i tehnic\u259? nici o ac\ u355?iune a exerci\u355?iului sau a \line \up0 \expndtw0\charscalex111 repet i\u355?iei, curba erorilor oscilnd n acest caz n jurul unei aeleea\u351?i medii \line \up0 \expndtw0\charscalex114 generale, chiar dup\u259? 20 sau chiar 30 sau 40 de repeti\u355?ii, (subiectul obose\u351?te \line \up0 \expndtw0\chars calex119 cu att mai pu\u355?in, cu ct nu d\u259? nici o dovad\u259? de explorare a ctiv\u259?), f\u259?r\u259? s\u259? \line \up0 \expndtw0\charscalex114 aib\u259? loc o nv\u259?\u355?are. Prezint\u259? un anumit interes men\u355?ionarea faptului c\u259? \line \up0 \expndtw0\charscalex116 aceast\u259? nv\u259?\u355 ?are apare abia n jurul vrstei de \u351?apte ani, cnd sincretismul \line \up0 \expn dtw0\charscalex121 sl\u259?beste sim\u355?itor \u351?i mi\u351?c\u259?rile ocula re sunt mai bine dirijate: \u351?i mai ales la \line \up0 \expndtw0\charscalex11 1 vrsta cnd se constituie primele opera\u355?ii logico-matematice \u351?i cnd deci \line \up0 \expndtw0\charscalex115 activitatea perceptiv\u259? poate fi dirijat\u259? printr-o inteligen\u355?\u259? care sesizeaz\u259? mai \line \up0 \expndtw0\charscalex113 bine problemele; fiere\u351?te, inteligen\u355?a nu se substituie n acest caz percep\u355?iei, \line \up0 \expndtw0\charscalex117 ci str ucturnd realul, ea contribuie la programarea nregistr\u259?rii informa\u355?iilor \line \up0 \expndtw0\charscalex115 perceptive, adic\u259? la indicarea a ceea ce trebuie privit cu mai mult\u259? aten\u355?ie. \line \up0 \expndtw0\charscale x115 Or, chiar n domeniul lungimilor liniare simple, aceast\u259? programare jo ac\u259? un \par\pard\qj \li1420\sb0\sl-232\slmult0 \par\pard\qj\li1420\sb0\sl-2 32\slmult0 \par\pard\qj\li1420\ri976\sb56\sl-232\slmult0\tx1713 \up0 \expndtw-2\ charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0 \charscalex117 \ul0\nosupersub\cf8\f9\fs20 Acest defect de explorare activ\u259? explic\u259? un caracter al percep\u355?iilor copiilor mai mici de \line\up0 \e xpndtw0\charscalex115 \u351?apte ani care a fost descris ntr-un mod clasic> sincr etismul (Claparde) sau caracterul \line \up0 \expndtw0\charscalex115 global (Declory) prin care se n\u355?elege c\u259? subiectul nu percepe ntr-o configura\u 355?ie complex\u259? \line \up0 \expndtw0\charscalex113 dect impresia de ansamblu , f\u259?r\u259? analiza p\u259?r\u355?ilor sau sinteza rela\u355?iilor lor. De pild\u259?, G. Meili-\line \up0 \expndtw0\charscalex115 Dworetski a folosit o fi gur\u259? echivoc\u259? n care se poate percepe fie o foarfec\u259?, fie un chip de \line \up0 \expndtw0\charscalex120 om, cele dou\u259? structuri ap\u259?rnd le cei mari n mod alternativ \u351?i r\u259?mnnd incompatibile \line \up0 \expndtw0\c harscalex113 simultan \up0 \expndtw0\charscalex113 (deoarece acelea\u351?i cer curi reprezint\u259? ntr-un caz ni\u351?te ochi, iar n cel\u259?lalt caz \l ine \up0 \expndtw0\charscalex111 urechile foarfecei)< dimpotriv\u259? un anu mit num\u259?r de copii a r\u259?spuns> \u8222?Acesta este un \line \u p0 \expndtw0\charscalex112 domn, \u351?i i s-au aruncat ni\u351?te foarfec i n obraz\u8220?. Acest sincretism nu ascult\u259? de legi \line \up0 \expndtw0\charscalex113 comparabile cu legile efectului de cmp. El oglinde\u351?t e pur \u351?i simplu o caren\u355?\u259? a activit\u259?\u355?ii de \line \up0 \ expndtw0\charscalex113 explorare sistematic\u259?. \par\pard\ql \li5975\sb0\sl-2 76\slmult0 \par\pard\ql\li5975\sb156\sl-276\slmult0 \up0 \expndtw-3\charscalex10 0 \ul0\nosupersub\cf4\f5\fs24 24 {\shp {\*\shpinst\shpleft1418\shptop12788\shpright3756\shpbottom12808\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4274\shplid0

{\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g25}{\bkmkend Pg25}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri943\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex116 \ul0\nosupersub\cf2\f3\fs24 rol evident, substituind o metric\u259? e valu\u259?rilor globale sau pur ordinale. (Vezi \up0 \expndtw0\charscalex108 mai departe cap. IV II-VI). \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \up 0 \expndtw0\charscalex116 Aceast\u259? ac\u355?iune de orientare a inteligen\u35 5?ei, apare \u351?i mai clar n domeniul \line \up0 \expndtw0\charscalex114 coordo natelor perceptive, adic\u259? al referirii la axe orizontale \u351?i v erticale, \line \up0 \expndtw0\charscalex112 pentru a aprecia direc\u355?ia figurilor sau a liniilor. H. Wursten a studiat, la \line \up0 \expndtw0\ charscalex114 cererea unuia dintre noi, compara\u355?ia dintre lungimea unei ver ticale de 5 cm \line \up0 \expndtw0\charscalex114 \u351?i aceea a unei oblice variabile (inclusiv n pozi\u355?ie orizontal\u259?), a c\u259?rei origin\u259? \l ine \up0 \expndtw0\charscalex114 este situat\u259? la 5 cm de linia vertical\u25 9?. Aceast\u259? compara\u355?ie este mai dificil\u259? la \line \up0 \expndtw0\ charscalex117 adult, care prezint\u259? erori destul de mari, dar cu mult mai u\ u351?oar\u259? la 5-6 ani, \line \up0 \expndtw0\charscalex117 deoarece copiii mi ci nu dau aten\u355?ie orient\u259?rii liniilor (dovad\u259? este faptul c\u259 ? \line \up0 \expndtw0\charscalex117 atunci cnd test\u259?m chiar aceast\u259? or ientare, comparnd figurile ntre ele, ei \line \up0 \expndtw0\charscalex114 s\u259? vr\u351?esc maximum de gre\u351?eli, n timp ce pentru un adult estimarea devine \l ine \up0 \expndtw0\charscalex112 u\u351?oar\u259?). ntre 5-6 ani \u351?i 12 ani, eroarea de apreciere a lungimilor cre\u351?te pn\u259? \line \up0 \expndtw0\chars calex115 la 9-10 ani, cnd trece printr-un maximum , pentru ca dup\u259? aceea s\u 259? scad\u259? \line \up0 \expndtw0\charscalex113 u\u351?or (datorit\u259? un or noi activit\u259?\u355?i perceptive de transportare a lungimilor, \lin e \up0 \expndtw0\charscalex114 independent de direc\u355?ii). Or, vrsta de 9-10 a ni este tocmai aceea la care se \line \up0 \expndtw0\charscalex116 organizeaz\u2 59? n domeniul inteligen\u355?ei sistemul coordonatelor operatorii, deci \line \u p0 \expndtw0\charscalex116 cnd subiectul ncepe s\u259? observe direc\u355?iile , ceea ce l incomodeaz\u259? n \line \up0 \expndtw0\charscalex116 evaluarea per ceptiv\u259? a lungimilor\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosu persub\cf2\f3\fs24 . \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \e xpndtw0\charscalex110 n general vorbind, se vede astfel c\u259? activit\u2 59?\u355?ile perceptive se dezvolt\u259? \line \up0 \expndtw0\charscalex118 o dat\u259? cu vrsta ajungnd s\u259? se conformeze directivelor sugerate de \line \up0 \expndtw0\charscalex114 inteligen\u355?a n progresele ei operatorii. Dar nainte de a se constitui opera\u355?iile \line \up0 \expndtw0\charscalex116 gn dirii, ac\u355?iunea n ntregime este cea care exercit\u259? rolul de orientare, a\ u351?a \line \up0 \expndtw0\charscalex116 cum am v\u259?zut n capitolul II, I. Es te deci exclus s\u259? consider\u259?m activit\u259?\u355?ile \line \up0 \expndt w0\charscalex117 perceptive ca rezultat al unei simple extinderi sau al unei sim ple ml\u259?dieri a \line \up0 \expndtw0\charscalex114 efectelor de cmp, a\ u351?a cum sugereaz\u259? perspectiva proprie teoriei \line \up0 \expn dtw0\charscalex113 gestaltiste. Dimpotriv\u259?, efectele de cmp apar ca sediment \u259?ri locale ale unor \line \up0 \expndtw0\charscalex115 activit\u259?\u355?i perceptive de nivele variate, c\u259?ci unele dintre ele sunt precoce, iar \lin e \up0 \expndtw0\charscalex118 stabilirile de rela\u355?ii sau compara\u355? iile, m\u259?car globale, apar din primele \line \up0 \expndtw0\charscalex1 11 s\u259?pt\u259?mni. \par\pard\qj \li1420\sb0\sl-235\slmult0 \par\pard\qj\li142

0\sb0\sl-235\slmult0 \par\pard\qj\li1420\sb0\sl-235\slmult0 \par\pard\qj\li1420\ sb0\sl-235\slmult0 \par\pard\qj\li1420\sb0\sl-235\slmult0 \par\pard\qj\li1420\sb 0\sl-235\slmult0 \par\pard\qj\li1420\sb0\sl-235\slmult0 \par\pard\qj\li1420\sb0\ sl-235\slmult0 \par\pard\qj\li1420\sb0\sl-235\slmult0 \par\pard\qj\li1420\sb0\sl -235\slmult0 \par\pard\qj\li1420\sb0\sl-235\slmult0 \par\pard\qj\li1420\ri974\sb 213\sl-235\slmult0\tx1730 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\u l0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0\charscalex114 \ul0\nosupersub\cf8\f9\ fs20 Ulterior P. Dadsetan a completat experimentul precedent cernd s\u259? se apr ecieze pozi\u355?ia \line\up0 \expndtw0\charscalex116 orizontal\u259? a unei dre pte desenate n interiorul uni triunghi cu baza oblic\u259?, totul fiind figurat \ line \up0 \expndtw0\charscalex115 pe o foaie de hrtie mare \u351?i alb\u25 9? cu marginile dublate de linii negre, spre a nlesni \line \up0 \expndtw 0\charscalex118 raportarea. F\u259?r\u259? a intra n am\u259?nuntele rezulta telor, vom men\u355?ine esen\u355?ialul> copilul \line \up0 \expndtw0\charsc alex113 redevine sensibil la referin\u355?ele de ansamblu \up0 \expndtw0\ch arscalex115 (exterioare triunghiului) abia la \up0 \expndtw0\charscalex118 910 ani \par\pard\qj \li1420\ri966\sb0\sl-233\slmult0 \up0 \expndtw0\charscalex1 14 deoarece sub influen\u355?a coordonatelor operatorii care apar atunci, el aju nge, dar abia acum, \up0 \expndtw0\charscalex116 la \u8222?ideea de a privi\u822 0? marginile foii, dep\u259?\u351?ind nsfr\u351?it grani\u355?ele figurii triunghi ulare. Testnd \up0 \expndtw0\charscalex114 ntr-un alt experiment pe aceea\u351?I s ubiec\u355?I capacitatea lor de a folosi coordonatele operatorii \up0 \expndtw0\ charscalex113 (li s-a cerut s\u259? anticipeze linia suprafe\u355?ei apei ntr-un pahar, n momentul n care acesta va fi \up0 \expndtw0\charscalex115 nclinat (vezi c ap. III III). Dadsetan a constatat un u\u351?or avans al coordon\u259?rii opera torii n \up0 \expndtw0\charscalex113 raport cu proba de percep\u355?ie, ceea ce a rat\u259? o dat\u259? mai mult rolul inteligen\u355?ei n programarea \up0 \expndt w0\charscalex113 activit\u259?\u355?ii perceptive. \par\pard\ql \li5975\sb0\sl-2 76\slmult0 \par\pard\ql\li5975\sb143\sl-276\slmult0 \up0 \expndtw-3\charscalex10 0 \ul0\nosupersub\cf4\f5\fs24 25 {\shp {\*\shpinst\shpleft1418\shptop12556\shpright3756\shpbottom12576\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3366\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g26}{\bkmkend Pg26}\par\pard\ql \li3923\sb0\sl-276\slmult0 \par\pard\ql\li3923\s b0\sl-276\slmult0 \par\pard\ql\li3923\sb0\sl-276\slmult0 \par\pard\ql\li3923\sb0 \sl-276\slmult0 \par\pard\ql\li3923\sb0\sl-276\slmult0 \par\pard\ql\li3923\sb92\ sl-276\slmult0 \up0 \expndtw0\charscalex116 \ul0\nosupersub\cf2\f3\fs24 IV. Percep\u355?ii, no\u355?iuni \u351?i opera\u355?ii \par\pard\qj \li1420\sb 0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\ sl-280\slmult0 \par\pard\qj\li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0 \charscalex114 Aceste date fiind stabilite, putem s\u259? revenim la pro blema ridicat\u259? n \line \up0 \expndtw0\charscalex111 introducerea la aces t capitol: este suficient\u259? oare dezvoltarea percep\u355?iilor \line \ up0 \expndtw0\charscalex112 pentru a explica dezvoltarea inteligen\u355?ei, ori m\u259?car con\u355?inutul inteligen\u355?ei \line \up0 \expndtw0\charsc alex114 (no\u355?iunilor), \up0 \expndtw0\charscalex114 - sau senzualismul a uitat pur \u351?i simplu rolul ac\u355?iunii \u351?i al \line \up0 \expn dtw0\charscalex115 schematismului s\u259?u sensori-motor, acesta putnd constitui n acela\u351?i timp \line \up0 \expndtw0\charscalex115 izvorul percep\u355?iilo r \u351?i punctul de plecare al opera\u355?iilor ulterioare ale gndirii? \par\par d\ql \li1703\sb0\sl-280\slmult0 \par\pard\ql\li1703\ri935\sb1\sl-280\slmult0\tx2

364\tx3727\tx2364\tx2364\tx2364\tx2364\tx2364\tx2364\tx2364 \up0 \expndtw-3\char scalex100 \ul0\nosupersub\cf11\f12\fs24 1. \tab \up0 \expndtw0\charscalex125 \ul 0\nosupersub\cf2\f3\fs24 Metode. \tab \up0 \expndtw0\charscalex114 - n ceea ce prive\u351?te no\u355?iunile, teza minimal\u259? a \line\tab \up0 \expndtw0\charscalex112 empirismului este c\u259? de fapt con\u355?inutul lor provine din percep\u355?ie, \line \tab \up0 \expndtw0\charscalex117 forma lor constnd pur \u351?i simplu dintr-un sistem de abstrac\u355?ii \u351?i de \li ne \tab \up0 \expndtw0\charscalex118 generaliz\u259?ri, f\u259?r\u259? structura re constructiv\u259?, ce ar putea fi izvorul de \line \tab \up0 \expndtw0\charsc alex112 leg\u259?turi deosebite sau superioare rela\u355?iilor furnizate d e percep\u355?ie. \line \tab \up0 \expndtw0\charscalex115 Vom constata, dimpotr iv\u259?, c\u259? o asemenea structurare se manifest\u259? \line \tab \up0 \expn dtw0\charscalex114 nencetat, c\u259? ea provine de la ac\u355?iune sau de la opera\u355?ii \u351?i c\u259? \line \tab \up0 \expndtw0\charscalex114 ea mbog\u259?\u355?e\u351?te no\u355?iunile cu con\u355?inuturi neperceptiv e \up0 \expndtw0\charscalex114 (fire\u351?te, \par\pard\qj \li2364\ri936\sb1\sl280\slmult0 \up0 \expndtw0\charscalex115 ad\u259?ugndu-se la informa\u355?iile ex trase din percep\u355?ie), pentru ca de la \up0 \expndtw0\charscalex112 bun ncepu t schematismul sensori-motor dep\u259?\u351?e\u351?te percep\u355?ia, iar \ up0 \expndtw0\charscalex113 acesta n sine nu este perceptibil. \par\pard\qj \li14 20\ri937\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 Metoda de urmat p entru a discuta aceast\u259? problem\u259? const\u259? n a alege un \line \up0 \e xpndtw0\charscalex120 anumit num\u259?r de no\u355?iuni a c\u259?ror evolu\u355? ie preoperatorie \u351?i operatorie este \line \up0 \expndtw0\charscalex113 cuno scut\u259? \u351?i n a analiza percep\u355?iile corespunz\u259?toare \u p0 \expndtw0\charscalex113 (de exemplu, \par\pard\ql \li1420\ri935\sb1\sl-280\ slmult0\tx1703 \up0 \expndtw0\charscalex111 percep\u355?iile vitezei pentru n o\u355?iunile de vitez\u259? etc.) n a\u351?a fel ca s\u259? putem \line \up0 \expndtw0\charscalex112 hot\u259?r dac\u259? ele sunt suficiente sau nu pent ru a explica aceste no\u355?iuni. \line \tab \up0 \expndtw0\charscalex117 G\u259 ?sim, n aceast\u259? privin\u355?\u259?, patru feluri de situa\u355?ii. Prima (s itua\u355?ia I) este \line \up0 \expndtw0\charscalex115 aceea n care percep\u355? ia \u351?i no\u355?iunea (sau preno\u355?iunea) apar la acela\u351?i nivel, \li ne \up0 \expndtw0\charscalex117 no\u355?iunea fiind n acest caz constituit\u2 59? printr-o schem\u259? sensori-motorie \line \up0 \expndtw0\charscalex110 n u nc\u259? reprezentativ\u259?. Am v\u259?zut n 1 exemple de rela\u355?ii de acest gen, \line \up0 \expndtw0\charscalex116 (obiect permanent \u351?i co nstan\u355?e perceptive sau efectul tunelului, cauzalitate \line \up0 \expndtw0\ charscalex115 sensori-motorie \u351?i perceptiv\u259?) care sunt n acest caz, rel a\u355?ii de interac\u355?iune, \line \up0 \expndtw0\charscalex117 schema senso ri-motorie neputndu-se reduce la structurile perceptive \line \up0 \expndtw0 \charscalex109 corespunz\u259?toare. \par\pard\qj \li1420\ri935\sb1\sl-280\slmul t0\fi283 \up0 \expndtw0\charscalex109 Situa\u355?iile II-IV se prezint\u259?, dup\u259? cum vom vedea, atunci cnd formarea \up0 \expndtw0\charscalex117 percep\u355?iilor precede cu mult formarea no\u355?iunilor corespunz\u259?toare , care, de \up0 \expndtw0\charscalex117 data aceasta, reprezint\u259? concepte r eprezentative. \par\pard\ql \li1703\sb4\sl-276\slmult0\tx2364 \up0 \expndtw-3\ch arscalex100 \ul0\nosupersub\cf11\f12\fs24 2. \tab \up0 \expndtw0\charscalex118 \ ul0\nosupersub\cf2\f3\fs24 No\u355?iuni \u351?i percep\u355?ii proiecti ve. - n situa\u355?ia de forma II, ntre \par\pard\qj \li2364\ri936\sb1\sl-280\s lmult0 \up0 \expndtw0\charscalex115 no\u355?iune \u351?i percep\u355?ie exist\u2 59? o evolu\u355?ie divergent\u259?. De pild\u259?, no\u355?iunile \line \up0 \e xpndtw0\charscalex111 \u351?i reprezent\u259?rile de perspectiv\u259? \up0 \e xpndtw0\charscalex116 (mic\u351?orarea la distan\u355?\u259?, liniile de \pa r\pard\qj \li2364\ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex113 fug\u259 ? etc.) nu apar dect ncepnd cu 7 ani ( n\u355?elegerea schimb\u259?rilor \line \up0 \expndtw0\charscalex118 de m\u259?rime sau de form\u259? n func\u355?ie de punctul de observare, \line \up0 \expndtw0\charscalex115 reprezentarea persp ectivei n desen etc.) \u351?i g\u259?sesc un nivel de \line \up0 \expndtw0 \charscalex115 echilibru la \up0 \expndtw0\charscalex115 9-10 ani \up0 \expndt

w0\charscalex115 (coordonarea punctelor de observare prin \par\pard\qj \li23 64\ri934\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex114 raportare la un ansa mblu de trei obiecte). Dimpotriv\u259?, percep\u355?ia \line \up0 \expndtw0 \charscalex114 m\u259?rimilor proiective sau aparente \up0 \expndtw0\charscal ex114 (aprecierea egalit\u259?\u355?ii m\u259?rimilor \par\pard\ql \li2364\sb4 \sl-276\slmult0 \up0 \expndtw0\charscalex114 aparente ale unei vergele constante de 10 cm, a\u351?ezat\u259? la o distan\u355?\u259? \par\pard\ql \li5975\sb0\sl -276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb152\sl -276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 26 \par\p ard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart Pg27}{\bk mkend Pg27}\par\pard\qj \li2364\sb0\sl-280\slmult0 \par\pard\qj\li2364\sb0\sl-28 0\slmult0 \par\pard\qj\li2364\sb0\sl-280\slmult0 \par\pard\qj\li2364\sb0\sl-280\ slmult0 \par\pard\qj\li2364\ri934\sb69\sl-280\slmult0 \up0 \expndtw0\charscalex1 15 \ul0\nosupersub\cf2\f3\fs24 de 1 m \u351?i a unei tije variabile situat\u259? la 4 m, care ar trebui s\u259? aib\u259? n \line \up0 \expndtw0\charscalex111 ac est caz \up0 \expndtw0\charscalex116 40 cm) este foarte grea pentru adult dac\u259? nu este \line \up0 \expndtw0\charscalex112 desenator de meserie \up0 \expndtw0\charscalex117 (un adult oarecare alege, n acest caz, o \par\ pard\qj \li2364\ri934\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex110 vergea de circa 20 cm, situat\u259? la 4m !), n timp ce copilul de 6-7 \up0 \ex pndtw0\charscalex112 ani n\u355?elege cu greu ntrebarea, dar o dat\u259? ce a n\u35 5?eles-o, d\u259? rezultate \up0 \expndtw0\charscalex115 mult mai bune. Dup\u259 ? aceasta, percep\u355?ia se deterioreaz\u259?, n timp ce \up0 \expndtw0\charscal ex115 no\u355?iunea se dezvolt\u259?, ceea ce demonstreaz\u259? c\u259? no\u355? iunea nu deriv\u259? \up0 \expndtw0\charscalex114 pur \u351?i simplu din percep\ u355?ie: ntr-adev\u259?r, n acest domeniu, percep\u355?ia \up0 \expndtw0\charscale x111 nu furnizeaz\u259? dect instantatnee corespunz\u259?toare cut\u259?rui sau c ut\u259?rui \up0 \expndtw0\charscalex115 punct de vedere, care este acel a al subiectului n momentul \up0 \expndtw0\charscalex116 considerat, n timp ce no\u355?iunea presupune coordonarea tuturor \up0 \expndtw0\charscalex114 punctelor de vedere \u351?i n\u355?elegerea transform\u259?rilor care conduc de la \up0 \expndtw0\charscalex115 un punct de vedere la altul. \par\pard\ql \li170 3\sb0\sl-276\slmult0 \par\pard\ql\li1703\sb8\sl-276\slmult0\tx2364 \up0 \expndtw -3\charscalex100 \ul0\nosupersub\cf11\f12\fs24 3. \tab \up0 \expndtw0\charscalex 119 \ul0\nosupersub\cf2\f3\fs24 Constan\u355?e perceptive \u351?i conserv\ u259?ri operatorii. - Situa\u355?iile de \par\pard\qj \li2364\ri936\sb1\sl-2 80\slmult0 \up0 \expndtw0\charscalex118 forma III sunt dimpotriv\u259? acele a n care exist\u259? un izomorfism \line \up0 \expndtw0\charscalex117 par\u35 5?ial ntre construc\u355?ia percep\u355?iilor \u351?i aceea a n o\u355?iunilor \line \up0 \expndtw0\charscalex113 corespunz\u259?toare \u351?i n care, n consecin\u355?\u259?, percep\u355?ia prefigureaz\u259? \line \up0 \ expndtw0\charscalex114 no\u355?iunea, dup\u259? excelenta expresie a lui M ichotte. Dar termenul \line \up0 \expndtw0\charscalex114 \u8222?prefigurare\u8 220? poate fi folosit n dou\u259? sensuri cu totul deosebite: acela \line \up0 \e xpndtw0\charscalex114 al unei filia\u355?ii propriu-zise \up0 \expndtw0\chars calex114 - \u351?i tocmai la acest sens se gnde\u351?te \par\pard\qj \li23 64\ri936\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex117 Michotte, ale c\u 259?rui nclina\u355?ii gestaltiste \u351?i n acela\u351?i timp \up0 \e xpndtw0\charscalex115 aristoteliciene sunt cunoscute - sau acela al unei simple analogii n \up0 \expndtw0\charscalex115 procesele de construc\u355?ie cu nrudire colateral\u259? \u351?i nu direct\u259?, izvorul \up0 \expndtw0\charscalex116 co mun fiind schematismul sensori-motor. \par\pard\qj \li1420\ri939\sb1\sl-280\slmu lt0\fi283 \up0 \expndtw0\charscalex119 Putem cita ca exemplu al acestor prefigur \u259?ri simple rela\u355?iile care unesc \line \up0 \expndtw0\charscalex114 con stan\u355?ele perceptive despre care am mai vorbit \up0 \expndtw0\charscal ex119 (capitolul II, \up0 \expndtw0\charscalex111 I) cu \par\pard\ql \li1420\ sb4\sl-276\slmult0 \up0 \expndtw0\charscalex115 conserv\u259?rile operatorii, de spre care va fi vorba mai departe (capitolul IV, \par\pard\qj \li1420\ri937\sb 1\sl-280\slmult0 \up0 \expndtw0\charscalex116 I). ntr-adev\u259?r, ambele const au n conservarea unei anumite priorit\u259?\u355?i a \line \up0 \expndtw0\ch

arscalex114 obviectului: m\u259?rimea sa real\u259?, sau forma sa, n cazul constan\u355?elor \line \up0 \expndtw0\charscalex113 perceptive, cnd ma rimea sau forma aparent\u259? sunt modificate; cantitatea de \line \up0 \expndtw 0\charscalex117 materie, greutatea obiectului etc. n cazul conserv\u259?rilor ope ratorii, cnd se \line \up0 \expndtw0\charscalex118 toarn\u259? un lichid dintr-un recipent n altul, sau cnd se modific\u259? forma unui \line \up0 \expndtw0\charsc alex112 bo\u355? de argil\u259?. Pe de alt\u259? parte, \u351?i unele \u351?i ce lelalte se bazeaz\u259? pe mecanisme \line \up0 \expndtw0\charscalex112 de com pensare prin compunere multiplicativ\u259? \up0 \expndtw0\charscalex112 ( n sensul logic al \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0 \up0 \expnd tw0\charscalex114 termenului). n cazul constantei m\u259?rimilor, m\u259?rimea ap arent\u259? se mic\u351?oreaz\u259? \up0 \expndtw0\charscalex116 cnd distan\u355 ?a cre\u351?te \u351?i m\u259?rimea real\u259? este perceput\u259? ca o rezultant\u259? \up0 \expndtw0\charscalex113 aproximativ constant\u259? a coordon\u259?rii acestor dou\u259? variabile. n cazul \up0 \expndtw0\cha rscalex115 conserv\u259?rii materiei, cantitatea de lichid este considerat\u259? permanent\u259? dac\u259? \up0 \expndtw0\charscalex112 copilul, constatnd c\u2 59? nivelul cre\u351?te ntr-un pahar mai sub\u355?ire, constat\u259? \up 0 \expndtw0\charscalex110 totodat\u259? c\u259? grosimea coloanei descre\u35 1?te \u351?i c\u259? prin urmare produdul este \up0 \expndtw0\charscalex11 2 constant prin compensare. Este vorba binen\u355?eles despre o compensar e \up0 \expndtw0\charscalex113 logic\u259? sau deductiv\u259?, f\u259?r\u259? ni ci o m\u259?sur\u259?toare sau calcul numeric. Exist\u259? deci \up0 \expndtw0\c harscalex115 o analogie de construc\u355?ie sau un izomorfism par\u355?ia l ntre mecanismele \up0 \expndtw0\charscalex115 constan\u355?elor \u351?i cele a le conserv\u259?rilor. \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex115 Cu toate acestea, primele conserv\u259?ri operatorii nc ep de-abia la 7-8 ani \line \up0 \expndtw0\charscalex115 (substan\u355?a) \u351 ?i apari\u355?ia lor se desf\u259?\u351?oar\u259? succesiv pn\u259? la 12 ani ( volumul), \line \up0 \expndtw0\charscalex114 mecanismul compens\u259?rilor ded uctive r\u259?mnnd absent n cursul ntregii \line \up0 \expndtw0\charscalex113 pe rioade preoperatorii de pn\u259? la 6-7 ani. Dimpotriv\u259?, constan\u355?ele pe rceptive \line \up0 \expndtw0\charscalex113 apar, dup\u259? cum am v\u259?zut, c hiar din primul an ( perioada sensori-motorie). \par\pard\ql \li5975\sb0\sl-276 \slmult0 \par\pard\ql\li5975\sb148\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 27 \par\pard\sect\sectd\fs24\paperw11900\paperh16840 \pard\sb0\sl-240{\bkmkstart Pg28}{\bkmkend Pg28}\par\pard\qj \li1420\sb0\sl-280\ slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\sl mult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri934\sb69\sl-2 80\slmult0 \up0 \expndtw0\charscalex115 \ul0\nosupersub\cf2\f3\fs24 Este adev\u2 59?rat c\u259? ele continu\u259? s\u259? evolueze pn\u259? la circa 10 ani: subie c\u355?ii de \up0 \expndtw0\charscalex112 5-7 ani subapreciaz\u259? m\u259?ri mile la distan\u355?\u259?, copiii mai mari \u351?i persoanele \up0 \expn dtw0\charscalex114 adulte le supraestimeaz\u259? (supraconstan\u355?\u259? prin exces de compensa\u355?ie). Dar \up0 \expndtw0\charscalex110 mecanismul compen s\u259?rilor perceptive ncepe s\u259? ac\u355?ioneze nc\u259? de la 6-12 \up 0 \expndtw0\charscalex110 luni, adic\u259? cu circa \u351?apte ani nainte de comp ens\u259?rile operatorii. \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \u p0 \expndtw0\charscalex115 Pentru a putea aprecia nrudirea genetic\u259? sau filia\u355?ia eventual\u259? ntre \up0 \expndtw0\charscalex119 constan\u355?e \u351?i conserv\u259?ri, trebuie mai nti s\u259? explic\u259?m acest dec alaj \up0 \expndtw0\charscalex112 considerabil: explica\u355?ia este simpl\u259? . n cazul constan\u355?elor perceptive, obiectul \up0 \expndtw0\charscalex114 nu se modific\u259? n realitate, ci numai n aparen\u355?\u259?, adic\u259? numai din punctul de \up0 \expndtw0\charscalex112 vedere al subiectului. n acest caz este n evoie s\u259? ra\u355?ion\u259?m, pentru a ndrepta \up0 \expndtw0\charscalex115 a paren\u355?a, \u351?i ajunge o reglare perceptiv\u259? ( de unde caracterul apro ximativ al \up0 \expndtw0\charscalex115 constan\u355?elor \u351?i al hiperregl\u 259?rilor care duc la supraconstan\u355?e). Dimpotriv\u259?, n \up0 \expndtw0\cha rscalex118 cazul conserv\u259?rilor, obiectul este modificat n realitate \u351?i

pentru a n\u355?elege \up0 \expndtw0\charscalex117 invarian\u355?a, trebuie s\u25 9? construim n mod operator un sistem de transform\u259?ri \up0 \expndtw0\charsca lex110 care asigur\u259? compes\u259?rile. \par\pard\qj \li1420\ri936\sb1\sl-280 \slmult0\fi283 \up0 \expndtw0\charscalex114 Concluzia este c\u259?, dac\u259? co nstan\u355?ele \u351?i conserv\u259?rile se construiesc n mod \up0 \expndtw0\char scalex114 analog prin compens\u259?ri regulatoare sau operatoare, aceasta nu este o \up0 \expndtw0\charscalex111 dovad\u259? c\u259? conserv\u259?ril e deriv\u259? din constan\u355?e, dat\u259? fiind complexitatea lor \up0 \expndtw0\charscalex113 mult superioar\u259?. Ele sunt totu\u351?i nrudite, dar nt r-un fel colateral: conserv\u259?rile \up0 \expndtw0\charscalex119 operatoare su nt o prelungire direct\u259? a acestei forme precoce de invariant \up0 \expndtw0 \charscalex115 care este schema obiectului permanent (precoce pentru c\u259? obi ectul nu este \up0 \expndtw0\charscalex112 n acest caz modificat \u351?i nu este dect deplasat, ca n cazul constan\u355?elor, dar \up0 \expndtw0\charscalex113 iese n ntregime din cmpul perceptiv) \u351?i, dup\u259? cum s-a v\u259?zut, ntre schem\u 259? \up0 \expndtw0\charscalex113 \u351?i constan\u355?ele n curs de apari\u355?i e exist\u259? interac\u355?iuni. \par\pard\qj \li1703\ri937\sb284\sl-300\slmult0 \tx2364 \up0 \expndtw0\charscalex116 \ul0\nosupersub\cf16\f17\fs28 4.\ul0\nosupe rsub\cf2\f3\fs24 Situa\u355?iile de forma a IV-a prezint\u259? pr efigur\u259?ri analoge celor \line\tab \up0 \expndtw0\charscalex116 preceden te, dar cu retroac\u355?iunea inteligen\u355?ei asupra percep\u355?iei\ul0\super \cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par\pard\qj \ li1420\ri934\sb0\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex112 5. Concluz ie. A\u351?adar, n general, este exclus\u259? interpretarea no\u355?iunilor \line \up0 \expndtw0\charscalex117 inteligen\u355?ei ca fiind pur \u351?i simpl u rezultate din percep\u355?ii prin simple procese \line \up0 \expndtw0\charscal ex114 de abstragere \u351?i de generalizare, deoarece n afar\u259? de informa\u35 5?ii perceptive, \line \up0 \expndtw0\charscalex118 ele con\u355?in totdeauna, n plus, construc\u355?ii specifice, de natur\u259? mai mult sau \line \up0 \expndt w0\charscalex116 mai pu\u355?in complex\u259?. n cazul no\u355?iunilor logico-mat ematice, ele presupun un \line \up0 \expndtw0\charscalex114 joc de opera\u355?ii care sunt abstrase nu din obiectele percepute, ci din ac\u355?iunile \line \up0 \expndtw0\charscalex111 exercitate asupra obiectelor, ceea ce nu este ctu \u351?i de pu\u355?in echivalent, \line \up0 \expndtw0\charscalex111 deoarece dac\u259? fiecare ac\u355?iune poate da na\u351?tere unor percep\u355?i i extero \u351?i \line \up0 \expndtw0\charscalex116 proprioceptive, schemele acestor ac\u355?iuni nu mai sunt perceptibile. Ct \line \up0 \expndtw0\cha rscalex115 despre no\u355?iunile fizice etc. partea de informa\u355?ie perceptiv \u259? necesar\u259? este n \line \up0 \expndtw0\charscalex113 acest caz mai mare , dar orict de elementare ar fi ele la copil, aceste no\u355?iuni \line \up0 \exp ndtw0\charscalex120 nu pot fi totu\u351?i elaborate f\u259?r\u259? o structurare logico-matematic\u259?, care \u351?i ea \line \up0 \expndtw0\charscalex110 dep\ u259?\u351?e\u351?te iar\u259?\u351?i percep\u355?ia. \par\pard\qj \li1420\ri937 \sb0\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex111 Ct prive\u351?te opera\u35 5?iile nse\u351?i, de care ne vom ocupa n capitolele IV \u351?i V, se \line \up0 \ expndtw0\charscalex111 \u351?tie bine c\u259? Max Wetheimer, unul dintre creatorii teoriei gestaltiste, \par\pard\qj \li1420\sb0\sl-232\slmult0 \par\pa rd\qj\li1420\ri975\sb106\sl-232\slmult0\tx1758 \up0 \expndtw-2\charscalex100 \ul 0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0\charscalex115 \u l0\nosupersub\cf8\f9\fs20 Ne putem folosi de exemplul deja prezentat al coordon atelor perceptive. Avem aici o \line\up0 \expndtw0\charscalex113 prefigurare a no\u355?iunii n percep\u355?ie, n sensul c\u259?, la toate nivelele perceptive , anumite direc\u355?ii \line \up0 \expndtw0\charscalex111 sunt evaluate n fun c\u355?ie de referiri (corpul propriu sau elementele apropiate de obiec tul \up0 \expndtw0\charscalex114 considerat), dar o dat\u259? constituite, coord onatele operatorii, ca generaliz\u259?ri ale opera\u355?iilor de \up0 \expndtw0\ charscalex117 m\u259?surare cu dou\u259? sau trei dimensiuni, ele ac\u355?ioneaz \u259? la rndul lor asupra percep\u355?iei, a\u351?a \up0 \expndtw0\charscalex109 cum am v\u259?zut n III. \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li 5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li59

75\sb64\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 28 {\shp {\*\shpinst\shpleft1418\shptop13492\shpright3756\shpbottom13512\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3528\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g29}{\bkmkend Pg29}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri935\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex118 \ul0\nosupersub\cf2\f3\fs24 a ncercat s\u259? le reduc\u259? la o asemenea structur\u259?\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nos upersub\cf2\f3\fs24 \u351?i c\u259? gestalt-ismul \line \up0 \expndtw0\chars calex115 interpreteaz\u259? ntreaga inteligen\u355?\u259? ca o extindere la domen ii din ce n ce mai \line \up0 \expndtw0\charscalex112 largi a \up0 \expndtw0\cha rscalex113 \u8222?formelor\u8220?, care guverneaz\u259? la nceput lumea perc ep\u355?iilor. Or, nu \line \up0 \expndtw0\charscalex113 numai c\u259? tot ce s-a spus \up0 \expndtw0\charscalex113 ( n alineatele \up0 \expndtw0\charsca lex113 1-4) contrazice o asemenea \par\pard\qj \li1420\ri936\sb1\sl-280\slmul t0 \up0 \expndtw0\charscalex113 interpretare, dar n ceea ce prive\u351?te opera\u 355?iile, ca atare, putem ncheia acest \line \up0 \expndtw0\charscalex117 capitol cu considera\u355?iile care urmeaz\u259?. Structurile perceptive sunt \line \up0 \expndtw0\charscalex113 esen\u355?ialmente ireversibile, ntruct se sprijin\u259? pe un mod de compunere \line \up0 \expndtw0\charscalex110 probabilist, evident n ce prive\u351?te efectele de cmp, dar care contin u\u259? s\u259? \line \up0 \expndtw0\charscalex110 ac\u355?ioneze n regl\u259?r ile proprii activit\u259?\u355?ilor perceptive \up0 \expndtw0\charscalex110 ( cu toate c\u259? aceste \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0 \up0 \e xpndtw0\charscalex116 regl\u259?ri atenueaz\u259? partea hazardului sau a amestecului ireversibil). Or, \line \up0 \expndtw0\charscalex118 opera\u355?ii le, de\u351?i constituie \u351?i ele structuri de ansamblu, sunt esen\u355?ialme nte \line \up0 \expndtw0\charscalex115 reversibile: \ul0\nosupersub\cf4\f5\fs24 \ ul0\nosupersub\cf2\f3\fs24 n este exact anulat de -n. Pe de alt\u259? parte, \u3 51?i ca o consecin\u355?\u259?, \line \up0 \expndtw0\charscalex117 structurile p erceptive comport\u259? o compunere nonaditiv\u259? \u351?i chiar prin acest \li ne \up0 \expndtw0\charscalex118 caracter definesc gestalti\u351?tii no\u355?iune a lor central\u259? de gestalt: or o opera\u355?ie \line \up0 \expndtw0\charscal ex116 este riguros aditiv\u259?, deoarece 2\ul0\nosupersub\cf4\f5\fs24 \ul0\nosup ersub\cf2\f3\fs24 2 fac exact 4 \u351?i nu ceva mai mult sau mai \line \up0 \exp ndtw0\charscalex113 pu\u355?in, ca n cazul cnd ar fi vorba de o structur\u259? per ceptiv\u259?. Pare deci exclus \line \up0 \expndtw0\charscalex113 ca opera\u355? iile sau inteligen\u355?a s\u259? provin\u259? n general din sistemele perceptive \u351?i \line \up0 \expndtw0\charscalex116 chiar dac\u259? formele preoperat orii ale gndirii prezint\u259? tot felul de st\u259?ri \line \up0 \expndtw 0\charscalex114 intermediare care reamintesc formele perceptive, ntre i reversibilitatea \line \up0 \expndtw0\charscalex114 adapt\u259?rilor perceptive la situa\u355?ii hic et nunc \u351?i construc\u355?iile reversibile, \line \up0 \expndtw0\charscalex113 proprii cuceririlor logico-matematice ale inteligen\u355?ei operatorii, subzist\u259? o \line \up0 \expndtw0\charscale x116 dualitate fundamental\u259? de orientare att din punct de vedere genetic, ct \u351?i \line \up0 \expndtw0\charscalex116 din acela al soartei pe care au avuto n istoria gndirii \u351?tiin\u355?ifice. \par\pard\ql \li5375\sb0\sl-276\slmult0 \par\pard\ql\li5375\sb0\sl-276\slmult0 \par\pard\ql\li5375\sb0\sl-276\slmult0 \

par\pard\ql\li5375\sb0\sl-276\slmult0 \par\pard\ql\li5375\sb0\sl-276\slmult0 \pa r\pard\ql\li5375\sb0\sl-276\slmult0 \par\pard\ql\li5375\sb28\sl-276\slmult0 \up0 \expndtw0\charscalex115 Capitolul III \par\pard\ql \li3597\sb0\sl-276\slmul t0 \par\pard\ql\li3597\sb8\sl-276\slmult0 \up0 \expndtw0\charscalex105 FUNC\u354 ?IA SEMIOTIC\u258? SAU SIMBOLIC\u258? \par\pard\qj \li1420\sb0\sl-280\sl mult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri935\sb1\sl-28 0\slmult0\fi283 \up0 \expndtw0\charscalex112 La sfr\u351?itul perioadei sensori-m otorii, pe la un an \u351?i jum\u259?tate doi ani, apare \line \up0 \expndtw0\ch arscalex120 o func\u355?ie fundamental\u259? pentru evolu\u355?ia conduitel or ulterioare \u351?i care \line \up0 \expndtw0\charscalex116 const\u259? n po sibilitatea de a reprezenta un lucru (un \u8222?semnificat\u8220? oarecare: \l ine \up0 \expndtw0\charscalex117 obiect, eveniment, schem\u259? conceptual\u259? etc.) cu ajutorul unui \u8222?semnificant\u8220? \line \up0 \expndtw0\charscale x111 diferen\u355?iat \u351?i care nu serve\u351?te dect pentru aceast\u25 9? reprezentare: limbaj, \line \up0 \expndtw0\charscalex115 imagine mintal\u2 59?, gest simbolic etc. Dup\u259? Head \u351?i speciali\u351?tii n afazie , \line \up0 \expndtw0\charscalex119 aceast\u259? func\u355?ie generatoare a reprezent\u259?rii este denumit\u259? n general \line \up0 \expndtw0\charscal ex116 \u8222?simbolic\u259?\u8220?, dar ntruct lingvi\u351?tii disting cu grij\u25 9? ntre \u8222?simboluri\u8220?\u351?i \u8222?semne\u8220?, \line \up0 \expndtw0\ charscalex119 este mai bine s\u259? utiliz\u259?m mpreun\u259? cu ei termenul de func\u355?ie \u8222?semiotic\u259?\u8220? \line \up0 \expndtw0\charscalex116 pe ntru a desemna func\u355?ion\u259?rile referitoare la ansamblul semnifica n\u355?ilor \line \up0 \expndtw0\charscalex116 diferen\u355?ia\u355?i. \par\pard \ql \li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb0\sl-230\slmult0 \par\pard\ ql\li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb0\sl-230\slmult0 \par\pard\ql \li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb12\sl-230\slmult0 \up0 \expndtw -4\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2\ul0\nosupersub\c f7\f8\fs20 \ul0\nosupersub\cf10\f11\fs20 Productive Thinking, \ul0\nosupersub\ cf7\f8\fs20 New York, Harper, 1945. \par\pard\ql \li5975\sb0\sl-276\slmult0 \ par\pard\ql\li5975\sb156\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosup ersub\cf4\f5\fs24 29 {\shp {\*\shpinst\shpleft1418\shptop15122\shpright3756\shpbottom15142\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2694\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g30}{\bkmkend Pg30}\par\pard\ql \li4027\sb0\sl-276\slmult0 \par\pard\ql\li4027\s b0\sl-276\slmult0 \par\pard\ql\li4027\sb0\sl-276\slmult0 \par\pard\ql\li4027\sb0 \sl-276\slmult0 \par\pard\ql\li4027\sb88\sl-276\slmult0 \up0 \expndtw0\charscale x118 \ul0\nosupersub\cf2\f3\fs24 I. Func\u355?ia semiotic\u259? \u351?i imita\u355?ia \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl -280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri938\sb 1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex109 Mecanismele sensori-motorii nu cunosc reprezentarea \u351?i ea nu poate fi \up0 \expndtw0\charscale x117 observat\u259? nainte de al doilea an al conduitei, cnd este posibil\u259? ev ocarea \up0 \expndtw0\charscalex110 unui obiect absent. Cnd, spre 9-12 luni , se constituie schema obiectului \up0 \expndtw0\charscalex116 permanent, ob serv\u259?m c\u259?utarea unui obiect disp\u259?rut; dar el a fost perceput, \up 0 \expndtw0\charscalex115 el corespunde deci unei ac\u355?iuni deja n curs \u351? I un ansamblu de indici actuali \up0 \expndtw0\charscalex115 permit ca obiectul s\u259? fie reg\u259?sit. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \u p0 \expndtw0\charscalex116 Dac\u259? nu exist\u259? nc\u259? reprezent\u259?ri, e

xist\u259? totu\u351?i \u351?i chiar de la bun nceput, \up0 \expndtw0\charscalex1 15 constituire \u351?i utilizare de semnifica\u355?ii, deoarece orice asi milare sensori\up0 \expndtw0\charscalex111 motorie (inclusiv cea perceptiv\u 259?) const\u259? deja n conferirea de semnifica\u355?ii. \up0 \expndtw0\char scalex113 Dar dac\u259? exist\u259? de la bun nceput semnifica\u355?ii \u3 51?i, deci, dualitatea dintre \up0 \expndtw0\charscalex115 \u8222?semnifica\u 355?ii\u8220? (\ul0\nosupersub\cf4\f5\fs24 \ul0\nosupersub\cf2\f3\fs24 schemele n se\u351?i cu con\u355?inuturile lor relative la ac\u355?iunile care \up0 \expndt w0\charscalex112 au loc) \u351?i \u8222?semnifican\u355?i\u8220?, ace\u351 ?tia sunt ntotdeauna perceptivi \u351?i deci nc\u259? \up0 \expndtw0\charscale x115 nediferen\u355?ia\u355?i n raport cu semnifica\u355?iile lor, ceea ce nu ne ng\u259?duie s\u259? \up0 \expndtw0\charscalex115 vorbim la acest nivel despre o func\u355?ie semiotic\u259?. \par\pard\qj \li1420\ri936\sb1\sl-280\slmu lt0\fi283 \up0 \expndtw0\charscalex112 ntr-adev\u259?r, un semnificant nedifer en\u355?iat nu este nc\u259? nici \u8222?simbol\u8220?, nici \line \up0 \exp ndtw0\charscalex116 \u8222?semn\u8220? ( n sens de semn verbal). El este prin def ini\u355?ie un \u8222?indiciu\u8220? (inclusiv \line \up0 \expndtw0\charscalex11 3 \u8222?semnalele\u8220? care intervin n condi\u355?ionare, ca sunetul clopo\u35 5?elului care anun\u355?\u259? \line \up0 \expndtw0\charscalex114 hrana). Un ind iciu este efectiv nediferen\u355?iat n raport cu semnificantul s\u259?u, n \line \ up0 \expndtw0\charscalex114 sensul c\u259? el constituie un aspect \up0 \ex pndtw0\charscalex114 (culoarea alb\u259? pentru lapte), o parte \par\pard\q j \li1420\ri941\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex111 ( por\u355?iune a vizibil\u259? pentru un obiect pe jum\u259?tate ascuns), un anteceden t \up0 \expndtw0\charscalex114 temporal (u\u351?a care se deschide nainte de a in tra mama), un rezultat cauzal \up0 \expndtw0\charscalex114 (o pat\u259?) etc. \p ar\pard\ql \li1703\sb0\sl-276\slmult0 \par\pard\ql\li1703\sb8\sl-276\slmult0\tx2 440 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf11\f12\fs24 1. \tab \up0 \ex pndtw0\charscalex123 \ul0\nosupersub\cf2\f3\fs24 Apari\u355?ia func\u355?iei s emiotice. Dimpotriv\u259?, n cursul celui de-al \par\pard\qj \li2440\ri934\sb 1\sl-280\slmult0 \up0 \expndtw0\charscalex112 doilea an ( \u351?i n continuitate cu stadiul VI din 1) apare un ansamblu \up0 \expndtw0\charscalex111 de conduite care implic\u259? evocarea reprezentativ\u259? a unui obiect sau a \up0 \expndtw 0\charscalex115 unui eveniment absent \u351?i care presupune, prin urmare, const ruirea \up0 \expndtw0\charscalex117 sau folosirea unor semnifican\u355?i diferen \u355?ia\u355?i, deoarece ei trebuie s\u259? \up0 \expndtw0\charscalex114 poat\u 259? fi raporta\u355?i att la elemente care nu pot fi actual percepute ct \up0 \ex pndtw0\charscalex118 \u351?i la elemente prezente. Se pot distinge cel pu\u355?i n cinci asemenea \up0 \expndtw0\charscalex115 conduite care apar aproape simulta n \u351?i pe care le vom enumera n \up0 \expndtw0\charscalex116 ordinea complexit \u259?\u355?ii crescnde. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex110 a) Exist\u259? n primul rnd imita\u355?ia amnat\u259? , adic\u259? aceea care ncepe n \up0 \expndtw0\charscalex113 absen\u355?a m odelului. n cazul unei conduite de imita\u355?ie sensori-motorie, copilul \up0 \e xpndtw0\charscalex117 ncepe prin a imita n prezen\u355?a modelului (de exemplu o m i\u351?care a minii), \up0 \expndtw0\charscalex112 putnd apoi s\u259? continue n absen\u355?a lui, f\u259?r\u259? ca aceasta s\u259? implice vreo \up0 \ expndtw0\charscalex114 reprezentare n gndire. Dimpotriv\u259?, n cazul unei feti\u3 55?e de 16 luni care vede \up0 \expndtw0\charscalex112 un alt copil sup\u259?rndu -se, strignd \u351?i dnd din picioare (spectacol nou pentru \up0 \expndtw0\charsca lex110 ea), \u351?i care, abia la o or\u259? sau dou\u259? dup\u259? p lecarea copilului imit\u259? scena \up0 \expndtw0\charscalex113 rznd, aceast\u2 59? imita\u355?ie amnat\u259? este un nceput de reprezentare, iar gestul \up0 \exp ndtw0\charscalex113 imitator este un nceput de semnificant diferen\u355?ial. \par \pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex118 b) Avem apoi jocul simbolic sau jocul de fic\u355?iune necunoscut la nivelul \li ne \up0 \expndtw0\charscalex114 sensori-motor. Aceea\u351?i feti\u355?\u259? a i nventat primul s\u259?u joc simbolic, pref\u259?cndu-\line \up0 \expndtw0\charsca lex111 se c\u259? doarme, de\u351?i a\u351?ezat\u259? \u351?i surznd cu toat\u259? gura, dar nchizndu-\u351?i ochii, \line \up0 \expndtw0\charscalex111 aplecndu-\u35

1?i capul, b\u259?gndu-\u351?i degetul n gur\u259? \u351?i apucnd un col\u3 55? de \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\s lmult0 \par\pard\ql\li5975\sb152\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \u l0\nosupersub\cf4\f5\fs24 30 \par\pard\sect\sectd\fs24\paperw11900\paperh16840\p ard\sb0\sl-240{\bkmkstart Pg31}{\bkmkend Pg31}\par\pard\qj \li1420\sb0\sl-280\sl mult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmu lt0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri935\sb69\sl-280 \slmult0 \up0 \expndtw0\charscalex113 \ul0\nosupersub\cf2\f3\fs24 cearceaf care imit\u259? col\u355?ul pernei sale, dup\u259? ritualul obi\u351?nuit pe care-l o bserv\u259? \up0 \expndtw0\charscalex111 atunci cnd adoarme, ceva mai trziu, ea \u351?i adoarme ursule\u355?ul, face s\u259? \up0 \expndtw0\charscalex115 alunece o scoic\u259? pe o cutie spunnd \u8222?miau\u8220? (tocmai v\u259?zuse o pisic\u259? pe un \up0 \expndtw0\charscalex112 zid) etc. n toate aceste ca zuri, reprezentarea este net\u259? \u351?i semnificantul \up0 \expndtw0\cha rscalex118 diferen\u355?iat este \u351?i n acest caz un gest imitator, dar nso\u35 5?it de obiecte care \up0 \expndtw0\charscalex111 devin simbolice. \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex117 c) Desenul s au imaginea grafic\u259? este, la nceput, intermediar ntre joc \u351?i \up0 \expnd tw0\charscalex119 imeginea mintal\u259?, cu toate c\u259? el nu apare nainte de d oi ani sau doi ani \u351?i \up0 \expndtw0\charscalex119 jumatate. \par\pard\qj \ li1420\ri938\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex117 d) Vine apo i, mai devreme sau mai trziu, imeginea mintal\u259? de care nu \up0 \expndtw0\cha rscalex112 avem nici o urm\u259? la nivelul sensori-motor ( n caz contra r, descoperirea \up0 \expndtw0\charscalex119 obiectului permanent ar fi mul t e\u351?urat\u259?) \u351?i care apare ca o imita\u355?ie \up0 \expndtw0 \charscalex119 interiorizat\u259?. \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0 \fi283 \up0 \expndtw0\charscalex112 e) n sfr\u351?it, limbajul n curs de formare permite evocarea verbal\u259? a unor \line \up0 \expndtw0\charscalex110 evenim ente care nu au loc n prezent. Cnd feti\u355?a despre care am vorbit \l ine \up0 \expndtw0\charscalex114 spune \u8222?miau\u8220?, de\u351?i n acel momen t nu vede pisica, avem pe lng\u259? imita\u355?ie, o \line \up0 \expndtw0\charsca lex112 reprezentare verbal\u259?. Cnd, ceva mai trziu ea spune \u8222?Tataia dus\u 8220? (\ul0\nosupersub\cf4\f5\fs24 = \ul0\nosupersub\cf2\f3\fs24 bunicul \line \ up0 \expndtw0\charscalex115 a plecat) ar\u259?tnd drumul povrnit pe care el l-a urmat cnd a plecat, \line \up0 \expndtw0\charscalex113 reprezentarea se sprijin\u259? exclusiv (sau fiind nso\u355?it\u259? de o imagine mintal\u259?) p e \line \up0 \expndtw0\charscalex113 semnificantul diferen\u355?iat constituit d in semnele limbii pe care o nva\u355?\u259?. \par\pard\qj \li1420\sb0\sl-280\slmu lt0 \par\pard\qj\li1420\ri937\sb1\sl-280\slmult0\fi283\tx2390 \up0 \expndtw0\cha rscalex126 2. \tab \up0 \expndtw0\charscalex122 Rolul imita\u355?iei. Acestea fiind primele manifest\u259?ri ale func\u355?iei \line\up0 \expndtw0\charsc alex114 semiotice, problema const\u259? n primul rnd n a n\u355?elege mecanismul for m\u259?rii \line \up0 \expndtw0\charscalex112 ei. Dar rezolvarea acestei pro bleme este mult simplificat\u259? prin faptul c\u259? \line \up0 \expndtw0 \charscalex120 primele patru din cele cinci forme de conduit\u259? se bazeaz\u25 9? pe imita\u355?ie, iar \line \up0 \expndtw0\charscalex112 limbajul nsu\u351?i, care, contrar conduitelor precedente, nu este inventat de \line \up0 \ex pndtw0\charscalex110 copil, ci este nsu\u351?it de acesta ntr-un context nec esar de imita\u355?ie (c\u259?ci s-\line \up0 \expndtw0\charscalex114 ar nv\u 259?\u355?a numai printr-un joc de condi\u355?ion\u259?ri, a\u351?a cum se preti nde adesea, el \line \up0 \expndtw0\charscalex114 ar trebui s\u259? apar\u259? nc epnd cu luna a doua!). Or, imita\u355?ia constitie n acela\u351?i \line \up0 \expn dtw0\charscalex112 timp prefigurarea sensori-motorie a reprezent\u259?rii \ u351?i, prin urmare, n faza \line \up0 \expndtw0\charscalex112 trecerii de ni velul sensori-motor la conduitele propriu-zise reprezentative. \par\pard\ql \li1 420\ri988\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 Imita\u355?ia es te, mai nti, o prefigura\u355?ie a re\u351?rezent\u259?rii, adic\u259? ea constitu ie n \up0 \expndtw0\charscalex112 cursul perioadei sensori-motorii un fel de repr ezentare n acte materiale \u351?i \up0 \expndtw0\charscalex112 nu nc\u259? n gndire\ ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par\

pard\qj \li1420\sb0\sl-230\slmult0 \par\pard\qj\li1420\ri982\sb52\sl-230\slmult0 \tx1773 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs 17 1 \tab \up0 \expndtw0\charscalex116 \ul0\nosupersub\cf8\f9\fs20 Imita\u355?ia ncepe ( nc\u259? n stadiile II \u351?i III din cap. I, 1) printr-un fel de contam inare sau \line\up0 \expndtw0\charscalex115 echopraxie, datorit\u259? faptului c \u259? atunci cnd cineva execut\u259? n fa\u355?a copilului mi\u351?c\u259?ri pe c are \line \up0 \expndtw0\charscalex110 el nsu\u351?I \u351?tie s\u259? le ef ectueze \up0 \expndtw0\charscalex115 (copilul executndu-le \u351?i dup\u259? un interval) se petrece o \par\pard\qj \li1420\ri967\sb9\sl-232\slmult0 \up0 \expndtw0\charscalex112 asimilare a acestui spectacol cu schemele proprii \u351 ?i declan\u351?area acestora. Apoi, subiectul se \line \up0 \expndtw0\charscalex 109 sile\u351?te s\u259? reproduc\u259? aceste modele din interes pentru aceast\u259? reproducere n sine \u351?i nu \line \up0 \expndtw0\charscalex11 7 numai printr-o asimilare automat\u259?, ceea ce marcheaz\u259? nceputul func\u355?iei, ntr-un fel \line \up0 \expndtw0\charscalex111 reprezentativ, ex ercitat\u259? prin imita\u355?ie< apoi copilul destul de repede copiaz\u 259? gesturi noi \line \up0 \expndtw0\charscalex117 epntru el, dar n m\u259?sur a n care ele pot fi executate de regiuni vizibile ale corpului s\u259?u. O \line \up0 \expndtw0\charscalex119 nou\u259? etap\u259? esen\u355?ial\u259? ncepe at unci cnd este vorba de modele referitoare la fa\u355?\u259? \line \up0 \e xpndtw0\charscalex114 (deschiderea \u351?i nchiderea gurii sau a ochilor etc.). D ificultatea const\u259? acum n faptul c\u259? el \line \up0 \expndtw0\charscale x117 \u351?i cunoa\u351?te fa\u355?a proprie numai prin pip\u259?it, pe cnd fa\u35 5?a altuia o cunoa\u351?te vizual, afar\u259? de \line \up0 \expndtw0\charscalex 115 rarele explor\u259?ri tactile ale unui obraz str\u259?in, foarte interesante de notat la acest nivel, cnd \line \up0 \expndtw0\charscalex114 copilul construi e\u351?te coresponden\u355?e ntre claviatura vizual\u259? \u351?i cea tactilo-chi nestezic\u259? pentru \line \up0 \expndtw0\charscalex114 a putea generaliza imi ta\u355?ia, extinznd-o asupra p\u259?r\u355?ilor nevizibile ale corpului s\u 259?u. Atta \line \up0 \expndtw0\charscalex113 timp ct aceste corsponden\u355?e nu sunt elaborate, imitarea mi\u351?c\u259?rilor obrazului r\u259?mne \li ne \up0 \expndtw0\charscalex114 imposibil\u259? sau ntmpl\u259?toare. De pild\u259 ?, c\u259?scatul, att de contagios mai trziu, nu este imitat \line \up0 \expndtw0\ charscalex114 nainte de aproximativ un an dac\u259? se produce f\u259?r\u 259? zgomot. O dat\u259? coresponden\u355?ele \line \up0 \expndtw0\charscale x114 construite, datorit\u259? unei serii de indici (sonori etc.), imita\u355?i a se generalizeaz\u259? \u351?i atunci se \par\pard\ql \li5975\sb0\sl-276\slmult 0 \par\pard\ql\li5975\sb156\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\no supersub\cf4\f5\fs24 31 {\shp {\*\shpinst\shpleft1418\shptop11158\shpright3756\shpbottom11178\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4260\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g32}{\bkmkend Pg32}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri934\sb69\sl-280\slmult0\fi283 \up0 \expndt w0\charscalex116 \ul0\nosupersub\cf2\f3\fs24 La sfr\u351?itul perioadei sensor i-motorii, copilul a dobndit o suficient\u259? \line \up0 \expndtw0\charscal ex113 m\u259?iestrie n practicarea imita\u355?iei astfel generalizate, pentr u ca s\u259? devin\u259? \line \up0 \expndtw0\charscalex113 posibil\u259? im ita\u355?ia amnat\u259?. ntr-adev\u259?r, reprezentarea n act se elibereaz\u25 9? \line \up0 \expndtw0\charscalex111 acum de exigen\u355?ele sensori-motorii

, de copii perceptive directe, pentru a \line \up0 \expndtw0\charscalex118 atinge un nivel intermiediar n care actul, desprins astfel de contextul s\u259?u , \line \up0 \expndtw0\charscalex112 devine un semnificant diefren\u355?iat \u351?i prin urmare, n parte, reprezentare n \line \up0 \expndtw0\charscalex11 3 gndire. O dat\u259? cu jocul simbolic \u351?i cu desenul, aceast\u259? trecere de la \line \up0 \expndtw0\charscalex116 reprezentarea n act la repre zentarea - gnd, este nt\u259?rit\u259?. \u8222?A te preface c\u259? \line \up0 \ex pndtw0\charscalex112 dormi\u8220? din exemplul men\u355?ionat nu este nc\u25 9? nici el altceva dect un act \line \up0 \expndtw0\charscalex116 deta\u351 ?at de contextul s\u259?u, dar n plus el este \u351?i un simbol generalizabil. Ma i \line \up0 \expndtw0\charscalex119 trziu, o dat\u259? cu imaginea mintal\u259?, imita\u355?ia nu mai este doar amnat\u259?, iar \line \up0 \expndtw0\charscalex1 14 reprezentarea pe care ea o face posibil\u259?, disociat\u259? astfel de orice act \line \up0 \expndtw0\charscalex115 exterior, pentru a face loc a celor schi\u355?e inetrne de ac\u355?iuni care o vor sus\u355?ine \line \up0 \ex pndtw0\charscalex116 de-acum nainte, este gata s\u259? devion\u259? gndire. nsu\u35 1?irea limbajului, care a \line \up0 \expndtw0\charscalex117 devenit accesibil\u 259? n aceste contexte de imita\u355?ie, acoper\u259? n cele din urm\u259? \line \ up0 \expndtw0\charscalex117 ansamblul procesului, asigurnd un contact mult mai puternic cu alte \line \up0 \expndtw0\charscalex116 persoane dect face imi ta\u355?ia \u351?i ng\u259?duind astfel reprezent\u259?rii care se na\u351?te \li ne \up0 \expndtw0\charscalex116 s\u259?-\u351?i sporeasc\u259? posibilit\u259?\u 355?ile, sprijinindu-se pe comunica\u355?ie. \par\pard\qj \li1420\ri934\sb1\sl-2 80\slmult0\fi283 \up0 \expndtw0\charscalex114 3. n concluzie, func\u355?ia sem iotoc\u259? d\u259? na\u351?tere astfel la dou\u259? feluri de \line \up0 \expndtw0\charscalex112 instrumente: simbolurile, care sunt \u8222?motivate \u8220?, adic\u259? prezint\u259? - de\u351?i sunt \line \up0 \expndtw0\cha rscalex116 ni\u351?te semnifican\u355?i diferen\u355?ia\u355?i, o asem\u259?nare oarecare cu semnifican\u355?ii lor, \u351?i \line \up0 \expndtw0\charscalex117 semnele care sunt arbitrare sau conven\u355?ionale. Simbolutile, fiind motivate, \line \up0 \expndtw0\charscalex120 pot fi construite de individul singur, iar p rintre simboluri din jocul copilului \line \up0 \expndtw0\charscalex114 sunt bun e exemple, de asemenea crea\u355?ii individuale, care nu exclud, fire\u351?te, \ line \up0 \expndtw0\charscalex113 simbolismele colective ulterioare. Imita \u355?ia amnat\u259?, jocul simbolic \u351?i \line \up0 \expndtw0\charsca lex118 imaginea grafic\u259? sau mintal\u259? \u355?in deci direct de imita\u355?ie, nu att ca \line \up0 \expndtw0\charscalex117 transmiteri ale u nor modele exterioare gata f\u259?cute (c\u259?ci exist\u259? o imita\u355?ie a \line \up0 \expndtw0\charscalex119 actelor proprii ca \u351?i a actelor altuia. A\u351?a cum arat\u259? exemplul men\u355?ionat al \line \up0 \expndtw0\charsca lex115 jocului de simulare a somnului) ci ca trecerea de la prereprezentarea n ac t, \line \up0 \expndtw0\charscalex113 la reprezentarea interioar\u259? sau gndire dimpotriv\u259? semnul fiind conven\u355?ional, \line \up0 \expndtw0\charscalex 117 este n mod necesar colectiv. Copilul l prime\u351?te deci prin canalul imita\u 355?iei, \line \up0 \expndtw0\charscalex113 dar de data aceasta ca o nsu\u35 1?ire de modele exterioare; numai c\u259? el l \line \up0 \expndtw0\charsca lex115 modeleaz\u259? imediat ntr-un fel propriu \u351?i l folose\u351?te a\u351?a cum se va vedea n \line \up0 \expndtw0\charscalex109 capitolul III, 6. \par\pard\ ql \li5093\sb0\sl-276\slmult0 \par\pard\ql\li5093\sb0\sl-276\slmult0 \par\pard\q l\li5093\sb0\sl-276\slmult0 \par\pard\ql\li5093\sb16\sl-276\slmult0 \up0 \expndt w0\charscalex118 II. Jocul simbolic \par\pard\qj \li1420\sb0\sl-280\slmult0 \p ar\pard\qj\li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex116 Jo cul simbolic nseamn\u259?, f\u259?r\u259? ndoial\u259?, apogeul jocului infantil. El \line \up0 \expndtw0\charscalex117 corespunde func\u355?iei esen\ u355?iale pe care o ndepline\u351?te jocul n via\u355?a copilului \line \up0 \expn dtw0\charscalex120 mai mult chiar dect celelalte dou\u259? sau trei forme de joc, despre care de \line \up0 \expndtw0\charscalex114 asemenea vom vorbi. Obligat s \u259? se adapteze nencetat lumii sociale a celor \line \up0 \expndtw0\charscalex 120 mari, ale c\u259?rei interese \u351?i reguli i r\u259?mn exterioare, \u351?i u nei lumi fizice pe \line \up0 \expndtw0\charscalex110 care deocamdat\u259? o n\

u355?elege prost, copilul nu reu\u351?e\u351?te, spre deosebire de \par\p ard\qj \li1420\sb0\sl-230\slmult0 \par\pard\qj\li1420\ri969\sb12\sl-230\slmult0 \up0 \expndtw0\charscalex113 \ul0\nosupersub\cf8\f9\fs20 manifest\u259? rolul important pe care ea l joac\u259? ncepnd cu acest nivel ca instrument al \up0 \expndtw0\charscalex117 cunoa\u351?terii propriului corp, prin analogie cu corpul altora. De aceea, nu este exagerat s-o \up0 \expndtw0\charscalex117 consi der\u259?m ca un fel de reprezentare n ac\u355?iune \u351?i din acest punct de ve dere, putem s\u259?-l \up0 \expndtw0\charscalex113 urm\u259?m pe Baldwin cnd vede n imita\u355?ie un instrument esen\u355?ial al construirii complementare \up0 \e xpndtw0\charscalex113 a \u8222?altuia\u8220? \u351?i a \u8222?eului\u8220? . \pa r\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb156\sl-276\slmult0 \u p0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 32 {\shp {\*\shpinst\shpleft1418\shptop14188\shpright3756\shpbottom14208\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3730\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g33}{\bkmkend Pg33}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri934\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex118 \ul0\nosupersub\cf2\f3\fs24 adult, s\u259? satisfac\u259? trebuin\u35 5?ele afective \u351?i chiar intelectuale ale eului s\u259?u n \line \up0 \expndt w0\charscalex115 cursul acelor adapt\u259?ri care, pentru adul\u355?i sunt mai mult sau mai pu\u355?in \line \up0 \expndtw0\charscalex114 complete, d ar care pentru el r\u259?mn cu att mai nedes\u259?vr\u351?ite, cu ct el este \line \ up0 \expndtw0\charscalex116 mai mic. Este deci necesar, pentru echilibrul s\u259 ?u afectiv \u351?i intelectual, ca el \line \up0 \expndtw0\charscalex112 s\u259? poat\u259? dispune de un sector de activitate a c\u259?rui motiva\u35 5?ie s\u259? nu fie \line \up0 \expndtw0\charscalex120 adaptarea la real, ci dimpotriv\u259?, asimilarea realului la eul s\u259?u, f\u259?r\u259? \ line \up0 \expndtw0\charscalex114 constrngeri sau sanc\u355?iuni. Acesta este joc ul, care transform\u259? realul printr-o \line \up0 \expndtw0\charscalex115 asim ilare mai mult sau mai pu\u355?in pur\u259? la trebuin\u355?ele eului, n timp ce imita\u355?ia \line \up0 \expndtw0\charscalex116 (atunci cnd ea constituie un sco p n sine) este o acomodare mai mult sau \line \up0 \expndtw0\charscalex117 mai pu \u355?in pur\u259? la modelele exterioare, iar inteligen\u355?a este un echilibr u ntre \line \up0 \expndtw0\charscalex110 asimilare \u351?i acomodare\ul0\super\c f5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par\pard\qj \li 1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex112 n afar\u259? de aceasta, instrumentul esen\u355?ial al adapt\u259?rii sociale este limbajul \lin e \up0 \expndtw0\charscalex112 care nu este inventat de copil ci i este t ransmis n forme gata f\u259?cute, \line \up0 \expndtw0\charscalex109 obligator ii \u351?i de natur\u259? colectiv\u259?, adic\u259? \u351?i ele impropr ii pentru a exprima \line \up0 \expndtw0\charscalex113 trebuin\u355?ele sau e xperien\u355?ele tr\u259?ite de eul copilului. Este deci necesar pentru \line \u p0 \expndtw0\charscalex114 copil s\u259? poat\u259?, n acela\u351?i timp, \u351?i dispune de un mijloc de expresie propriu, \line \up0 \expndtw0\charscalex113 ad ic\u259? de un sistem de semnifican\u355?i construi\u355?i de el \u351?i care s\ u259? se conformeze \line \up0 \expndtw0\charscalex109 voin\u355?ei lui. Un a semenea mijloc este sistemul de simboluri proprii jocului \line \up0 \exp ndtw0\charscalex110 simbolic, mprumutate cu titlu de instrumente de la imi ta\u355?ie, dar de la o \line \up0 \expndtw0\charscalex111 imita\u355?ie nu urm\u259?rit\u259? pentru ea ns\u259?\u351?i, ci folosit\u259? pur \u351?

i simplu ca mijloc \line \up0 \expndtw0\charscalex110 evocator n serviciul asimil\u259?rii ludice. Jocul simbolic este acela care \line \up0 \ expndtw0\charscalex110 reprezint\u259? nu numai asimilarea realului la \up0 \expndtw0\charscalex110 \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\ f3\fs24 eu\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosupersub\cf2\f3\fs24 , ca jocul n general, ci \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0 \up0 \expndtw 0\charscalex115 asimilarea asigurat\u259? (ceea ce o nt\u259?re\u351?te) printr-u n limbaj simbolic construit \up0 \expndtw0\charscalex115 de \ul0\nosupersub\cf4\ f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 eu\ul0\nosupersub\cf4\f5\fs24 \u8220? \ul0\nosupersub\cf2\f3\fs24 \u351?i modificabil potrivit trebuin\u355?elor\ul0\ super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nosupersub\cf2\f3\fs24 . \par\pard \ql \li1703\sb4\sl-276\slmult0\tx4876 \up0 \expndtw0\charscalex112 Func\u355?ia de asimilare la \tab \up0 \expndtw0\charscalex112 \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 eu\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\no supersub\cf2\f3\fs24 pe care o ndepline\u351?te jocul simbolic se \par\par d\qj \li1420\ri934\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex114 manifest\u259 ? sub formele particulare cele mai diverse, n majoritatea cazurilor \line \up0 \e xpndtw0\charscalex112 mai ales afective, dar care se afl\u259? uneori n slujba un or interese cognitive. O \line \up0 \expndtw0\charscalex114 feti\u355?\u259?, ca re pusese tot felul de ntreb\u259?ri referitoare la mecanismul clopotelor \line \ up0 \expndtw0\charscalex112 de la o veche clopotni\u355?\u259? din sat, sta nemi \u351?cat\u259? \u351?i dreapt\u259? lng\u259? masa tat\u259?lui \line \up0 \expn dtw0\charscalex114 s\u259?u, f\u259?cnd un zgomot asurzitor. \ul0\nosupersub\cf4\ f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 M\u259? cam deranjezi, nu vezi c\u25 9? lucrez\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosupersub\cf2\f3\fs24 , -\lin e \up0 \expndtw0\charscalex112 spune tat\u259?l. \ul0\nosupersub\cf4\f5\fs24 \u8 222?\ul0\nosupersub\cf2\f3\fs24 Nu-mi vorbi\ul0\nosupersub\cf4\f5\fs24 \u8220?\u l0\nosupersub\cf2\f3\fs24 , r\u259?spunse feti\u355?a. \ul0\nosupersub\cf4\f5\fs 24 \u8222?\ul0\nosupersub\cf2\f3\fs24 Sunt o biseric\u259?\ul0\nosupersub\cf4\f5 \fs24 \u8220?\ul0\nosupersub\cf2\f3\fs24 . Cu alt\u259? ocazie \line \up0 \expnd tw0\charscalex108 dup\u259? ce fusese impresionat\u259? de priveli\u351?tea unei ra\u355?e jumulit\u259? de fulgi pe \line \up0 \expndtw0\charscalex1 10 masa din buc\u259?t\u259?rie, copilul este g\u259?sit seara ntins pe o canapea , nct p\u259?rin\u355?ii \line \up0 \expndtw0\charscalex116 o cred n cele din urm\u 259? bolnav\u259?, i pun o serie de ntreb\u259?ri care la nceput \line \up0 \expndt w0\charscalex111 r\u259?mn f\u259?r\u259? r\u259?spuns. Apoi, ea spune cu voce st ins\u259?: \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 Sunt o ra\u355?\u259? moart\u259?\ul0\nosupersub\cf4\f5\fs24 \u8220?\ul0\nosupersub\cf 2\f3\fs24 . Se \par\pard\ql \li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb12\ sl-230\slmult0\tx8154 \up0 \expndtw-3\charscalex100 \ul0\super\cf6\f7\fs18\ul0\s uper\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 J. P i a g e t, \ul0\nosuper sub\cf10\f11\fs20 la formation du symbole chez l\u8217?enfant, \ul0\nosu persub\cf7\f8\fs20 Delachaux & Niestl, \tab \up0 \expndtw-2\charscalex100 1945. \par\pard\qj \li1420\ri966\sb0\sl-233\slmult0\tx1826 \up0 \expndtw-2\charscalex 100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2 \tab \up0 \expndtw0\charscale x111 \ul0\nosupersub\cf8\f9\fs20 Exist\u259? trei categorii principale de j oc \u351?i nc\u259? o a patra care face tranzi\u355?ia ntre jocul \line\up 0 \expndtw0\charscalex115 simbolic \u351?i activit\u259?\u355?ile neludice sau a dapt\u259?rile \ul0\nosupersub\cf7\f8\fs20 \u8222?\ul0\nosupersub\cf8\f9\fs20 se rioase\ul0\nosupersub\cf7\f8\fs20 \u8220?\ul0\nosupersub\cf8\f9\fs20 . Forma pri mitiv\u259? a jocului, singura \line \up0 \expndtw0\charscalex116 prezent\u259? la nivelul sensori-motor, dar care se p\u259?streaz\u259? par\u355?ial n continua re, este \ul0\nosupersub\cf7\f8\fs20 \u8222?\ul0\nosupersub\cf8\f9\fs20 jocul-\ line \up0 \expndtw0\charscalex117 exerci\u355?iu\ul0\nosupersub\cf7\f8\fs20 \u82 20?\ul0\nosupersub\cf8\f9\fs20 , care nu comport\u259? nici un fel de simbolism \u351?i nici vreo tehnic\u259? specific ludic\u259?, ci \line \up0 \expndtw0\cha rscalex114 const\u259? n repetarea pentru pl\u259?cere, a activit\u259?\u355?ilor nsu\u351?ite pe alte c\u259?i n scopul adapt\u259?rii. De \line \up0 \expndtw0\ch arscalex114 pild\u259?, dup\u259? ce copilul a descoperit din ntmplare posibilitat ea de a leg\u259?na un obiect atrnat \line \up0 \expndtw0\charscalex112 reproduce

la nceput rezultatul pentru a i se adapta \u351?i pentru a-l n\u355?ele ge, ceea ce nu \line \up0 \expndtw0\charscalex113 constituie u joc, apoi folo se\u351?te aceast\u259? conduit\u259? din simpl\u259? \ul0\nosupersub\cf7\f8\fs2 0 \u8222?\ul0\nosupersub\cf8\f9\fs20 pl\u259?cere\ul0\nosupersub\cf7\f8\fs20 \u8 220?\ul0\nosupersub\cf8\f9\fs20 func\u355?ional\u259? (K. B\ul0\nosupersub\cf7\ f8\fs20 \ul0\nosupersub\cf8\f9\fs20 hler), \line \up0 \expndtw0\charscalex114 sau din pl\u259?cerea de a fi o cauz\u259? \u351?i de a afirma o cuno\u351?tin\u355 ?\u259? nou dobndit\u259? (ceea ce face de \line \up0 \expndtw0\charscalex118 alt fel\u351?i adultul cu un automabil nou sau cu un televizor nou). Vine apoi jocul simbolic, ale \line \up0 \expndtw0\charscalex115 c\u259?rui caracteristici le-a m v\u259?zut \u351?i care ajunge la apogeu ntre 2-3 ani \u351?i 5-6 ani. :n al tr eilea \line \up0 \expndtw0\charscalex116 rnd apar jocurile cu reguli (bile, \u351 ?otron etc.) care se transmit n cadrul social de la copil la \line \up0 \expndtw0 \charscalex113 copil \u351?i a c\u259?ror importan\u355?\u259? cre\u351?te o dat \u259? cu dezvoltarea vie\u355?ii sociale a copilului. :n sfr\u351?it, pe \line \ up0 \expndtw0\charscalex112 baza jocului simbolic se dezvolt\u259? jocurile de construc\u355?ie, nc\u259? impregnate la nceput de \line \up0 \expndtw0\c harscalex112 simbolism ludic, dar care tind mai trziu s\u259? constituie adev\u259?rate adapt\u259?ri ( (construc\u355?ii \line \up0 \expndtw0\charsc alex112 mecanice etc.) sau rezolv\u259?ri de probleme \u351?i crea\u355?ii intel igente. \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb144\sl-276 \slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 33 {\shp {\*\shpinst\shpleft1418\shptop11388\shpright3756\shpbottom11408\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4850\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g34}{\bkmkend Pg34}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri936\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex117 \ul0\nosupersub\cf2\f3\fs24 vede din aceste exemple c\u259? simbolismul ludic poat\u259? s\u259? ajung\u259? \up0 \expndtw0\charsca lex118 s\u259? ndeplinesc\u259? func\u355?ia a ceea ce va fi pentru adult limbaju l interior, dar n \up0 \expndtw0\charscalex113 loc s\u259? regndeasc\u259? pur \u3 51?i simplu, un eveniment interesant sau impresionant, \up0 \expndtw0\charscalex 113 copilul are nevoie de un simbolism mai direct, care s\u259?-i permit\u259? s \u259? retr\u259?iasc\u259? \up0 \expndtw0\charscalex113 acest eveniment, n loc s \u259? recurg\u259? la o evocare mintal\u259?\ul0\super\cf5\f6\fs22\ul0\super\cf 5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par\pard\qj \li1420\ri935\sb1\sl-280\ slmult0\fi283 \up0 \expndtw0\charscalex115 Aceste multiple func\u355?ii ale jocu lui simbolic, au dat na\u351?tere la diverse teorii \line \up0 \expndtw0\charsca lex118 care pretind s\u259? explice jocul n general \u351?i care au devenit ast\u 259?zi destul de \line \up0 \expndtw0\charscalex116 desuete (nu mai vorbim de ip oteza recapitul\u259?rii ereditare a lui Stanley-Hall, \line \up0 \expndtw0\char scalex116 care introducea n domeniul jocului concep\u355?iile cele mai aventuroas e ale lui \line \up0 \expndtw0\charscalex116 Jung referitoare la simbolurile inc on\u351?tiente). Printre teoriile vechi, cea mai \line \up0 \expndtw0\charscal ex115 important\u259? i apar\u355?ine lui Karl Gross, care a avut marele merit de a fi \line \up0 \expndtw0\charscalex113 descoperit cel dinti c\u259? jocul copiilor (\u351?i al animalelor) prezint\u259? o semnifica\u355?ie \line \up0 \expndtw0\charscalex116 func\u355?ional\u259? esen\u355?ial\u259? \u351?i n u este un simplu amuzament. El vedea ns\u259? n joc \line \up0 \expndtw0\charscale x119 un pre-exerci\u355?iu al activit\u259?\u355?ilor viitoare ale individului,

afirma\u355?ie adev\u259?rat\u259?, \line \up0 \expndtw0\charscalex115 evident\u 259? dac\u259? ne limitam s\u259? spunem c\u259? jocul ca orice func\u355?ie gen eral\u259? este \line \up0 \expndtw0\charscalex114 util dezvolt\u259?rii, ca re ns\u259? \u351?i pierde orice semnifica\u355?ie cnd intr\u259?m n \line \up0 \expndtw0\charscalex112 am\u259?nunte. Oare copilul care n joac\u259? se pr eface a fi biseric\u259? se preg\u259?te\u351?te s\u259? \line \up0 \expndtw0\ch arscalex112 fie dasc\u259?l, sau cel care se preface c\u259? este o ra\u355?\u25 9? moart\u259? va deveni ornitolog? \line \up0 \expndtw0\charscalex112 O teorie mult mai profund\u259? este aceea a lui J. J. Buyrendijk care explic\u259? jocul \line \up0 \expndtw0\charscalex114 prin legile \ul0\nosupersub\cf4\f5\fs24 \u82 22?\ul0\nosupersub\cf2\f3\fs24 dinamicii infantile\ul0\nosupersub\cf4\f5\fs24 \u 8220?\ul0\nosupersub\cf2\f3\fs24 . Numai c\u259? aceast\u259? dinamic\u259? nu e ste ludic\u259? n \line \up0 \expndtw0\charscalex114 sine, \u351?i pentru a expli ca specificul jocului, pare necesar, a\u351?a cum am propus \line \up0 \expndtw0 \charscalex109 mai sus, s\u259? facem appel la un pol de asimilare la \ul0\nosupersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 eu\ul0\nosupersu b\cf4\f5\fs24 \u8220?\ul0\nosupersub\cf2\f3\fs24 , distinct de polul \line \u p0 \expndtw0\charscalex117 acomodator al imita\u355?iei \u351?i echiliobrul dint re ace\u351?ti poli (inteligen\u355?\u259?)\ul0\super\cf5\f6\fs22\ul0\super\cf5\ f6\fs21 2\ul0\nosupersub\cf2\f3\fs24 ; n jocul \line \up0 \expndtw0\charscalex112 simbolic, aceast\u259? asimilare sistematic\u259? se traduce, deci, prin tr-o utilizare \line \up0 \expndtw0\charscalex113 particular\u259? a func\u35 5?iei semiotice, care const\u259? n a construi simbolul dup\u259? \line \u p0 \expndtw0\charscalex117 dorin\u355?\u259?, pentru a exista tot ceea ce n exper ien\u355?a tr\u259?it\u259? nu poate fi formulat \line \up0 \expndtw0\charscalex 117 \u351?i asimilat numai prin mijloacele limbajului. \par\pard\qj \li1420\ri93 5\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex120 Or, acest simbolism cent rat pe eu\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 3\ul0\nosupersub\cf2\f3\fs 24 , nu const\u259? numai n a formula \u351?i a \line \up0 \expndtw0\charscalex 114 alimenta diversele interese con\u351?tiente ale subiectului. Jocul si mbolic se \line \up0 \expndtw0\charscalex121 refer\u259? adesea \u351?i la conflicte incon\u351?tiente: interese sexuale, \line \up0 \expn dtw0\charscalex113 ap\u259?rarea mpotriva angoasei, fobiile, agresivitate sau indentificare cu \line \up0 \expndtw0\charscalex113 agresorii, retrage re din frica de risc sau de competi\u355?ie etc. Simbolismul \par\pard\ qj \li1420\sb0\sl-232\slmult0 \par\pard\qj\li1420\ri974\sb148\sl-232\slmult0\tx1 750 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0\charscalex117 \ul0\nosupersub\cf8\f9\fs20 :n jocul simbolic , reapar ns\u259? mai ales conflictele afective. Putem fi suguri, de pild\u259?, c\u259? \line\up0 \expndtw0\charscalex110 dac\u259? la prnz s-a produs o mi c\u259? scen\u259? banal\u259?, o or\u259? sau dou\u259? dup\u259? dram\ u259?, ea va fi \line \up0 \expndtw0\charscalex113 reprodus\u259? ntr-un joc cu p\u259?pu\u351?ile \u351?i mai ales va fi dus\u259? la o rezolvare mai fericit\u259?, fie n \line \up0 \expndtw0\charscalex110 sensul c\u259? copilu l folose\u351?te fa\u355?\u259? de p\u259?pu\u351?a sa o pedagogie mai inteligent\u259? dect cea a \line \up0 \expndtw0\charscalex109 p\u259?rin\u355 ?ilor, fie n sensul c\u259? el integreaz\u259? n joc ceea ce amorul s\u2 59?u propriu l mpiedic\u259? s\u259? \line \up0 \expndtw0\charscalex111 accepte la mas\u259? (s\u259? m\u259?nnce pn\u259? la fund o farfurie cu ciorb\u259? care nu-i place, mai ales dac\u259? \line \up0 \expndtw0\charscalex121 p\u259?pu\u351 ?a este cea care o face, simbolic). La fel, putem fi siguri c\u259?, dac\u259? c opilului i-a fost \line \up0 \expndtw0\charscalex114 team\u259? de un cine, ntmplar ea \u351?i va g\u259?si continuarea ntr-un joc simbolic n care cinii nu \line \up0 \ expndtw0\charscalex110 sunt r\u259?i sau copiii devin curajo\u351?i. :n ge neral, jocul simbolic poate s\u259? serveasc\u259? astfel la \line \up0 \ expndtw0\charscalex112 lichidarea conflictelor, dar \u351?i la compensarea trebuin\u355?elor nesatisf\u259?cute, la r\u259?sturn\u259?ri de \line \up0 \expndtw0\charscalex112 roluri (supunere \u351?i autoritate), la eliberarea \u3 51?i extinderea eului etc. \par\pard\qj \li1420\ri986\sb2\sl-240\slmult0\tx1786 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2 \ta

b \up0 \expndtw0\charscalex118 \ul0\nosupersub\cf8\f9\fs20 :ntr-o lucrare recent \u259?, foarte p\u259?trunz\u259?toare \u351?i foarte interesant\u259? despre jo curile min\u355?ii \line\up0 \expndtw0\charscalex109 (Jeux de l\ul0\nosupersub \cf17\f18\fs20 \u8217?\ul0\nosupersub\cf8\f9\fs20 esprit, Paris, \up0 \expndtw0 \charscalex111 1963, \ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 dit . du Scarab\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 e), J. V. Grandjouan g\u259?se\u351?te insuficient\u259? \par\pard\qj \li1420\ri969\sb0 \sl-233\slmult0 \up0 \expndtw0\charscalex115 interpretarea jocului prin primatul asimil\u259?rii punnd accentul pe jocurile cu reguli, n timp ce \up0 \expndtw0\ch arscalex115 jocul specific al copiilor mici nu se pare a fi jocul sim bolic, legat prin toate verigile \up0 \expndtw0\charscalex113 intermediare d e gndirea neludic\u259?, de care nu se deosebe\u351?te dect prin gradul de asimila re \up0 \expndtw0\charscalex113 a realului de c\u259?tre eu. \par\pard\qj \li142 0\ri1606\sb0\sl-230\slmult0 \up0 \expndtw0\charscalex106 \ul0\super\cf6\f7\fs18\ ul0\super\cf6\f7\fs17 3\ul0\nosupersub\cf7\f8\fs20 Nu mai spunem \u8222?simb olism egocentric\ul0\nosupersub\cf8\f9\fs20 \u8220?, cum se exprima n trecut unul dintre noi, deoarece \line \up0 \expndtw0\charscalex112 psihologii mai ignoreaz \u259? adesea practica \u351?tiin\u355?elor exacte de a nu discuta un termen \li ne \up0 \expndtw0\charscalex112 dect n func\u355?ie de defini\u355?iile propuse, n opozi\u355?ie cu semnifica\u355?iile\u351?i asocia\u355?iile curente. \par\pard\ ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb152\sl-276\slmult0 \up0 \exp ndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 34 {\shp {\*\shpinst\shpleft1418\shptop10688\shpright3756\shpbottom10708\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4502\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g35}{\bkmkend Pg35}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri937\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex111 \ul0\nosupersub\cf2\f3\fs24 jocului se aseam\u259?n\u259? n aceste cazuri cu simbolismul visului n asemenea \line \up0 \expndtw0\charscalex114 m\u259?sur\u259? nct metodele specifice ale psihanalizei infantile folosesc materi ale \line \up0 \expndtw0\charscalex114 ale jocurilor \up0 \expndtw0\charscalex1 14 (Melanie Klein, Anna Freud etc.). Numai c\u259? freudismul a \par\par d\qj \li1420\ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex116 interpretat m ult timp simbolismul visului (f\u259?r\u259? s\u259? mai vorbim de exager\u259?r ile, \line \up0 \expndtw0\charscalex113 poate inevitabile, pe care le compor t\u259? interpretarea unor simboluri atunci \line \up0 \expndtw0\charscalex115 cnd nu dispunem de mijloace eficiente de constrol), ca un fel de deghizare \line \up0 \expndtw0\charscalex115 datorat\u259? mecanismelor de refulare \u351?i de cenzur\u259?. Limitele att de imprecise \line \up0 \expndtw0\charscalex114 dintre con\u351?tiin\u355?\u259? \u351?i incon\u351?tient pe care le atest\u259? jocul simbolic al copilului, ne \line \up0 \expndtw0\charscalex115 fac mai curnd s\u25 9? ne gndim c\u259? simbolismul visului este analog cu acela al \line \up0 \expnd tw0\charscalex114 jocului, deoarece persoana care doarme pierde, n acela\u351?i t imp, capacitatea \line \up0 \expndtw0\charscalex114 de a utiliza limba ntr-un mod judicios sensului realului \u351?i instrumentele \line \up0 \expndtw0\ charscalex117 deductive sau logice ale inteligen\u355?ei sale. El se g\u259?se\u 351?te astfel, f\u259?r\u259? voie, n \line \up0 \expndtw0\charscalex113 situa\u3 55?ia de asimilare simbolic\u259? pe care copilul o caut\u259? pentru ea ns\u259? \u351?i: C. G. \line \up0 \expndtw0\charscalex113 Jung v\u259?zuse bine c\u25 9? acest simbolism oniric const\u259? ntr-un fel de limbaj \line \up0 \exp

ndtw0\charscalex111 primitiv, ceea ce coespunde deci constat\u259?rilor no astre cu privire la jocul \line \up0 \expndtw0\charscalex115 simbolic, \u351 ?i el a avut meritul de a studia \u351?i de a ar\u259?ta marea generalitate a \line \up0 \expndtw0\charscalex117 anumitor simboluri. Dar, f\u259?r\u259? nici o dovad\u259? (neglijarea unui control este \u351?i \line \up0 \expndtw0\charsc alex116 mai caracteristic\u259? pentru \u351?coala lui Jung dect pentru \u351?col ile freudiene) din \line \up0 \expndtw0\charscalex116 generalitate a dedus concl uzia caracterului nn\u259?scut al acestor simboluri \u351?i \line \up0 \expndtw0\ charscalex115 teoria arhetipurilor ereditare. Or, este nendoielnic c\u259? n legil e simbolismului \line \up0 \expndtw0\charscalex111 ludic al copilului am put ea g\u259?si o generalitate tot att de mare. \u350?i cum \line \up0 \exp ndtw0\charscalex111 copilul este anterior omului, chiar preistoric \up0 \ex pndtw0\charscalex111 (am men\u355?ionat aceasta n \par\pard\qj \li1420\ri935\sb 1\sl-280\slmult0 \up0 \expndtw0\charscalex114 Introducere), poate c\u259? solu\u 355?ia problemei va fi g\u259?sit\u259? n studiul ontogenetic al \up0 \expndtw0\c harscalex114 mecanismelor care formeaz\u259? func\u355?ie semiotic\u259?. \par\p ard\ql \li5430\sb0\sl-276\slmult0 \par\pard\ql\li5430\sb0\sl-276\slmult0 \par\pa rd\ql\li5430\sb0\sl-276\slmult0 \par\pard\ql\li5430\sb16\sl-276\slmult0 \up0 \ex pndtw0\charscalex117 III. Desenul \par\pard\qj \li1420\sb0\sl-280\slmult0 \par \pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri937\sb1\sl-280\slmult0\ fi283 \up0 \expndtw0\charscalex113 Desenul este o form\u259? a func\u355?ie i semiotice care nscrie la jum\u259?tatea \line \up0 \expndtw0\charscalex110 drumului ntre jocul simbolic, cu care se aseam\u259?n\u259? prin faptul c\u259? ofer\u259? \line \up0 \expndtw0\charscalex109 aceea\u351?i pl\u259?c ere func\u355?ional\u259? \u351?i acela\u351?i autotelism, \u351?i imagine a mintal\u259?, cu \line \up0 \expndtw0\charscalex116 care are n comun efortul de imitare a realului. Luquet, consider\u259? desenul \line \up0 \expndtw0\chars calex109 drept un joc, dar trebuie remarcat c\u259?, de\u351?i se aseam \u259?n\u259? cu acesta prin \line \up0 \expndtw0\charscalex107 formele ini\ u355?iale, el nu asimileaz\u259? orice la orice \u351?i r\u259?mne, ca \u351?i imaginea \line \up0 \expndtw0\charscalex112 mintal\u259?, mai aprop iat de acomodare imitatoare. n realitate desenul \line \up0 \expndtw0\c harscalex115 constituie cnd o preg\u259?tire a imaginii mintale, cnd o rezultant\u 259? a acesteia \line \up0 \expndtw0\charscalex115 \u351?i ntre imaginea grafic \u259? \u351?i imaginea interioar\u259? \up0 \expndtw0\charscalex115 (\ul0\no supersub\cf4\f5\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 modelul intern\ul0\nosu persub\cf4\f5\fs24 \u8220?\ul0\nosupersub\cf2\f3\fs24 al lui \par\pard\qj \li 1420\ri940\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex117 Luquet) exist\u259? nenum\u259?rate interac\u355?iuni, amndou\u259? derivnd direct din \up0 \exp ndtw0\charscalex117 imita\u355?ie\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ ul0\nosupersub\cf2\f3\fs24 . \par\pard\qj \li1420\sb0\sl-233\slmult0 \par\pard\q j\li1420\sb0\sl-233\slmult0 \par\pard\qj\li1420\sb0\sl-233\slmult0 \par\pard\qj\ li1420\ri974\sb180\sl-233\slmult0\tx1711 \up0 \expndtw-2\charscalex100 \ul0\supe r\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0\charscalex115 \ul0\nos upersub\cf8\f9\fs20 La drept vorbind, forma ini\u355?ial\u259? a desenuli nu par e a avea un caracter de imita\u355?ie \u351?i face \line\up0 \expndtw0\charscale x113 parte nc\u259? din jocul pur, jocul exerci\u355?iu> este mzg\u259?leala cu ca re se ndeletnice\u351?te copilul de \line \up0 \expndtw0\charscalex120 doi ani doi ani \u351?i jum\u259?tate, atunci cnd i se d\u259? un creion n mn\u259?. Foart e curnd ins\u259? \up0 \expndtw0\charscalex116 subiectului i se pare c\u2 59?, n mzg\u259?lelile sale lipsite de scop, recunoa\u351?te ni\u351 ?te \up0 \expndtw0\charscalex113 forme,astfel nct, el ncearc\u259? foarte repede s\ u259? reconstituie din memorie un model, orict de \up0 \expndtw0\charscalex115 pu \u355?in ar sem\u259?na expresia grafic\u259? a acestuia din punct de vedere obi ectiv. Din momentul n \up0 \expndtw0\charscalex115 care apare aceast\u259? inten\ u355?ie, desenul devine imita\u355?ie \u351?i imagine. \par\pard\ql \li5975\sb0\ sl-276\slmult0 \par\pard\ql\li5975\sb156\sl-276\slmult0 \up0 \expndtw-3\charscal ex100 \ul0\nosupersub\cf4\f5\fs24 35 {\shp {\*\shpinst\shpleft1418\shptop13720\shpright3756\shpbottom13740\shpfhdr0\s

hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3384\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g36}{\bkmkend Pg36}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri935\sb69\sl-280\slmult0\fi283 \up0 \expndt w0\charscalex112 \ul0\nosupersub\cf2\f3\fs24 n celebrele sale studii asupra desen ului copiilor, Luquet\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupers ub\cf2\f3\fs24 a propus anumite \line \up0 \expndtw0\charscalex117 stadii \u35 1?i interpret\u259?ri care r\u259?mn valabile \u351?i ast\u259?zi. naintea lui, autorii \line \up0 \expndtw0\charscalex116 su\u355?ineau dou\u259? puncte de vedere contrarii, unii admi\u355?nd c\u259? primele desene \line \up0 \expndt w0\charscalex118 ale copiilor sunt esen\u355?ialmente realiste, ntruct urmeaz\u259 ? modele efective, \line \up0 \expndtw0\charscalex122 f\u259?r\u259? desene di n imagina\u355?ie care apar destul de trziu; al\u355?ii insist\u259?, \li ne \up0 \expndtw0\charscalex112 dimpotriv\u259?, asupra idealiz\u259?rii de care dau dovad\u259? desenele primitive. Se pare \line \up0 \expndtw0\charscalex116 c\u259? Luquet a tran\u351?at definitiv disputa ar\u259?tnd c\u259? desenul copil ului este pn\u259? \line \up0 \expndtw0\charscalex114 la vreo opt-nou\u259? ani e sen\u355?ialmente realist ca inten\u355?ie dar c\u259? subiectul ncepe \line \up0 \expndtw0\charscalex114 prin a desena ceea ce \u351?tie despre un personaj sau despre un obiect, nainte \line \up0 \expndtw0\charscalex115 de a exprima grafi c ceea ce vede. Este o observa\u355?ie fundamental\u259? a \line \up0 \e xpndtw0\charscalex115 c\u259?rei ntreg\u259? importan\u355?\u259? o vom sesiza n l eg\u259?tur\u259? cu imaginea mintal\u259?, care \line \up0 \expndtw0\charscalex 115 \u351?i ea este conceptualizare nainte de a ajunge la copii bine d.p.d.v. per ceptiv. \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\chars calex116 A\u351?adar, realismul desenului trece prin diferite faze. Luque t nume\u351?te \line \up0 \expndtw0\charscalex113 \u8222?realism fortuit\u8220? faza mzg\u259?lelii cu o semnifica\u355?ie care se descoper\u259? n cursul \line \up0 \expndtw0\charscalex113 desen\u259?rii. Apoi vine \up0 \expndtw0\charscal ex113 \u8222?realismul neizbutit\u8220? \up0 \expndtw0\charscalex113 , sau fa za de incapacitate \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0 \up0 \expndtw 0\charscalex121 sintetic\u259? n care elementele copiei sunt juxtapuse n loc s\u259? fie \line \up0 \expndtw0\charscalex118 coordonate ntr-un tot: o p\u259?l\u259?rie apare mult deasupra capului, sau nasturii \line \up0 \expndt w0\charscalex113 apar lng\u259? corp. Omule\u355?ul care este unul din modelele d ominante la nceput, \line \up0 \expndtw0\charscalex113 trece de altfel printrun stadiu de mare interes: acela al \up0 \expndtw0\charscalex113 \u8222?om ule\u355?ului \par\pard\ql \li1420\ri936\sb1\sl-280\slmult0\tx1703 \up0 \expndtw 0\charscalex119 mormoloc\u8220? care nu are dect un cap, prev\u259?zut cu ni\u35 1?te apendici filiformi, \line \up0 \expndtw0\charscalex111 care sunt picioarele , sau cu bra\u355?e \u351?i picioare, dar f\u259?r\u259? trunchi. \line \tab \up 0 \expndtw0\charscalex112 Apoi vine perioada esen\u355?ial\u259? a \up0 \exp ndtw0\charscalex112 \u8222?realismului intelectual\u8220? faz\u259? n care \p ar\pard\qj \li1420\ri936\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex114 desenul a dep\u259?\u351?it dificult\u259?\u355?ile ini\u355?iale, dar n care el ofer\u2 59? n esen\u355?\u259? atributele \up0 \expndtw0\charscalex111 conceptuale ale modelului f\u259?r\u259? preocupare pentru perspectiva vizual\u259?. De \up 0 \expndtw0\charscalex113 pild\u259?, o fa\u355?\u259? vazut\u259? n profil va av ea totu\u351?i doi ochi, pentru c\u259? modelul are doi \up0 \expndtw0\charscale x110 ochi, sau c\u259?l\u259?re\u355?ul va avea ambele picioare vizibile ca \u351?i cum calul ar fi \up0 \expndtw0\charscalex113 transparent. De

asemenea, vedem cartofii ngropa\u355?i n p\u259?mnt pe cmp, \up0 \expndtw0\char scalex113 dac\u259? nu au fost nc\u259? recolta\u355?i, sau n stomacul unui om etc .\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2 \par\pard\qj \li1420\ri935\sb1\s l-280\slmult0\fi283 \up0 \expndtw0\charscalex115 \ul0\nosupersub\cf2\f3\fs24 Pe la 8-9 ani, acest \u8222?realism intelectual\u8220? este urmat de un \u8222?real ism vizual\u8220? \line \up0 \expndtw0\charscalex114 care prezint\u259? dou\u259 ? nout\u259?\u355?i. Pe de o parte, desenul nu con\u355?ine dect ceea ce \line \u p0 \expndtw0\charscalex118 este vizibil dintr-un punct de vedere perspectiv part icular: un profil nu mai \line \up0 \expndtw0\charscalex116 cuprinde dect ceea ce se vede din profil; p\u259?r\u355?ile ascunse ale obiectelor nu \line \up0 \exp ndtw0\charscalex112 mai apar n dosul ecranelor (nu vom mai vedea astfel dect vrful unui \line \up0 \expndtw0\charscalex119 copac nd\u259?r\u259?tul casei \u351?i nu tot copacul), \u351?i obiectele de pe planul al II-lea \line \up0 \e xpndtw0\charscalex119 sunt treptat mic\u351?orate (scara de propor\u355?ie) n ra port cu cele de pe primul \line \up0 \expndtw0\charscalex116 plan. Pe de alt\u25 9? parte, desenul \u355?ine seama de a\u351?ezarea obiectelor dup\u259? un \line \up0 \expndtw0\charscalex116 plan de ansamblu (axele de coordonate) \u351?i de propor\u355?iile lor metrice. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi28 3 \up0 \expndtw0\charscalex114 Aceste stadii descrise de Luquet prezin t\u259? un dublu interes: ele \line \up0 \expndtw0\charscalex117 constit uie, n primul rnd, o introducere foarte bun\u259? n studiul imaginii \line \up0 \expndtw0\charscalex115 mintale care, dup\u259? cum vom vedea ( 4) ascult\u2 59? \u351?i ea de legi mai apropiate \line \up0 \expndtw0\charscalex115 de legil e conceptualiz\u259?rii dect de legile percep\u355?iei. Dar ele atest\u259?, mai cu \par\pard\ql \li1420\sb182\sl-230\slmult0 \up0 \expndtw-6\charscalex100 \ul0\ super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 G. L u q u e t, \ul0\nosupersub\cf10\f11\fs20 Le dessin enfantin\ul0\nosupersub\cf7 \f8\fs20 , Alcan, 1927. \par\pard\qj \li1420\ri977\sb9\sl-232\slmult0\tx1741 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2 \ta b \up0 \expndtw0\charscalex115 \ul0\nosupersub\cf8\f9\fs20 La aceast\u259? \u822 2?transparen\u355?\u259?\u8220?se adaug\u259? amestecul de puncte de vedere sau ni\u351?te pseudo-\line\up0 \expndtw0\charscalex110 reduceri. Luquet citeaz\u2 59? exemplul unui desen n care c\u259?ru\u355?a sau calul se v\u259?d d in profil, \line \up0 \expndtw0\charscalex111 interiorul calului se vede de sus, iar ro\u355?ile ntoarse pe planul orizontal. Afar\u259? de acesta \up0 \expndtw0\charscalex117 trebuie s\u259? men\u355?ion\u259?m procedeul inter esant de figurare a povestirilor. :n timp ce desenele \up0 \expndtw0\charscalex1 15 unui adult, cel pu\u355?in ale unui desenator modern, nu reprezint\u 259? dect un moment al \up0 \expndtw0\charscalex114 evenimentelor simultane, f\u259?r\u259? a introduce ac\u355?iuni succesive din punct de vedere cronologic , \up0 \expndtw0\charscalex119 copilul, ca \u351?i unii pictori primitivi\u351?t i, se va folosi de un singur desen pentru o desf\u259?\u351?urare \up0 \expndtw0 \charscalex118 cronologic\u259?< vom vedea, de pild\u259?, pe desenul lui un mun te cu 5-6 omule\u355?i, care sunt un \up0 \expndtw0\charscalex110 singur person aj n 5 sau 6 pozi\u355?ii succesive. \par\pard\ql \li5975\sb0\sl-276\slmult0 \par \pard\ql\li5975\sb156\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupers ub\cf4\f5\fs24 36 {\shp {\*\shpinst\shpleft1418\shptop13024\shpright3756\shpbottom13044\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3914\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g37}{\bkmkend Pg37}\par\pard\ql \li1420\sb0\sl-280\slmult0 \par\pard\ql\li1420\s

b0\sl-280\slmult0 \par\pard\ql\li1420\sb0\sl-280\slmult0 \par\pard\ql\li1420\sb0 \sl-280\slmult0 \par\pard\ql\li1420\ri935\sb69\sl-280\slmult0\tx1703\tx1703 \up0 \expndtw0\charscalex117 \ul0\nosupersub\cf2\f3\fs24 seam\u259?, o convergen\u 355?\u259? remarcabil\u259? cu evolu\u355?ia geometriei spontane a \line \ up0 \expndtw0\charscalex111 copilului pe care noi am ncercat s-o studiem ntr-o alt \u259? lucrare\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\ f3\fs24 . \line \tab \up0 \expndtw0\charscalex115 Primele intui\u355?ii spa\u355 ?iale ale copilului sunt ntr-adev\u259?r topologice nainte de \line \up0 \expndtw0 \charscalex119 a fi proiective sau nainte de a se conforma metricii euclidiene. E xist\u259?, de \line \up0 \expndtw0\charscalex116 pild\u259?, un nivel la care p \u259?tratele, dreptunghiurile, cercurile, elipsele etc. sunt \line \up0 \expndt w0\charscalex114 uniform reprezentate printr-o aceea\u351?i curb\u259? nchis\u259 ?, f\u259?r\u259? drepte sau unghiuri \line \up0 \expndtw0\charscalex116 (desenu l unui p\u259?trat este aproximativ corect abia dup\u259? vrsta de 4 ani), n \lin e \up0 \expndtw0\charscalex112 timp ce crucile, arcele de cerc etc. vor fi repre zentate ca figuri deschise. Cam \line \up0 \expndtw0\charscalex116 pe la vrsta de trei ani, ntre perioada mzg\u259?lelii \u351?i \u8222?realismul neizbutit\u8220? am \line \up0 \expndtw0\charscalex116 ob\u355?inut la copiii incapabili s\u259? copieze un p\u259?trat, copii foarte exacte ale unor \line \up0 \expndtw0\charsc alex113 figuri nchise, avnd un cerc mic n interiorul hotarelor lor, sau n exterior s au \line \up0 \expndtw0\charscalex112 chiar pe hotar, (cercul este \u8222?ntre af ar\u259?\u8220? - spusese un subiect). \line \tab \up0 \expndtw0\charscalex113 O r, dac\u259? \up0 \expndtw0\charscalex113 \u8222?realismul intelectual\u8220? \up0 \expndtw0\charscalex113 al desenului infantil nu cunoa\u351?te \par\par d\qj \li1420\ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex116 perspectiva \u351?i rela\u355?iile metrice, el \u355?ine seama de leg\u259?turile to pologice: \line \up0 \expndtw0\charscalex113 vecin\u259?t\u259?\u355?i, separa\ u355?ii, nf\u259?\u351?ur\u259?ri, nchideri etc. Pe de o parte, din aces te \line \up0 \expndtw0\charscalex117 intui\u355?ii topologice se dezvolt\u259? la 7- 8 ani intui\u355?ii proiective n acela\u351?i timp cu \line \up0 \expndtw0\ charscalex111 elaborarea unei metrici euclidiene, ceea ce nseamn\u259? c\u2 59? apar cele dou\u259? \line \up0 \expndtw0\charscalex111 caractere esen\u3 55?iale ale \up0 \expndtw0\charscalex111 \u8222?realismului vizual\u8220? al desenului. Pe de alt\u259? \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0 \up 0 \expndtw0\charscalex114 parte, ncepnd cu aceast\u259? vrst\u259?, se constit uie dreapta proiectiv\u259? sau \line \up0 \expndtw0\charscalex115 punctual\u 259? (legat\u259? de conduita privirii) ct \u351?i perspectiva elementar\u259?. C opilul \line \up0 \expndtw0\charscalex119 devine capabil s\u259? anticipeze prin desen forma unui obiect ce i se pune n \line \up0 \expndtw0\charscalex117 fa\u35 5?\u259?, dar care trebuie desenat a\u351?a cum ar fi v\u259?zut de un observato r aflat la \line \up0 \expndtw0\charscalex112 dreapta sau n fa\u355?a copilului. n cepnd cu vrsta de 9 - 10 ani subiectul alege \line \up0 \expndtw0\charscalex117 co rect dintr-un num\u259?r de desene pe acela care reprezint\u259? corect trei mun \u355?i \line \up0 \expndtw0\charscalex111 sau trei cl\u259?diri v\u259?zute din cutare sau cutare pozi\u355?ie. Pe de alt\u259? parte, n \line \up0 \expndtw0\charscalex111 acela\u351?i timp sincronic se formeaz\u259? dreapt a vectorial\u259? \up0 \expndtw0\charscalex111 (conservarea unei \par\pard\qj \li1420\ri939\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex115 direc\u355?ii), gr upul reprezentativ al deplas\u259?rilor, m\u259?sura n\u259?scut\u259? dintr-o s intez\u259? \line \up0 \expndtw0\charscalex115 a mp\u259?r\u355?irii \u351?i a ordinei deplas\u259?rilor \up0 \expndtw0\charscalex115 (vezi cap. IV, \up0 \ expndtw0\charscalex115 II), asem\u259?n\u259?rile \u351?i \par\pard\qj \li142 0\ri934\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex113 propor\u355?iile \u351?i des\u259?vr\u351?irea m\u259?sur\u259?rii dup\u259? dou\u259? sau trei dimensiun i, n func\u355?ie \up0 \expndtw0\charscalex115 de un sistem de referin\u355?\u259 ? sau de coordonatele naturale. ncepnd cu vrsta \up0 \expndtw0\charscalex114 de 9 10 ani (dar, am\u259?nunt remarcabil, niciodat\u259? mai nainte) media copiilor \up0 \expndtw0\charscalex116 devine capabil\u259? s\u259? traseze cu anticipa\u3 55?ie nivelul orizontal pe care-l va avea \up0 \expndtw0\charscalex116 apa ntr-un pahar, c\u259?ruia i se imprim\u259? diverse nclina\u355?ii, sau linia vertical\

u259? a \up0 \expndtw0\charscalex109 catargului unui vas pus pe aceast\u259 ? ap\u259? (se deseneaz\u259? vasele, iar copilul \up0 \expndtw0\charscale x114 indic\u259? orizontalele \u351?i verticalele recurgnd la referin\u355?e exte rioare figurii, ceea \up0 \expndtw0\charscalex114 ce cu siguran\u355?\u259? nu \ u351?tiuse s\u259? fac\u259? mai nainte)\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\f s21 2\ul0\nosupersub\cf2\f3\fs24 . \par\pard\ql \li4758\sb0\sl-264\slmult0 \par\ pard\ql\li4758\sb0\sl-264\slmult0 \par\pard\ql\li4758\sb0\sl-264\slmult0 \par\pa rd\ql\li4758\sb62\sl-264\slmult0 \up0 \expndtw0\charscalex122 IV. Imaginile mi ntale\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 3 \par\pard\qj \li1420\sb0\sl240\slmult0 \par\pard\qj\li1420\ri1150\sb216\sl-240\slmult0 \up0 \expndtw-4\char scalex100 \ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 J. P i a g e t et B. I n h e l d e r, \ul0\nosupersub\cf10\f11\fs20 La representa tion de l\u8217?espace chez l\u8217?enfant, \ul0\nosupersub\cf7\f8\fs20 P resses Universitaires de \up0 \expndtw-5\charscalex100 France, 1947. \par\pa rd\qj \li1420\ri983\sb9\sl-230\slmult0\tx1798 \up0 \expndtw-2\charscalex100 \ul0 \super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2 \tab \up0 \expndtw0\charscalex117 \ul 0\nosupersub\cf8\f9\fs20 Se vede astfel c\u259? evolu\u355?ia desenului este so lidar\u259? cu ntreaga structurare a spa\u355?iului, \line\up0 \expndtw0\charscal ex110 potrivit diverselor stadii ale acestei dezvolt\u259?ri. Nu trebuie s\u259? ne mir\u259?m deci c\u259? desenul \line \up0 \expndtw0\charscalex 110 copilului a putut servi ca test al dezvolt\u259?rii intelectuale> F. Goodeno ugh, Proudhommeaux \u351?i \par\pard\qj \li1420\ri975\sb10\sl-230\slmult0 \up0 \ expndtw0\charscalex118 A. Rey au elaborat studii utile n aceast\u259? privin\u355 ?\u259? cu sc\u259?ri standardizate care se refer\u259? n \up0 \expndtw0\charscal ex115 special la stadiile \u8222?omule\u355?ului\u8220?. Desenul a fost de aseme nea folosit ca indicator afectiv, mai \up0 \expndtw0\charscalex115 ales de c\u25 9?tre psihanalistul Morgenstern, n cazul copiilor lovi\u355?i de mutism selectiv. \par\pard\li1420\sb90\sl-230\slmult0\fi0\tx1668 \up0 \expndtw0\charscalex102 \u l0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 3\tab \up0 \expndtw0\charscalex103 \u l0\nosupersub\cf8\f9\fs20 J. P i a g e t \u351?i B. I n h e l d e r, L \ul0\nosupersub\cf17\f18\fs20 \u8217?\ul0\nosupersub\cf8\f9\fs20 image mentale chez l\ul0\nosupersub\cf17\f18\fs20 \u8217?\ul0\nosupersub\cf8\f9\fs20 enfa nt, Presses Universitaire\par\pard\li1420\sb0\sl-180\slmult0\fi0 \up0 \expnd tw0\charscalex102 de France, 1966.\par\pard\ql \li5975\sb0\sl-276\slmult0 \par \pard\ql\li5975\sb117\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupers ub\cf4\f5\fs24 37 {\shp {\*\shpinst\shpleft1418\shptop13024\shpright3756\shpbottom13044\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3766\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g38}{\bkmkend Pg38}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri934 \sb69\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex112 \ul0\nosupersub\cf2\f3\f s24 Psihologia asocia\u355?ionist\u259? considera imaginea ca o prelungire a per cep\u355?iei \u351?i \line \up0 \expndtw0\charscalex109 ca un element al gndi rii, aceasta din urm\u259? constnd doar din asocierea \line \up0 \expndtw0 \charscalex117 senza\u355?iilor \u351?i imaginilor ntre ele. Am v\u259?zut mai nai nte (cap. I, I), c\u259?, de \line \up0 \expndtw0\charscalex116 fapt, \up0 \ex pndtw0\charscalex118 \u8222?asocia\u355?iile\u8220? sunt totdeauna ni\u351?te asimil\u259?ri. Ct despre imaginile \line \up0 \expndtw0\charscalex119 minta le, exist\u259? cel pu\u355?in dou\u259? motive serioase pentru a ne ndo

i de \line \up0 \expndtw0\charscalex116 dezvoltarea lor direct\u259? din pe rcep\u355?ie. Din punct de vedere neurologic, \line \up0 \expndtw0\charscal ex113 evocarea interioar\u259? a unei mi\u351?c\u259?ri declan\u351?eaz\u25 9? acelea\u351?i unde electrice, \line \up0 \expndtw0\charscalex113 corticale \up0 \expndtw0\charscalex113 (E.E.G.) sau musculare \up0 \expndtw0\charscalex 113 (E.M.G.) ca \u351?i executarea material\u259? a \par\pard\qj \li1420\ri 938\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex113 mi\u351?c\u259?rii, cu alt e cuvinte, evocarea unei mi\u351?c\u259?ri presupune o schi\u355?are a \ line \up0 \expndtw0\charscalex116 acesteia. Din punct de vedere genetic, dac\u25 9? imaginea ar constitui o simpl\u259? \line \up0 \expndtw0\charscalex115 prelun gire a percep\u355?iei, ar trebui s\u259? intervin\u259? imediat dup\u25 9? na\u351?tere. n \line \up0 \expndtw0\charscalex118 realitate nu se observ\u2 59? nici o manifestare a ei n cursul perioadei sensori-\line \up0 \expndtw0\chars calex113 motorii. Ea se manifest\u259? de abia o dat\u259? cu apari\u355?ia func \u355?iei semiotice\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub \cf2\f3\fs24 . \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri937 \sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex121 1. Problemele imaginii . Se pare astfel c\u259? imaginile mintale apar mai \up0 \expndtw0\charscalex115 trziu, rezultnd dintr-o imitare interiorizat\u259?, iar analogia lor cu percep\u3 55?ia nu \up0 \expndtw0\charscalex119 este o dovad\u259? a filia\u355?iei direc te ci a faptului c\u259? aceast\u259? imita\u355?ie caut\u259? s\u259? \up0 \e xpndtw0\charscalex111 furnizeze o copie activ\u259? a tablourilor percepti ve, eventual cu schi\u355?\u259?ri ale \up0 \expndtw0\charscalex111 reaferen \u355?elor senzoriale. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex117 Ct despre problema rela\u355?iilor dintre imagine \u351?i gndire, att Binet ct \u351?i \up0 \expndtw0\charscalex112 psihologii germani din \ u351?coala de la Wrzburg ( ncepnd cu Marbe \u351?i Klpe \u351?i \up0 \expndtw0\chars calex113 terminnd cu Bhler), au demonstrat existen\u355?a a ceea ce ei au numit gnd ire \up0 \expndtw0\charscalex117 f\u259?r\u259? imagine (putem s\u259? imagin\u 259?m un obiect, dar judecata care afirm\u259? sau \up0 \expndtw0\charscalex115 care neag\u259? existen\u355?a lui nu implic\u259? o imagine). Cu alte cuvinte, judec\u259?\u355?ile \u351?i \up0 \expndtw0\charscalex111 opera\u355?iile sunt str\u259?ine imaginii, ceea ce nu exclude posibilitatea ca ea s\u259? \u p0 \expndtw0\charscalex116 joace un rol, nu ca element al gndirii, ci ca auxiliar simbolic complementar \up0 \expndtw0\charscalex112 al limbajului. ntr-adev\u259 ?r, limbajul nu se aplic\u259? dect la concepte sau la \up0 \expndtw0\ch arscalex117 obiecte conceptualizate sub form\u259? de clase singulare ( \u8222?t at\u259?l meu\u8220? etc.) \u351?i, \up0 \expndtw0\charscalex115 de aceea, att la adult ct \u351?i la copil subsist\u259? nevoia unui sistem de \up0 \expndtw0\charscalex112 semnifica\u355?ii care s\u259? se refere nu la co ncepte ci la obiecte, ca atare, \u351?i \up0 \expndtw0\charscalex112 la ntr eaga experien\u355?\u259? perceptiv\u259? din trecut a subiectului. Acest rol l are \up0 \expndtw0\charscalex117 imaginea, iar caracterul ei de simbol (n opozi\u355?ie cu \u8222?semnul\u8220?) i permite s\u259? \up0 \expndtw0\charscal ex117 dobndeasc\u259? o asem\u259?nare mai mult sau mai pu\u355?in adecvat\u259?, \u351?i n acela\u351?i \up0 \expndtw0\charscalex112 timp, schematizat\u259?, cu obiectele simbolizate. \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 Problema pe care o ridic\u259? imaginea n psihologia copi lului const\u259? deci n a \up0 \expndtw0\charscalex117 urm\u259?ri n cursul de zvolt\u259?rii raporturilor dintre simbolismul imaginilor \u351?i \up0 \exp ndtw0\charscalex117 mecanismele preoperatorii \u351?i operatorii ale gndirii\ul0\ super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nosupersub\cf2\f3\fs24 . \par\pard \qj \li1420\sb0\sl-232\slmult0 \par\pard\qj\li1420\sb0\sl-232\slmult0 \par\pard\ qj\li1420\ri974\sb96\sl-232\slmult0\tx1858 \up0 \expndtw-2\charscalex100 \ul0\su per\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0\charscalex113 \ul0\n osupersub\cf8\f9\fs20 Este adev\u259?rat c\u259? psihanali\u351?tii admit e xistetn\u355?a unei capacit\u259?\u355?i foarte precoce de a \line\up0 \ex pndtw0\charscalex112 halucina realizarea dorin\u355?elor dar acest fenomen ar tr ebui demonstrat. Recent, s-a ntrev\u259?zut \line \up0 \expndtw0\charscalex112 po sibilitatea unei asemenea probe deoarece N. Kleitman \u351?I E. Aserinsky au r

eu\u351?it s\u259? ob\u355?in\u259? \line \up0 \expndtw0\charscalex113 ni\u351?t e electroretinograme n timpul somnului care par s\u259? corespund\u259? unor imag ini vizuale din \line \up0 \expndtw0\charscalex114 vis (mi\u351?c\u259?ri rapide ale ochiului deosebite de mi\u351?c\u259?rile lente obi\u351?nuite). W. Demen t a reu\u351?it \line \up0 \expndtw0\charscalex114 s\u259? aplice aceast\u259? tehnic\u259? nou-n\u259?scu\u355?ilor, dar a g\u259?sit la el un num\u259?r de mi\u351?c\u259?ri rapide mult \line \up0 \expndtw0\charscalex113 mai mare dect ma i trziu< s-au nregistrat, de asemenea, la Opossum (un fel de fosil\u259? vie) \lin e \up0 \expndtw0\charscalex113 mi\u351?c\u259?ri rapide n timpul somnului mai num eroase dect la pisic\u259? sau la om, ceea ce pare s\u259? \line \up0 \expndtw0\c harscalex114 explice \u351?i s\u259? indice c\u259? aceste mi\u351?c\u259?ri rap ide au alte func\u355?ii (cur\u259?\u355?ire sau detoxicare), nainte \line \up0 \ expndtw0\charscalex115 de a se ajunge la coordon\u259?ri care permit evocarea vi zual\u259?. Dement trage de aici concluzia \line \up0 \expndtw0\charscalex119 c\ u259? cercet\u259?rile sale efectuate mpreun\u259? cu E. A. Wolpert nu c onfirm\u259? interpretarea \line \up0 \expndtw0\charscalex112 psihanalitic\u259 ? a visului. \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb156\s l-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 38 {\shp {\*\shpinst\shpleft1418\shptop12556\shpright3756\shpbottom12576\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3732\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g39}{\bkmkend Pg39}\par\pard\li1703\sb0\sl-276\slmult0\par\pard\li1703\sb0\sl-27 6\slmult0\par\pard\li1703\sb0\sl-276\slmult0\par\pard\li1703\sb0\sl-276\slmult0\ par\pard\li1703\sb90\sl-276\slmult0\fi0\tx2440 \up0 \expndtw0\charscalex121 \ul0 \nosupersub\cf11\f12\fs24 2.\tab \up0 \expndtw0\charscalex121 \ul0\nosupersub\cf 2\f3\fs24 Dou\u259? tipuri de imagini. - Analiza - pe care noi am condus-o de\ par\pard\qj \li2440\ri938\sb0\sl-280\slmult0 \up0 \expndtw0\charscalex115 c\u355? iva ani - dezvolt\u259?rii imaginilor mintale ntre 4 - 5 ani \u351?i 10 - 12 \line \up0 \expndtw0\charscalex119 ani pare s\u259? indice o diferen\u355?\u259 ? destul de net\u259? ntre imaginile de la \line \up0 \expndtw0\charscalex113 niv elul preoperatoriu \up0 \expndtw0\charscalex120 (pn\u259? pe la 7 -\up0 \exp ndtw0\charscalex113 8 ani dar cu numeroase \par\pard\qj \li2440\ri939\sb0\sl -280\slmult0 \up0 \expndtw0\charscalex115 reziduuri mai trzii) \u351?i imaginile de la nivelele operatorii, care par s\u259? \up0 \expndtw0\charscalex115 fie put ernic influen\u355?ate de opera\u355?ii. \par\pard\qj \li1420\ri937\sb1\sl-280\s lmult0\fi283 \up0 \expndtw0\charscalex111 Trebuie s\u259? deosebim mai nti dou \u259? mari categorii de imagini mintale: \line \up0 \expndtw0\charscalex11 7 imaginile reproduc\u259?toare, care se limiteaz\u259? s\u259? evoce spe ctacole deja \line \up0 \expndtw0\charscalex116 cunoscute \u351?i percepute an terior, \u351?i imagini anticipatoare, care imagineaz\u259? \line \up0 \expndtw 0\charscalex118 mi\u351?c\u259?ri sau transform\u259?ri, ct \u351?i rezultatele a cestora, f\u259?r\u259? ca subiectul s\u259? fi \line \up0 \expndtw0\charscalex1 13 asistat mai nti la realizarea lor (a\u351?a cum se pot imagina transform\u259?r ile unei \line \up0 \expndtw0\charscalex120 figuri geometrice f\u259?r\u259? a le fi materializat nc\u259? n desen). n principiu, \line \up0 \expndtw0\char scalex115 imaginile reproduc\u259?toare, ca atare, se pot referii la con figura\u355?ii statice, \line \up0 \expndtw0\charscalex115 mi\u351?c\u259?ri \u p0 \expndtw0\charscalex115 (schimb\u259?ri de pozi\u355?ie) \u351?i transfor m\u259?ri \up0 \expndtw0\charscalex115 (schimb\u259?ri ale formei), \par\pard\ qj \li1420\ri934\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex115 deoarece aceste trei feluri de realitate se ofer\u259? n mod constant experien\u355?ei \line \up

0 \expndtw0\charscalex117 perceptive a subiectului. Dac\u259? imaginea ar proven i numai din percep\u355?ie, ar \line \up0 \expndtw0\charscalex117 trebui s\u259 ? g\u259?sim, la orice vrst\u259?, frecven\u355?e corespunz\u259?toare mod elelor \line \up0 \expndtw0\charscalex117 curente ale realit\u259?\u355?ii \up 0 \expndtw0\charscalex117 - imagini reproduc\u259?toare apar\u355?innd acesto r trei \par\pard\ql \li1420\sb4\sl-276\slmult0 \up0 \expndtw0\charscalex112 sub categorii: statice, cinetice \u351?i de transformare. \par\pard\qj \li1420\ri936 \sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex111 Or, unul dintre princi palele nv\u259?\u355?\u259?minte pe care ni le furnizeaz\u259? faptele \lin e \up0 \expndtw0\charscalex118 examinate arat\u259? c\u259? la nivelul preoperat oriu, imaginile mintale ale copilului \line \up0 \expndtw0\charscalex111 sunt a proape exclusiv statice cu o dificultate sistematic\u259? n reproducerea \ line \up0 \expndtw0\charscalex113 mi\u351?c\u259?rilor sau transform\u259?rilo r, ca \u351?i a rezultatelor lor. De-abia la nivelul \line \up0 \expndtw 0\charscalex115 opera\u355?iilor concrete (dup\u259? vrsta de 7 - 8 ani) copiii a jung la reproduceri ale \line \up0 \expndtw0\charscalex114 mi\u351?c\u259?rilor \u351?i transform\u259?rilor, \u351?i n acela\u351?i timp, la imaginile a nticipatoare \line \up0 \expndtw0\charscalex114 apar\u355?innd categoriilor respe ctive. Aceasta pare deci s\u259? dovedeasc\u259?: \par\pard\qj \li1420\ri941\sb1 \sl-280\slmult0\fi283 \up0 \expndtw0\charscalex117 1) c\u259? reproducerea prin imagine a mi\u351?c\u259?rilor sau a transform\u259?rilor, chiar \up0 \expndtw0\ charscalex110 cunoscute, presupune \u351?i ea o anticipare sau o reanticipare; \ par\pard\qj \li1420\ri938\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex115 2) c\u259? orice imagine (reproduc\u259?toare sau anticipatoare) a mi\u351?c\u25 9?rilor sau a \up0 \expndtw0\charscalex118 transform\u259?rilor se sprijin\u25 9? pe opera\u355?ii care permit n\u355?elegerea acestor \up0 \expndtw0\char scalex110 procese n acela\u351?i timp cu imaginea lor. \par\pard\qj \li1420\sb0\s l-280\slmult0 \par\pard\qj\li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\ charscalex116 3. Imaginile-copii. Pentru a introduce o anumit\u259? clari tate n aceast\u259? \up0 \expndtw0\charscalex110 situa\u355?ie complex\u259?, s\u259? ncepem prin examinarea acelor imagini care pot fi \up0 \expndtw0 \charscalex113 numite imagini-copii, n care modelul r\u259?mne sub ochii subiectul ui, sau a fost \up0 \expndtw0\charscalex110 v\u259?zut o clip\u259? mai naint e, f\u259?r\u259? s\u259? existe o evocare amnat\u259? cu zile sau \up0 \expndtw0\charscalex113 s\u259?pt\u259?mni, ca n cazul probelor referitoare la tra nsla\u355?ia sau rota\u355?ia modelelor \up0 \expndtw0\charscalex111 (obi\u351?n uite n experien\u355?a copilului dar care nu sunt prezentate din nou n \up0 \expndtw0\charscalex111 momentul chestion\u259?rii)\ul0\super\cf5\f6\fs22\u l0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par\pard\qj \li1420\sb0\sl220\slmult0 \par\pard\qj\li1420\sb0\sl-220\slmult0 \par\pard\qj\li1420\ri984\sb9 0\sl-220\slmult0\tx1706 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0 \super\cf6\f7\fs17 2 \tab \up0 \expndtw0\charscalex114 \ul0\nosupersub\cf8\f9\fs 20 Aceast\u259? problem\u259? este n bun\u259? m\u259?sur\u259? paralel cu aceea a raporturilor dintre percep\u355?ie \u351?i \line\up0 \expndtw0\charscalex111 i nteligen\u355?\u259? (cap. II, \up0 \expndtw0\charscalex114 IV), deoarece p ercep\u355?ia, imita\u355?ia \u351?i imaginea corespund aspectelor \par\par d\qj \li1420\ri967\sb10\sl-233\slmult0 \up0 \expndtw0\charscalex117 figurative a le func\u355?iilor cognitive, n opozi\u355?ie cu aspectele operatorii (ac\u355?iu ni \u351?I opera\u355?ii). :n \line \up0 \expndtw0\charscalex113 ambele cazuri s e pune mai nti problema de a se stabili dac\u259? elementul figurativ (imaginea \l ine \up0 \expndtw0\charscalex113 ca \u351?i percep\u355?ia), prefigureaz\u259? a numitestructuri operatorii (no\u355?iuni etc.) \u351?i n ce sens> e vorba \line \ up0 \expndtw0\charscalex116 de filia\u355?ie sau analogie n construc\u355?ie ? :n continuare se pune problema de a se determina \line \up0 \expndtw0\charscalex11 5 dac\u259? evolu\u355?ia elementelor figurative (imagini ca \u351?i percep\u355 ?ii) urmeaz\u259? un curs independent, \line \up0 \expndtw0\charscalex114 printr -o simpl\u259? dezvoltare intern\u259?, sau presupune contribu\u355?ia unor fact ori exteriori, cum sunt \line \up0 \expndtw0\charscalex114 factorii operatorii. \par\pard\qj \li1420\ri1402\sb18\sl-220\slmult0 \up0 \expndtw0\charscalex110 \ul 0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 Imagi

nea-\ul0\nosupersub\cf8\f9\fs20 copie const\u259? astfel ntr-o simpl\u259? imita\ u355?ie material\u259? (grafic\u259? sau prin gesturi), n \up0 \expndtw0\charscal ex110 opozi\u355?ie cu imaginea mintal\u259?, care este o imita\u355?ie interior izat\u259?. \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb158\sl -276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 39 {\shp {\*\shpinst\shpleft1418\shptop12788\shpright3756\shpbottom12808\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3640\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g40}{\bkmkend Pg40}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri934\sb69\sl-280\slmult0\fi283 \up0 \expndt w0\charscalex114 \ul0\nosupersub\cf2\f3\fs24 Un experiment efectuat moreun\u259? cu B. Matalon a constat, de exemplu, n \line \up0 \expndtw0\charscalex113 a\u351? ezarea unei rigle orizontale de 20 cm pe o foaie de hrtie, cerndu-i-se de \line \u p0 \expndtw0\charscalex114 trei ori copilului s\u259? deseneze prelungirea imediat\u259? a vergelei, n drepta \line \up0 \expndtw0\charscalex114 acestei a: \par\pard\qj \li1420\ri938\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex 117 1) dup\u259? ce \u351?i imagineaz\u259? c\u259? ea s-a rotit cu 180 pentru a se a\u351?eza n \up0 \expndtw0\charscalex117 aceast\u259? pozi\u355?ie; \par\p ard\qj \li1420\ri945\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex115 2) du p\u259? ce \u351?i-a imaginat c\u259? ea este pur \u351?i simplu mpins\u259? (pri n transla\u355?ie) \up0 \expndtw0\charscalex115 tot n pozi\u355?ia respectiv\u259 ?; \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex 113 3) ca o simpl\u259? copie grafic\u259?, f\u259?r\u259? aluzie la vreo mi\u35 1?care \u351?i de asemenea n \line \up0 \expndtw0\charscalex112 aceea\u351?i pozi \u355?ie. (Fire\u351?te, facem s\u259? varieze ordinea probelor: 1, 2, 3; 3, 2, 1 \line \up0 \expndtw0\charscalex112 etc.). \par\pard\qj \li1420\ri935\sb1\s l-280\slmult0\fi283 \up0 \expndtw0\charscalex119 Se constat\u259?, n primul rnd, u n fapt care s-a dovedit a fi foarte general: \line \up0 \expndtw0\charscalex115 copia grafic\u259? (3) este la 5 ani mai scurt\u259? dect modelul cu circa - 13,5 % ( n \line \up0 \expndtw0\charscalex112 medie - 17,3 cm;) aceast\u259? scurtare sistematic\u259? sc\u259?znd cu vrsta (- 10,5% la \line \up0 \expndtw0\charscalex1 12 7 ani etc.) pentru a disp\u259?rea la adult. Acest fenomen se repr oduce, de \line \up0 \expndtw0\charscalex114 asemenea, cnd cerem copiilor s\u259 ? traseze cu degetul o urm\u259? pe mas\u259? (f\u259?r\u259? \line \up0 \expndt w0\charscalex110 desen) dar dispare dac\u259? pretindem copilului s\u259? arate lungimea n aer, ca \line \up0 \expndtw0\charscalex113 interval ntre cele dou\u259? degete ar\u259?t\u259?toare ridicate. O asemenea devalorizare \line \ up0 \expndtw0\charscalex113 a lungimii rale, reg\u259?sit\u259? n toate celelalte esperimente comport\u259?, dup\u259? ct se \line \up0 \expndtw0\charscalex113 pa re, o singur\u259? explica\u355?ie. Obi\u351?nui\u355?i s\u259? judece lungimile ntr-un mod ordinal \u351?i \line \up0 \expndtw0\charscalex120 nu metric, adic\u2 59? n ordinea punctelor de sosire \u351?i nu prin intervalul dintre \line \up0 \e xpndtw0\charscalex116 extremit\u259?\u355?i (cu excep\u355?ia cazului degetelor ar\u259?t\u259?toare ridicate) micii subiec\u355?i \line \up0 \expndtw0\charsca lex114 caut\u259? s\u259? nu dep\u259?\u351?easc\u259? frontiera terminal\u259? a modelului; lor nu le pas\u259? dac\u259? \line \up0 \expndtw0\charscalex112 co pia este mai scurt\u259? (pentru c\u259? n acest caz ea mai face parte din lungim ea-\line \up0 \expndtw0\charscalex112 model); esen\u355?ialul este ca ea s\u259? nu fie prea lung\u259?. \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \up 0 \expndtw0\charscalex116 n cazurile (1) \u351?i (2), desenele f\u259?cute sunt \

u351?i mai mici (-20,5% la cinci ani \up0 \expndtw0\charscalex118 pentru o rota\ u355?ie \u351?i -19% pentru o transla\u355?ie). Imita\u355?iile grafice ale lun gimii\up0 \expndtw0\charscalex115 model sunt deci \u351?i mai nhibate, de\u351?i modelul r\u259?mne sub ochii copilului, iar \up0 \expndtw0\charscalex112 copia se face n acelasi loc ca \u351?i n cazul problemei (3). Vedem astfel dintr-o \up0 \expndtw0\charscalex118 dat\u259? complexitatea unei simple linii trasate cu cre ionul. Inten\u355?ia de a imita \up0 \expndtw0\charscalex113 lungimea-model cere un proiect ntreg de execu\u355?ie, proiect ale c\u259?rui legi sunt \up0 \expndt w0\charscalex113 mai aproape de conceptualizare dect simpla percep\u355?ie\ul0\su per\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par\pard\l i1703\sb0\sl-276\slmult0\par\pard\li1703\sb10\sl-276\slmult0\fi0\tx2440 \up0 \ex pndtw0\charscalex119 \ul0\nosupersub\cf11\f12\fs24 3.\tab \up0 \expndtw0\charsca lex119 \ul0\nosupersub\cf2\f3\fs24 Imagini cinetice \u351?i de transformare. S\u259? trecem la imaginile\par\pard\li1703\sb4\sl-276\slmult0\fi736\tx5514 \up0 \expndtw0\charscalex119 propriu-zise mintale.\tab \up0 \expndtw0\charscal ex119 S\u259? nu amintim, n primul rnd, marea\par\pard\qj \li2440\ri936\sb0\ sl-280\slmult0 \up0 \expndtw0\charscalex119 dificultate experimental\u259? a urm \u259?ririi lor, dat fiind faptul c\u259? ele sunt \line \up0 \expndtw0\charscal ex112 interioare. Aceasta nseamn\u259? c\u259? dispunem doar de mij loace \par\pard\qj \li1420\sb0\sl-232\slmult0 \par\pard\qj\li1420\ri976\sb147\sl -232\slmult0\fi283\tx1938 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\u l0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0\charscalex116 \ul0\nosupersub\cf8\f9\ fs20 Pentru a trcece la copii gestuale \u351?i care se refer\u259? de data aceas ta la modele cinetice \line\up0 \expndtw0\charscalex112 ( ntruct imaginea-copie ci netic\u259? este n mod natural mai u\u351?oar\u259? dect evocarea amnat\u259? a \li ne \up0 \expndtw0\charscalex114 unei mi\u351?c\u259?ri prin imagini pur mintale) , am cerut mpreun\u259? cu A. Etienne unor copii n vrst\u259? \line \up0 \expndtw0\ charscalex116 de 3 - 6 ani s\u259? reproduc\u259? diverse modele foarte simple. Dou\u259? ploturi sunt ac\u355?ionate n a\u351?a \line \up0 \expndtw0\charscalex1 10 fel nct descriu mi\u351?c\u259?ri de lansare sau de antrenare (comparat e cu figurile lui Michotte \line \up0 \expndtw0\charscalex110 men\u355?ionat e n cap. II, \up0 \expndtw0\charscalex110 I), mi\u351?c\u259?ri simetrice d e du-te-vino, mi\u351?c\u259?ri de ncruci\u351?are etc., \par\pard\qj \li1420 \ri966\sb10\sl-230\slmult0 \up0 \expndtw0\charscalex120 subiec\u355?ii fiind s olicita\u355?i s\u259? reproduc\u259? aceste mi\u351?c\u259?ri tot cu plo turi n timp ce sunt \line \up0 \expndtw0\charscalex115 executate ncet n fa\u355 ?a lor sau imediat dup\u259? aceasta. Or, pe de o parte, se observ\u 259? \line \up0 \expndtw0\charscalex111 numeroase erori n copie, datorate predominan\u355?ei \up0 \expndtw0\charscalex115 \u8222?formelor bune\u8220? motorii \up0 \expndtw0\charscalex115 (mi\u351?c\u259?ri \par\pard\qj \li1420\ri 967\sb10\sl-230\slmult0 \up0 \expndtw0\charscalex112 simetrice) n raport cu forme le oarecare. Pe de alt\u259? parte, se observ\u259?, mai ales pn\u259? la 5 ani \ up0 \expndtw0\charscalex118 o diferen\u355?\u259? 9foarte apreciabil\u259? la 3 ani \u351?i din ce n ce mai mic\u259? apoi) ntre reproducerile \up0 \expndtw0\ch arscalex117 simultane \u351?i reproducerile imediat consecutive. Abia la 6 ani valoarea acestora din urm\u259? \up0 \expndtw0\charscalex117 egaleaz\u259? pe a celor dinti. Aceasta este un prim indiciu foarte semnificativ al dificult\u259?\u 355?ilor \up0 \expndtw0\charscalex117 imaginilor cinetice. \par\pard\ql \li5975\ sb0\sl-276\slmult0 \par\pard\ql\li5975\sb156\sl-276\slmult0 \up0 \expndtw-3\char scalex100 \ul0\nosupersub\cf4\f5\fs24 40 {\shp {\*\shpinst\shpleft1418\shptop12090\shpright3756\shpbottom12110\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4018\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s

p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g41}{\bkmkend Pg41}\par\pard\qj \li2440\sb0\sl-280\slmult0 \par\pard\qj\li2440\s b0\sl-280\slmult0 \par\pard\qj\li2440\sb0\sl-280\slmult0 \par\pard\qj\li2440\sb0 \sl-280\slmult0 \par\pard\qj\li2440\ri938\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex119 \ul0\nosupersub\cf2\f3\fs24 indirecte, dar ale c\u259?ror confrun t\u259?ri prezint\u259? anumite garan\u355?ii: \line \up0 \expndtw0\charscale x115 desenul copilului, alegerea de c\u259?tre copil a unor desene dintre mai \l ine \up0 \expndtw0\charscalex115 multe preg\u259?tite dinainte, indica\u355?i i gestuale \u351?i comentarii verbale \line \up0 \expndtw0\charscalex114 (de licate dar posibile n cazul celor trei procedee de mai sus). \line \up0 \expndtw0\charscalex108 Acestea fiind zise, am considerat, mpreun\u259? cu F. Fr ank \u351?i T. Bang, c\u259? \line \up0 \expndtw0\charscalex111 cea mai simpl\ u259? dintre imaginile reproduc\u259?toare cinetice este cea \line \up0 \e xpndtw0\charscalex111 constituit\u259?m de un p\u259?trat, a\u351?ezat deas upra altui p\u259?trat \up0 \expndtw0\charscalex111 (latura \par\pard\qj \li24 40\ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex113 superioar\u259? a a cestuia fiind adiacent\u259? cu latura inferioar\u259? a \line \up0 \expndtw0\charscalex109 primului), n leg\u259?tur\u259? cu care se cerea s\ u259? se anticipeze o u\u351?oar\u259? \line \up0 \expndtw0\charscalex115 de plasare (a primului p\u259?trat). nainte de aceasta ne-am asigurat c\u259? \line \up0 \expndtw0\charscalex115 subiectul \u351?tia s\u259? deseneze bine n copie ( ceea ce poate face de la \line \up0 \expndtw0\charscalex115 5e ani) modelul e xact, deci un p\u259?trat suprapus par\u355?ial unui alt \line \up0 \expn dtw0\charscalex116 p\u259?trat, \u351?i par\u355?ial dep\u259?\u351?indu-l. Orict de ciudat ar p\u259?rea, desenul de \line \up0 \expndtw0\charscalex114 reprezen tare imagistic\u259? \u351?i nu de copie nu reu\u351?e\u351?te, n medie, dect \lin e \up0 \expndtw0\charscalex118 pe la vrsta de 7 ani \u351?i mai mult. n adev\u259 ?r, copiii se limiteaz\u259? s\u259? \line \up0 \expndtw0\charscalex116 deseneze p\u259?tratul n pozi\u355?ia sa ini\u355?ial\u259? sau al\u259?turi de cel\u259? lalt p\u259?trat. \line \up0 \expndtw0\charscalex108 Atunci cnd reu\u351?esc s \u259? marcheze o u\u351?oar\u259? deplasare, ei sub\u355?iaz\u259? \line \up0 \expndtw0\charscalex116 p\u259?tratul superior (mobil) sau lungesc p\u259? tratul inferior n a\u351?a fel ca \line \up0 \expndtw0\charscalex117 p\u259?tratu l deplasat s\u259? nu dep\u259?\u351?easc\u259? frontiera celuilalt\ul0\super\cf 5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par\pard\qj \li1 420\ri934\sb1\sl-280\slmult0\fi390 \up0 \expndtw0\charscalex116 Alte rec\u355?ii surprinz\u259?toare n raport cu frecven\u355?a modelelor cotidiene care \line \u p0 \expndtw0\charscalex117 ar fi putut asigura o reprezentare exact\u259? sunt i maginile reproduc\u259?toare ale \line \up0 \expndtw0\charscalex116 rota\u355?ie i de 90 a unei vergele (ca n cazul unui ac de ceasornic, sau al unui \line \up0 \e xpndtw0\charscalex113 baston vertical ce cade la p\u259?mnt), sau ale rostogoliri i unui tub care desrie o \line \up0 \expndtw0\charscalex115 rota\u355?ie de 180 de grade. n primul din aceste cazuri, vergeaua este fixat\u259? cu \line \up0 \ex pndtw0\charscalex117 un cui la baza ei, n a\u351?a fel c\u259? descrie o mi\u35 1?care regulat\u259? n jurul acestui \line \up0 \expndtw0\charscalex118 centru f ix de pivotare: or, tinerii subiec\u355?i nu \u355?in seama de loc de acest fapt , \line \up0 \expndtw0\charscalex115 de\u351?i el este semnalat n mod expres, \u3 51?i deseneaz\u259? traiectorii n unghi drept \line \up0 \expndtw0\charscalex112 (ca \u351?i cum vergeaua ar aluneca de-a lungul pozi\u355?iilor sale ini\u355?ia l\u259? \u351?i final\u259?, sau \line \up0 \expndtw0\charscalex116 de-a lungul simetricelor lor n p\u259?trat) sau ntret\u259?indu-se dup\u259? ni\u351?te unghiu ri \line \up0 \expndtw0\charscalex116 oarecare etc. n cazul tubului, acesta este colorat n ro\u351?u sau n albastru la \line \up0 \expndtw0\charscalex117 cele dou\ u259? extremit\u259?\u355?i ale sale \u351?i, dep\u259?\u351?ind marginea unei c utii, este impins \line \up0 \expndtw0\charscalex114 cu un deget pe partea liber \u259?, ceea ce provoac\u259? rostogolirea lui \u351?i c\u259?derea n \line \up0 \expndtw0\charscalex117 pozi\u355?ie r\u259?sturnat\u259?, la c\u355?iva centimet ri mai departe pe mas\u259?. Subiec\u355?ii care \line \up0 \expndtw0\charscalex 115 prev\u259?d destul de bine deplasarea extremit\u259?\u355?ilor colorate (cca

. 50% la cinci \line \up0 \expndtw0\charscalex117 ani \u351?i 100% la opt ani ) nu reu\u351?esc dect trziu s\u259? deseneze dou\u259? sau trei \line \up0 \expnd tw0\charscalex113 pozi\u355?ii intermediare ale tubului \up0 \expndtw0\charsc alex110 (42% la 7 ani \u351?i 60% la 8 ani), \u351?i lucru \par\pard\q j \li1420\ri968\sb179\sl-233\slmult0\tx1686 \up0 \expndtw-2\charscalex100 \ul0\s uper\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0\charscalex119 \ul0\ nosupersub\cf8\f9\fs20 Cnd p\u259?tratele sunt prezentate n a\u351?a fel ca unul s \u259?-l acopere pe cel\u259?lalt n ntregime \line\up0 \expndtw0\charscalex111 (ex perimentul l-am efectuat mpreun\u259? cu F. Frank \u351?I J. Bliss. Se folosesc n acest caz p\u259?trate \line \up0 \expndtw0\charscalex118 transparente dar unul avnd marginile ro\u351?ii, cel\u259?lalt negre), copilul invitat s\u259? anticipe ze o \line \up0 \expndtw0\charscalex115 deplasare progresiv\u259?, deseneaz\u259 ? cu u\u351?urin\u355?\u259? dep\u259?\u351?irea p\u259?tratului ro\u351?u de c\ u259?tre cel negru, \line \up0 \expndtw0\charscalex114 dar refuz\u259? s\u259? d eseneze latura paralel\u259? a p\u259?tratului ro\u351?u care se vede datorit\u2 59? transparen\u355?ei \line \up0 \expndtw0\charscalex117 n mijlocul p\u259?tratu lui negru. Aceast\u259? reac\u355?ie este cu att mai curioas\u259?, cu ct n desenel e \line \up0 \expndtw0\charscalex113 spontane copilul marcheaz\u259? adesea \u8222?transparen\u355?e\u8220?, cum spune Luquet, dar ntr-un fel \line \up 0 \expndtw0\charscalex114 nelegitime, cum ar fi al doilea picior al c\u259?l\u25 9?re\u355?ului, v\u259?zut dincolo de calul desenat n profil. :n \line \up0 \expn dtw0\charscalex116 acest caz particular, cnd p\u259?tratele sunt ntr-adev\u259?r transparente, refuzul de a desena o \line \up0 \expndtw0\charscalex118 latur\u 259? ro\u351?ie care taie p\u259?tratul negru este legat din nou de o problem\u2 59? de frontier\u259?, dar de \line \up0 \expndtw0\charscalex119 data aceasta n l eg\u259?tur\u259? cu o intersec\u355?ie. Copilul are impresia c\u259? t\u259?ind p\u259?tratul negru n \line \up0 \expndtw0\charscalex112 dou\u259?, prin intro ducerea unei linii ro\u351?ii apar\u355?innd celuilalt p\u259?trat se alt ereaz\u259? imaginea \line \up0 \expndtw0\charscalex118 p\u259?tratului negru a c\u259?rui suprafa\u355?\u259? trebuie s\u259? r\u259?mn\u259? intact\u259?. Ca \u351?i n cazul refuzului de a \line \up0 \expndtw0\charscalex114 dep\u259?\u351? I frontiera, e vorba deci de un fel de \u8222?pseudo-conservare\u8220? proprie i maginii, cu att mai \line \up0 \expndtw0\charscalex114 curioas\u259? cu ct ea este respectat\u259? n detrimentul conserv\u259?rii suprafe\u355?ei ( n cazul p\u259?t ratelor \line \up0 \expndtw0\charscalex114 suprapuse) sau al conserv\u259?rii un ei laturi (p\u259?trate care acoper\u259? latura ro\u351?ie). \par\pard\ql \li59 75\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb156\sl-276\slmult0 \up0 \expndtw-3\c harscalex100 \ul0\nosupersub\cf4\f5\fs24 41 {\shp {\*\shpinst\shpleft1418\shptop11624\shpright3756\shpbottom11644\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4442\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g42}{\bkmkend Pg42}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri935\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex116 \ul0\nosupersub\cf2\f3\fs24 remarcabil, nu reu\u351?esc nici s\u2 59? imite mi\u351?carea de r\u259?sturnare, printr-un \line \up0 \expndtw0\ charscalex117 gest ncetinit, \u355?innd tubul n mn\u259? (45% la 7 ani \u351?i 70 % la 8 ani, potrivit \line \up0 \expndtw0\charscalex115 rezultatelor ob\u355?i nute mpreun\u259? cu E. Schmid-Kitsikis). Se vede c\u259? ni\u351?te \line \up0 \expndtw0\charscalex116 mi\u351?c\u259?ri dintre cele mai banale (c\u259?c i ce copil nu s-a rostogolit el nsu\u351?i !) nu \line \up0 \expndtw0\charscalex1

12 genereaz\u259? dect imagini reproduc\u259?toare cinetice destul de s\u259?race , nainte de \line \up0 \expndtw0\charscalex112 nivelul opera\u355?iilor concret e \up0 \expndtw0\charscalex112 (7 - 8 ani) \u351?i chiar ntrziind fa\u355?\u 259? de apari\u355?ia \par\pard\ql \li1420\sb4\sl-276\slmult0 \up0 \expndtw0\c harscalex110 acestora. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex112 Ca exemplu de imagine de transformare poate fi citat\u25 9? o prob\u259? pe care am \line \up0 \expndtw0\charscalex108 studiat-o ndeaproap e, mpreun\u259? cu F. Frank \u351?i care se refer\u259? la ntinderea \line \up0 \expndtw0\charscalex114 unui arc \up0 \expndtw0\charscalex116 (din srm\u2 59? de fier flexibil\u259?) ntr-o dreapt\u259?, sau dimpotriv\u259?, la \l ine \up0 \expndtw0\charscalex114 curbarea unei drepte ntr-un arc. Aici a sit\u259? din nou la o dificultate \line \up0 \expndtw0\charscalex115 r emarcabil\u259? n imaginarea pozi\u355?iilor intermediare. Ct despre rezulta tele \line \up0 \expndtw0\charscalex114 transform\u259?rii, reg\u259?sim la mici i subiec\u355?i (pn\u259? pe la 7 ani), un interesant efect \line \up0 \expndtw0\ charscalex111 de limit\u259?. Dreapta care rezult\u259? din ntinderea arcul ui este subevaluat\u259? cu \line \up0 \expndtw0\charscalex115 34% la 5 ani (\u355?innd seama de subevaluarea general\u259? a copiilor de drepte \line \up0 \expndtw0\charscalex117 sau de arce) pentru c\u259? subiectul are grij\u259? ca ea s\u259? nu dep\u259?\u351?easc\u259? limitele \line \up0 \expndtw0\charscalex 113 extreme ale arcului; arcul care rezult\u259? din curbarea dreptei este supra estimat \line \up0 \expndtw0\charscalex114 cu 29% la 5 ani, n a\u351?a fel ca ext remit\u259?\u355?ile sale s\u259? le ntlneasc\u259? pe cele ale \line \up0 \expndt w0\charscalex114 dreptei. \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0\fi283 \u p0 \expndtw0\charscalex117 Se vede astfel c\u259? nu este exagerat s\u259? vorbi m despre caracterul static al \line \up0 \expndtw0\charscalex116 imaginilor pre operatorii, imaginile cinetice \u351?i de transformare devenind \line \up0 \expndtw0\charscalex116 posibile abia dup\u259? \up0 \expndtw0\charscalex116 7 \up0 \expndtw-3\charscalex100 -\up0 \expndtw0\charscalex116 8 ani \u351?i a ceasta datorit\u259? unor anticip\u259?ri sau \par\pard\ql \li1420\sb4\sl-27 6\slmult0 \up0 \expndtw0\charscalex112 reanticip\u259?ri, care se sprijin\u259?, f\u259?r\u259? ndoial\u259? \u351?i ele, pe n\u355?elegerea operatorie. \par\pard \qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri936\sb1\sl-280\slmult0\fi28 3 \up0 \expndtw0\charscalex116 5. Imagini \u351?i opera\u355?ii. S\u259 ? ne ocup\u259?m acum de analiza direct\u259? a \line \up0 \expndtw0\char scalex115 raporturilor dintre reprezentarea imagistic\u259? \u351?i opera\u355?i e \u351?i s\u259? ne mul\u355?umim cu \line \up0 \expndtw0\charscalex114 dou\u25 9? exemple, deoarece toate experimentele duc la acelea\u351?i concluzii. \line \up0 \expndtw0\charscalex110 Procedeul const\u259? n a prezenta probe obi\u351?nuite de conservare operatorie \line \up0 \expndtw0\charscalex110 (vezi capitolul IV, \up0 \expndtw0\charscalex110 II), dar n loc de a che stiona subiectul asupra \par\pard\ql \li1420\ri935\sb1\sl-280\slmult0\tx1703 \ up0 \expndtw0\charscalex116 transform\u259?rilor pe care le-a constatat mat erial, i se cere mai nti s\u259? \line \up0 \expndtw0\charscalex112 anticipe ze ce se va ntmpla imaginnd fazele \u351?i rezultatele transform\u259?rilor. \line\ tab \up0 \expndtw0\charscalex111 n cazul probei de conservare a lichidelor, folos indu-se un pahar A ca punct \line \up0 \expndtw0\charscalex115 de plecare, un pa har B mai ngust \u351?i un pahar C mai larg, i se cere copilului \line \up0 \expn dtw0\charscalex117 s\u259? prevad\u259? rezultatul transvas\u259?rii lichidului din A n B \u351?i n C nainte de a o \line \up0 \expndtw0\charscalex113 efectua \u35 1?i de a indica, n special, nivelele care vor fi atinse de ap\u259?. Merit\u259? s\u259? \line \up0 \expndtw0\charscalex110 fie notate dou\u259? rezultate (o b\u355?inute de S. Taponier) n ce prive\u351?te reac\u355?iile \line \up0 \ expndtw0\charscalex113 preoperatoriiale subiec\u355?ilor (4 - 7 ani). Majoritate a lor se a\u351?teapt\u259? la un fel de \line \up0 \expndtw0\charscalex110 cons ervare general\u259?, care este de fapt o \u8222?pseudo-conservare\u8220? . Ob\u355?inerea \line \up0 \expndtw0\charscalex114 aceleea\u351?i cantit\u259? \u355?i de lichid dar \u351?i a acelora\u351?i nivele n A, n B \u351?i n C. Atunci \line \up0 \expndtw0\charscalex115 cnd ei v\u259?d c\u259? apa se ridic\u259? mai sus n B dect n A \u351?i mai pu\u355?in n C, ncep \line \up0 \expndtw0\charscalex115

s\u259? nege orice conservare a cantit\u259?\u355?ilor. Subiec\u355?ii dintr-un al doilea grup, mai \line \up0 \expndtw0\charscalex116 pu\u355?in numeros dect p rimul, prev\u259?d, dimpotriv\u259?, corect, c\u259? apa se va ridica \line \up0 \expndtw0\charscalex115 mai mult n B \u351?i mai pu\u355?in n C dect n A, dar trag de aici concluzia \line \up0 \expndtw0\charscalex117 anticipat\u259 ? c\u259? n urma transvas\u259?rii, cantitatea de lichid nu se va conserva. \li ne \up0 \expndtw0\charscalex114 Cnd li se cere s\u259? verse cantit\u259?\u355?i egale de lichid n A \u351?i n B, ei men\u355?in exact \line \up0 \expndtw0\charsca lex113 acela\u351?i nivel n cele dou\u259? pahare. Se vede la subiec\u355?ii din acest al doile grup \line \up0 \expndtw0\charscalex117 c\u259? dac\u259? imagine a reproduc\u259?toare a nivelelor este exact\u259?, evident datorat\u259? \line \up0 \expndtw0\charscalex111 unei anumite experien\u355?e anterioare, ea nu este deloc suficient\u259? pentru a \line \up0 \expndtw0\charscalex112 ant rena opera\u355?ia \u351?i conservarea, deoarece lipse\u351?te n\u355?elegerea co mpensa\u355?iei. \line \up0 \expndtw0\charscalex112 Copilul poate s\u259? r\u 259?spund\u259? foarte bine c\u259? apa se va ridica mai mult n B \par\ pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb148\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 42 \par\pard\sect\sectd\fs 24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart Pg43}{\bkmkend Pg43}\par\p ard\qj \li1420\sb0\sl-300\slmult0 \par\pard\qj\li1420\sb0\sl-300\slmult0 \par\pa rd\qj\li1420\sb0\sl-300\slmult0 \par\pard\qj\li1420\ri936\sb273\sl-300\slmult0 \ up0 \expndtw0\charscalex120 \ul0\nosupersub\cf2\f3\fs24 \u8222?pentru c\u259? pa harul este mai ngust\u8220?; el nu poate totu\u351?i s\u259? trag\u259? concluzia \line \up0 \expndtw0\charscalex120 \u8222?mai sus \up0 \expndtw0\charscalex120 \ul0\nosupersub\cf18\f19\fs24 \ul0\nosupersub\cf2\f3\fs24 mai ngust \up0 \expnd tw0\charscalex120 \ul0\nosupersub\cf18\f19\fs24 \u-4035?\ul0\nosupersub\cf2\f3\f s24 aceea\u351?i cantitate\u8220? \u351?i nu consider\u259? ngustimea \par\ pard\qj \li1420\ri945\sb0\sl-280\slmult0 \up0 \expndtw0\charscalex117 paharului B dect un titlu de indiciu empiric care-i permite s\u259? prevad\u259? (dar \up0 \expndtw0\charscalex111 nu s\u259? n\u355?eleag\u259?) ridicarea nivelului apei. \par\pard\qj \li1420\ri934\sb0\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 Un alt experiment paralel d\u259? rezultate asem\u259?n\u259?toare. Cnd un copil de 5 -\line \up0 \expndtw0\charscalex117 6 ani a\u351?az\u259? 12 jetoane ro\u 351?ii n fa\u355?a a 12 jetoane albastre pentru a verifica \line \up0 \expndtw0\ charscalex113 dac\u259? sunt tot attea, este suficient s\u259? distan\u355 ?\u259?m jetoanele albastre sau \line \up0 \expndtw0\charscalex119 ro\u351?ii ntre ele pentru ca el s\u259? conchid\u259? c\u259? rndul cel mai lung con\u355?i ne mai \line \up0 \expndtw0\charscalex112 multe elemente. Ne putem ntreba, de ci, dac\u259? aceast\u259? noncorservare se \line \up0 \expndtw0\charscalex1 19 datoreaz\u259? unei dificult\u259?\u355?i de a imagina mici deplas\u259?ri \u 351?i revenirea la loc a \line \up0 \expndtw0\charscalex112 elementelor deplasa te. Am construit, de aceea, un aparat cu mai multe \line \up0 \expndtw0 \charscalex118 culoare n form\u259? de evantai, n a\u351?a fel ca fiecare jeton al bastru al rndului \line \up0 \expndtw0\charscalex116 superior, mai strns, s\u259? corespund\u259? unui jeton din rndul inferior, mai r\u259?rit, \line \up0 \expndt w0\charscalex119 fiind legate printr-un culoar n interiorul c\u259?ruia jetonul d e jos poate circula \line \up0 \expndtw0\charscalex112 pn\u259? \u351?i ntlne\u351?t e corespondentul de sus. Or, se constat\u259? c\u259? acest dispozitiv \line \up 0 \expndtw0\charscalex113 nu modific\u259? ctu\u351?i de pu\u355?in ideile copilu lui. Cu toate c\u259? el \u351?i nchipuie perfect \line \up0 \expndtw0\charscalex1 10 traiectoriile, totu\u351?i i se pare - plasndu-se pe un punct de ve dere n mai \line \up0 \expndtw0\charscalex116 mare m\u259?sur\u259? transversal dect longitudinal - c\u259? num\u259?rul jetoanelor cre\u351?te, \line \up0 \expn dtw0\charscalex118 cnd rndul se m\u259?re\u351?te \u351?i c\u259? acest num\u259?r scade cnd rndul se strnge. \line \up0 \expndtw0\charscalex110 Dup\u259? ce S. Tapo nier a studiat efectele deplas\u259?rilor succesive, M. A. Coudaran \line \up0 \ expndtw0\charscalex113 a introdus un mecanism care permite urcarea sau coborrea c oncomitent\u259? a \line \up0 \expndtw0\charscalex113 tuturor celor 12 jetoane d in rndul mobil. Reac\u355?iile au r\u259?mas exact acelea\u351?i. \par\pard\qj \l i1420\ri934\sb0\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex116 Din aceste fap

te \u351?i din multe altele, putem conchide c\u259? imaginile mintale \line \up0 \expndtw0\charscalex116 constituie doar un sistem de simboluri care traduce, ma i mult sau mai pu\u355?in \line \up0 \expndtw0\charscalex114 exact, dar n general cu ntrziere, nivelul de comprehensiune preoperatorie \line \up0 \expndtw0\charsca lex111 \u351?i mai trziu \u351?i de comprehensiune operatorie a subiec\u3 55?ilor. Imaginea nu \line \up0 \expndtw0\charscalex110 ajunge deci pentru a genera structurile operatoprii. Ea poate cel mult s\u259? \line \up0 \ expndtw0\charscalex110 serveasc\u259?, atunci cnd este destul de adecvat\u2 59? (ca n cazul reprezent\u259?rii \line \up0 \expndtw0\charscalex111 nivelelo r de ap\u259? la grupul al doilea de subiec\u355?i cita\u355?i mai su s), pentru a \line \up0 \expndtw0\charscalex116 cunoa\u351?te mai precis st\u2 59?rile pe care opera\u355?ia le va lega apoi printr-un joc de \line \up0 \expnd tw0\charscalex116 transform\u259?ri reversibile. Dar imaginea n sine r\u259?mne st atic\u259? \u351?i discontinu\u259? \line \up0 \expndtw0\charscalex108 (ca n ca zul \up0 \expndtw0\charscalex116 \u8222?procedeului cinematografic\u8220?, p e care Bergson l atribuia \par\pard\qj \li1420\ri936\sb0\sl-280\slmult0 \up 0 \expndtw0\charscalex113 inteligen\u355?ei ns\u259?\u351?i, uitnd opera\u355? ia, n timp ce el caracterizeaz\u259? doar \up0 \expndtw0\charscalex116 reprezentarea imagistic\u259?). Cnd, dup\u259? vrsta de 7 - 8 ani, imaginea devine \up0 \expndtw0\charscalex112 anticipatoare \u351?i, prin urmare, poate s\u 259? serveasc\u259? mai bine drept suport \up0 \expndtw0\charscalex118 pent ru opera\u355?ii, acest progres nu rezult\u259? dintr-o modificare inter n\u259? \u351?i \up0 \expndtw0\charscalex116 automat\u259? a imaginilor, ci d in interven\u355?ia unor aporturi exterioare, care se \up0 \expndtw0\charscale x112 datoreaz\u259? form\u259?rii opera\u355?iilor. ntr-adev\u259?r, acestea deri v\u259? din ac\u355?iune ns\u259?\u351?i ci \up0 \expndtw0\charscalex119 nu din s imbolismul imaginilor, \u351?i nici din sistemul semnelor verbale sau al \up0 \e xpndtw0\charscalex111 limbajului de care ne vom ocupa acum. \par\pard\ql \li3312 \sb0\sl-276\slmult0 \par\pard\ql\li3312\sb0\sl-276\slmult0 \par\pard\ql\li3312\s b12\sl-276\slmult0 \up0 \expndtw0\charscalex126 V. Memoria \u351?i structura a mintirilor-imagini \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\ri939\sb1\sl-280\slmult0\fi283 \up0 \expnd tw0\charscalex113 S-a studiat prea pu\u355?in memoria copilului, aten\u355?ia co ncentrndu-se mai ales \line \up0 \expndtw0\charscalex115 asupra m\u259?sur\u259?r ii randamentului (performan\u355?elor). n felul acesta a procedat \line \up0 \exp ndtw0\charscalex115 Claparde care, citind subiectului 15 cuvinte \u351?i cercetnd ce a re\u355?inut dup\u259? \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\l i5975\sb136\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\ fs24 43 \par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmks tart Pg44}{\bkmkend Pg44}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li 1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li14 20\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri944\sb69\sl-280\slmult0 \up0 \expndt w0\charscalex110 \ul0\nosupersub\cf2\f3\fs24 un minut, a constatat o cre\u3 51?tere progresiv\u259? o dat\u259? cu vrsta, pn\u259? la 8 \up0 \expndtw0 \charscalex110 cuvinte n medie la adult. \par\pard\qj \li1420\ri934\sb1\sl-280\sl mult0\fi283 \up0 \expndtw0\charscalex113 Dar, problema principal\u259? a dezvolt \u259?rii memoriei este aceea a organiz\u259?rii ei \line \up0 \expndtw0\charsca lex121 progresive. Se \u351?tie c\u259? exist\u259? dou\u259? tipuri de memorie: memoria de \line \up0 \expndtw0\charscalex115 recunoa\u351?tere, ca re ac\u355?ioneaz\u259? numai n prezen\u355?a unui obiect ntlnit \line \u p0 \expndtw0\charscalex117 mai nainte \u351?i care const\u259? n a-l recunoa\u351? te, \u351?i memoria de evocare , care \line \up0 \expndtw0\charscalex114 const\ u259? n a evoca obiectul n absen\u355?a lui, prin intermediul unei aminti ri-\line \up0 \expndtw0\charscalex116 imagini. Memoria de recunoa\u351?tere este foarte precoce (ea exist\u259? chiar \u351?i la \line \up0 \expndtw0\charscalex 113 nevertebratele inferioare) \u351?i este n mod necesar legat\u259? de scheme de \line \up0 \expndtw0\charscalex118 ac\u355?iune sau de deprindere . La sugar, r\u259?d\u259?cinile ei trebuie c\u259?utate n \line \up0 \expn dtw0\charscalex113 schemele de asimilare sensori-motorii, elementare. El recunoa

\u351?te \u351?i distinge \line \up0 \expndtw0\charscalex112 tegumentele din j urul sfrcului snului n timp ce suge, dac\u259? l-a sc\u259?pat; \line \up0 \expndtw0\charscalex118 recunoa\u351?te un obiect pe care l urm\u259?re\u351?te c u privirea, dac\u259? l-a pierdut din \line \up0 \expndtw0\charscalex117 vedere pentru o clip\u259? etc. Ct despre memoria de evocare, care nu \line \ up0 \expndtw0\charscalex112 apare nainte de imaginea mintal\u259?, de limbaj etc. (Janet o raporteaz\u259? la \line \up0 \expndtw0\charscalex114 \u8222 ?conduita povestirii\u8220?), ea ridic\u259? o problem\u259? esen\u355?ial\u259? : aceea a independen\u355?ei \line \up0 \expndtw0\charscalex116 sau a dependen\u 355?ei sale n raport cu schematismul general al ac\u355?iunilor \u351?i al \line \up0 \expndtw0\charscalex116 opera\u355?iilor\ul0\super\cf5\f6\fs22\ul0\super\cf 5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par\pard\qj \li1420\ri934\sb1\sl-280\s lmult0\fi283 \up0 \expndtw0\charscalex114 Acestea fiind zise, problema memoriei este, n primul rnd, o problem\u259? de \line \up0 \expndtw0\charscalex115 delimita re. Nu orice conservare a trecutului este memorie, deoarece o \line \up 0 \expndtw0\charscalex114 schem\u259? (ncepnd cu schema sensori-motorie pn\u259? l a schemele operatorii: \line \up0 \expndtw0\charscalex112 clasare, seriere etc .) se conserv\u259? prin func\u355?ionare, cgiar independent de \line \up 0 \expndtw0\charscalex112 orice \u8222?memorie\u8220?, sau, dac\u259? prefer \u259?m, se poate spune c\u259? amintirea unei \line \up0 \expndtw0\charsc alex111 scheme este schema ns\u259?\u351?i. Putem deci presupune c\u259? ceea ce se nume\u351?te n \line \up0 \expndtw0\charscalex114 mod comun memorie, o dat\u259? debarasat\u259? de reziduurile psihologiei \line \up0 \expndt w0\charscalex115 facult\u259?\u355?ilor, nu este altceva dect aspectul figurativ al sistemelor de scheme \line \up0 \expndtw0\charscalex115 n totalitatea lor, ncepn d cu schemele sensori-motorii elementare (n care \line \up0 \expndtw0\charscalex1 14 aspectul figurativ este recunoa\u351?terea perceptiv\u259?) pn\u259? la schemele \line \up0 \expndtw0\charscalex114 superioare, al c\u259?ror as pect figurativ de ordin mnezic va fi amintirea-imagine. \par\pard\qj \li1420\ri9 35\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex112 Am ntreprins n aceast\u25 9? perspectiv\u259? o serie de cercet\u259?ri care sunt departe \line \up0 \expn dtw0\charscalex116 de a fi terminate, dar care au dat unele rezultate instructiv e. Am prezentat, \line \up0 \expndtw0\charscalex115 de pild\u259? ( mpreun\u259? cu H. Sinclair) zece baghete nseriate dup\u259? diferen\u355?ele \line \up0 \exp ndtw0\charscalex113 lor, cernd, dup\u259? o s\u259?pt\u259?mn\u259?, copilului s\u 259? le reproduc\u259? prin gesturi sau prin \line \up0 \expndtw0\charscalex114 desen, proba fiind aplicat\u259? la dou\u259? grupuri de subiec\u355?i: unul care doar \line \up0 \expndtw0\charscalex116 prive\u351?te baghetele \u3 51?i altul, care le descrie verbal. Am determinat, n sfr\u351?it, \line \up0 \expn dtw0\charscalex114 nivelul operatoriu al subiectului, n ceea ce prive\u351?te ser ierea. Primul rezultat \line \up0 \expndtw0\charscalex114 ob\u355?inut a fost ac ela c\u259? subiec\u355?ii fac, cu o regularitate semnificativ\u259?, un desen \ line \up0 \expndtw0\charscalex114 corespunz\u259?tor nivelului lor operatoriu ( perechi, mici serii necoordonate sau \par\pard\qj \li1420\sb0\sl-240\slmult0 \pa r\pard\qj\li1420\ri969\sb74\sl-240\slmult0 \up0 \expndtw0\charscalex112 \ul0\sup er\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 \ul0\nosuper sub\cf8\f9\fs20 Bergson a vrut s\u259? introduc\u259? o opozi\u355?ie radical\u2 59? ntre imaginea-amintire \u351?i amintirea-motorie \line \up0 \expndtw0\charsca lex112 a memoriei-deprondere \up0 \expndtw0\charscalex112 (legat\u259? de alt fel de recunoa\u351?tere, deoarece orice deprindere \par\pard\qj \li1420\ri 966\sb6\sl-233\slmult0 \up0 \expndtw0\charscalex116 presupune recunoa\u351?terea indicilor). Avem ns\u259? de-a face aici cu o introspec\u355?ie de filozof \u351 ?i \line \up0 \expndtw0\charscalex117 dac\u259? studiem amintirea-imagine \u351? i dezvoltarea ei, vedem c\u259? \u351?i ea este legat\u259? de ac\u355?iune. \li ne \up0 \expndtw0\charscalex115 Am studiat, de exemplu, mpreun\u259? cu F. Fran k \u351?i J. Bliss amintirea, la cteva zile , a unei \line \up0 \expndtw0\charsc alex114 aranj\u259?ri cu cuburi, dup\u259? cum copilul s-a limitat s\u259? le pr iveasc\u259? s\u259? le copieze activ, sau s\u259? le \line \up0 \expndtw0\chars calex113 priveasc\u259? cum le-a aranjat un adult (de fiecare dat\u259? am varia t ordinea succesiunii probelor). \line \up0 \expndtw0\charscalex115 Ac\u355?iune

a proprie a dat rezultate mai bune dect percep\u355?ia, iar nv\u259?\u355?area n or dinea ac\u355?iune-\line \up0 \expndtw0\charscalex115 percep\u355?ie reu\u351?e \u351?te mai bine dect n ordinea percep\u355?ie-ac\u355?iune \up0 \expndtw0\c harscalex115 (la un interval de o \par\pard\qj \li1420\ri966\sb0\sl-233\slmu lt0 \up0 \expndtw0\charscalex111 s\u259?pt\u259?mn\u259? cel pu\u355?in). Ct des pre perceperea ac\u355?iunii adultului, ea nu adaug\u259? aproape nimic \up0 \ex pndtw0\charscalex117 la perceperea numai a rezultatului. Imaginea-amintire este deci legat\u259? ea ns\u259?\u351?i de \up0 \expndtw0\charscalex118 sch emele de ac\u355?iune \u351?i g\u259?sim cel pi\u355?in 10 trepte intermiediare ntre amintirea motorie ca \up0 \expndtw0\charscalex112 simpl\u259? recunoa\u351? tere \u351?i evocarea pur\u259? n imagini, independent de ac\u355?iune. \par\pard \ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb144\sl-276\slmult0 \up0 \ex pndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 44 {\shp {\*\shpinst\shpleft1418\shptop12322\shpright3756\shpbottom12342\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4046\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g45}{\bkmkend Pg45}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri938\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex113 \ul0\nosupersub\cf2\f3\fs24 etc.) \u351?i nu configura\u355?iei preze ntate. Cu alte cuvinte, n cazul acestui exemplu, \up0 \expndtw0\charscalex113 se pare c\u259? memoria a f\u259?cut s\u259? predomine schema coerspunz\u259?toare nivelului \up0 \expndtw0\charscalex115 copilului. Amintirea-imagine se refer\ u259?, n acest caz la schem\u259? \u351?i nu la \up0 \expndtw0\charscalex1 15 modelul perceptiv\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersu b\cf2\f3\fs24 . \par\pard\qj \li1420\ri935\sb0\sl-284\slmult0\fi283 \up0 \expndt w0\charscalex115 Al doilea rezultat instructiv al acestui experiment cons t\u259? n faptul c\u259? \up0 \expndtw0\charscalex117 aceia\u351?i subiec\u355? i, solicita\u355?i dup\u259? \u351?ase luni, au oferit ntr-un al doilea desen \up0 \expndtw0\charscalex117 f\u259?cut din memorie (\u351?i f\u259?r\u259? s\u 259? fie rev\u259?zut modelul) o serie care n 80\ul0\nosupersub\cf18\f19\fs24 \u -4059?\ul0\nosupersub\cf2\f3\fs24 din \up0 \expndtw0\charscalex116 cazuri a fos t u\u351?or superioar\u259? primei serii (grupuri de trei be\u355?i\u351?oare n l oc de \up0 \expndtw0\charscalex116 perechi. Mici serii n loc de grupuri de trei e tc.). Cu alte cuvinte, progresele \up0 \expndtw0\charscalex116 intelectuale ale schemei au atras progrese ale amintirii. \par\pard\qj \li1420\ri934\sb0\sl-280\s lmult0\fi283 \up0 \expndtw0\charscalex109 Ct despre conservarea ns\u259?\u351?i a amintirilor, se \u351?tie c\u259?, dup\u259? unii autori \line \up0 \e xpndtw0\charscalex116 (Freud, Bergson) amintirile se ngr\u259?m\u259?desc n incon\ u351?tient, unde sunt uitate \line \up0 \expndtw0\charscalex113 sau gata de a fi evocate, n timp ce dup\u259? al\u355?i autori (P. Janet), evocarea este \line \u p0 \expndtw0\charscalex116 o reconstituire, care se efectueaz\u259? ntr-un mod as em\u259?ntor cu procedeul pe \line \up0 \expndtw0\charscalex115 care l practic\u2 59? un istoric (relat\u259?ri, concluzii etc.). Experimentele recente ale \line \up0 \expndtw0\charscalex117 lui Penfield asupra retr\u259?irii amintirilor prin excitarea electric\u259? a lobilor \line \up0 \expndtw0\charscalex114 temporali par s\u259? pledeze n favoarea unei anumite conserv\u259? ri, dar \line \up0 \expndtw0\charscalex115 numeroase observa\u355?ii (\u351?i existen\u355?a unor amintiri false de\u351?i vii) dovedesc de \line \up0 \expnd tw0\charscalex114 asemenea rolul reconstituirii. Leg\u259?tura dintre amintiri \ u351?i schemele de ac\u355?iune \line \up0 \expndtw0\charscalex118 sugerat\u259?

de faptele precedente \u351?i care se adaug\u259? la schematizarea \li ne \up0 \expndtw0\charscalex113 amintirilor ca atare, studiat\u259? de F. Bartlett\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nosupersub\cf2\f3\fs2 4 , ne permite s\u259? concepem o \line \up0 \expndtw0\charscalex114 asemen ea conciliere, relevnd importan\u355?a elementelor motorii sau operatorii \line \ up0 \expndtw0\charscalex120 la toate nivelele memoriei. ntruct, pe de alt\u2 59? parte, imaginea care \line \up0 \expndtw0\charscalex114 intervine n aminti rea-imagine pare s\u259? constituie o imita\u355?ie interiorizat\u259?, ceea \li ne \up0 \expndtw0\charscalex116 ce comport\u259? de asemenea un element mo tric, conservarea amintirilor \line \up0 \expndtw0\charscalex115 perticulare s e nscrie f\u259?r\u259? dificultate ntr-un asemenea cadru de interpretare \line \u p0 \expndtw0\charscalex115 posibil\u259?. \par\pard\ql \li5395\sb0\sl-276\slmult 0 \par\pard\ql\li5395\sb0\sl-276\slmult0 \par\pard\ql\li5395\sb0\sl-276\slmult0 \par\pard\ql\li5395\sb13\sl-276\slmult0 \up0 \expndtw0\charscalex119 VI. Limba jul \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmul t0 \par\pard\qj\li1420\ri939\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex1 13 La copilul normal, limbajul apare cam n acela\u351?i timp cu celelalte forme a le \line \up0 \expndtw0\charscalex113 gndirii semiotice. La un surdo-mut, di mpotriv\u259?, limbajul articulat se \par\pard\qj \li1420\sb0\sl-237\slmult0 \par\pard\qj\li1420\ri968\sb159\sl-237\slmult0\tx1751 \up0 \expndtw-2\charscalex 100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0\charscale x115 \ul0\nosupersub\cf8\f9\fs20 O alt\u259? cercetare (efectuat\u259? mpreun\u25 9? cu J. Bliss ) s-a referit la tranzitivitatea egalit\u259?\u355?ilor. \line\up 0 \expndtw0\charscalex119 Un pahar A, lung \u351?i ngust, con\u355?ine aceea\u351 ?i cantitate de lichid ca \u351?i un pahar B de form\u259? \line \up0 \expndtw0\ charscalex113 obi\u351?nuit\u259? \u351?i un pahar C (scund \u351?i larg), acest e egalit\u259?\u355?i verificndu-se prin v\u259?rsarea lichidului \line \up0 \exp ndtw0\charscalex109 din A n B\ul0\nosupersub\cf19\f20\fs20 \ul0\nosupersub\cf8\f9\ fs20 (\ul0\nosupersub\cf19\f20\fs20 \u-4035?\ul0\nosupersub\cf8\f9\fs20 B) cu r evenire n A \u351?i din C n B\ul0\nosupersub\cf19\f20\fs20 \u8224?\ul0\nosupersub\ cf8\f9\fs20 (\ul0\nosupersub\cf19\f20\fs20 \u-4035?\ul0\nosupersub\cf8\f9\fs20 B\ul0\nosupersub\cf19\f20\fs20 \u-4035?\ul0\nosupersub\cf8\f9\fs20 B) cu revenire n C). Am cercetat ce anume \line \up0 \expndtw0\charscalex116 s-a re\u355?inut d in aceste evenimente dup\u259? o or\u259? \u351?i dup\u259? o s\u259?pt\u259?mn\u 259?. \{I n acest caz, copilul \line \up0 \expndtw0\charscalex112 re\u355?ine cee a ce a n\u355?eles \u351?i nu ceea ce a v\u259?zut, de\u351?i faptul acesta nu es te att de firesc cum s-\line \up0 \expndtw0\charscalex112 ar putea crede. De pild \u259?, ndeosebi subiec\u355?ii situa\u355?i la un prim nivel deseneaz\u259? tran sv\u259?rsarea \line \up0 \expndtw0\charscalex116 apei din B n C \u351?i din C n B , ca \u351?i cum aceste mi\u351?c\u259?ri ar fi simultane. Dar parc\u259? am tur nat \line \up0 \expndtw0\charscalex114 mai nti ntr-unul \u351?i apoi n cel\u259?lalt ? Nu, n acela\u351?i timp. Atunci lucrurile nu se amestec\u259?? A \line \up0 \ex pndtw0\charscalex112 trece n B\ul0\nosupersub\cf19\f20\fs20 \ul0\nosupersub\cf8\f 9\fs20 n acela\u351?I timp cu mi\u351?carea invers\u259? etc. totul petre cndu-se f\u259?r\u259? vreo rela\u355?ie \line \up0 \expndtw0\charscalex114 tran zitiv\u259?. E indiscutabil c\u259? copilul nu a n\u355?eles \u351?i nu poate dec i s\u259? re\u355?in\u259? rela\u355?iile pe care nu \line \up0 \expndtw0\charsc alex116 le-a n\u355?eles. Dar el ar fi putut re\u355?ine ordinea evenimentelor pe rcepute. :n realitate, lucrurile \line \up0 \expndtw0\charscalex110 se petrec invers> el le schematizeaz\u259? n func\u355?ie de schemele intelectuale \u351?i nu de cele \line \up0 \expndtw0\charscalex118 tr\u259?ite. Nivele urm \u259?toare sunt, de asemenea, n corela\u355?ie strns\u259? cu nivelul operatori u al \line \up0 \expndtw0\charscalex111 subiec\u355?ilor. \par\pard\ql \li1420\s b1\sl-216\slmult0 \up0 \expndtw-4\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super \cf6\f7\fs17 2\ul0\nosupersub\cf7\f8\fs20 F. C. B a r t l e t t, Rememb ering, Cambridge, University Press, 1932. \par\pard\ql \li5975\sb0\sl-276\sl mult0 \par\pard\ql\li5975\sb159\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul 0\nosupersub\cf4\f5\fs24 45 {\shp {\*\shpinst\shpleft1418\shptop11570\shpright3756\shpbottom11590\shpfhdr0\s

hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3914\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g46}{\bkmkend Pg46}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri936\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex116 \ul0\nosupersub\cf2\f3\fs24 dobnde\u351?te de-abia dup\u259? imita\ u355?ia amnat\u259?, jocul simbolic \u351?i imaginea \up0 \expndtw0\charscal ex112 mintal\u259?, ceea ce pare s\u259? indice caracterul lui genetic derivat, deoarece \up0 \expndtw0\charscalex117 transmiterea lui social\u259 ? sau prin educa\u355?ie presupune f\u259?r\u259? ndoial\u259? \up0 \ex pndtw0\charscalex116 constituirea prealabil\u259? a acestor forme individuale de semiosis. Dimpotriv\u259?, \up0 \expndtw0\charscalex113 constituirea acestora, dup\u259? cum demonstreaz\u259? cazul surdo-mu\u355?ilor, este \up0 \expn dtw0\charscalex116 independent\u259? de limbaj\ul0\super\cf5\f6\fs22\ul0\super\c f5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . De altfel, n via\u355?a lor colectiv\u2 59? proprie, surdo-mu\u355?ii \up0 \expndtw0\charscalex109 reu\u351?esc s\u259? elaboreze un limbaj de gesturi care prezint\u259? un mare interes, \u p0 \expndtw0\charscalex113 deoarece el este n acela\u351?i timp social \u351?i pr ovine din semnifican\u355?i cu caracter \up0 \expndtw0\charscalex119 imitativ, c are intervin sub o form\u259? individual\u259? n imita\u355?ia amnat\u259?, n jocul \up0 \expndtw0\charscalex113 simbolic \u351?i n imagine relativ apropiat\u259? d e jocul simbolic. Cu propriet\u259?\u355?ile sale \up0 \expndtw0\charscalex117 d e eficacitate adaptativ\u259? \u351?i nu ludice, acest limbaj al gesturilor ar c onstitui, \up0 \expndtw0\charscalex118 dac\u259? ar fi general, o form\u259? ind ependent\u259? \u351?i original\u259? de func\u355?ie semiotic\u259?, \up0 \expn dtw0\charscalex118 dar la indivizii normali el devine inutil, prin transmiterea sistemului colectiv \up0 \expndtw0\charscalex118 de semne verbale legate de limb ajul articulat. \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri93 6\sb21\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 1. Evolu\u355?ie. \ ul0\nosupersub\cf18\f19\fs24 \u-3906?\ul0\nosupersub\cf2\f3\fs24 Limbajul articulat ncepe dup\u259? o faz\u259? de gungurire \line \up0 \expndtw0\cha rscalex116 spontan\u259? (comun\u259? copiilor de toate culturile ntre 6 - 11 luni) \u351?i o faz\u259? de \line \up0 \expndtw0\charscalex117 diferen\u355?ie re a fenomenelor prin imita\u355?ie (de la 11 pn\u259? la 12 luni), printr-un \li ne \up0 \expndtw0\charscalex118 stadiu care se situeaz\u259? la sfr\u351?itul pe rioadei sensori-motorii \u351?i care a fost \line \up0 \expndtw0\charscalex113 a desea descris ca stadial \u8222?cuvintelor-fraze\u8220? (Stern). Aceste cuvinte unice pot \line \up0 \expndtw0\charscalex113 exprima, rnd pe rnd, dorin\u355?e , emo\u355?ii sau constat\u259?ri \up0 \expndtw0\charscalex113 (schema verba l\u259? \par\pard\qj \li1420\ri939\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex1 16 devenind un instrument de asimilare \u351?i de generalizare pe baza schemelor \up0 \expndtw0\charscalex116 sensori-motorii). \par\pard\qj \li1420\ri935\sb1\s l-280\slmult0\fi283 \up0 \expndtw0\charscalex112 De la sfr\u351?itul celui de -al doilea an de via\u355?\u259?, observ\u259? fraze din dou\u259? \up0 \expndtw0\charscalex118 cuvinte, apoi mici fraze complete, f\u259?r\u259? conjugare \u351?i apoi o asimilare \up0 \expndtw0\charscalex112 progresiv\u2 59? a structurilor gramaticale. Sintaxa copiilor dintre 2 \u351?i 4 an i a \up0 \expndtw0\charscalex112 prilejuit recent lucr\u259?ri de un mare inter es, datorate lui R. Brown, J. Berko etc., \up0 \expndtw0\charscalex115 la Harvar d, \u351?i lui S. Ervin \u351?i W. Miller, la Berkeley\ul0\super\cf5\f6\fs22\ul0 \super\cf5\f6\fs21 2\ul0\nosupersub\cf2\f3\fs24 . Aceste cercet\u259?ri care se \up0 \expndtw0\charscalex114 inspir\u259? din ipotezele lui M. Chomsky asupra co

nstituirii regulilor gramaticale, \up0 \expndtw0\charscalex117 au demonstrat, nt r-adev\u259?r, c\u259? achizi\u355?ionarea regulilor sintactice nu se \up0 \expndtw0\charscalex110 reduce la o imita\u355?ie pasiv\u259?, ci comport \u259? nu numai o parte important\u259? de \up0 \expndtw0\charscalex109 as imilare generalizatoare, ceea ce se \u351?tia mai mult sau mai pu\u355 ?in, dar \u351?i \up0 \expndtw0\charscalex117 unele construc\u355?ii origina le. Unele dintre modelele acestora au putut fi \up0 \expndtw0\charscalex1 18 identificate de R. Brown. n plus, el a ar\u259?tat c\u259? aceste reduc\u355?i i ale frazelor \up0 \expndtw0\charscalex115 rostite de adul\u355?i la modele ori ginale ale copiilor ascult\u259? de anumite exigen\u355?e \up0 \expndtw0\charsca lex118 func\u355?ionale, cum ar fi conservarea unui minimum de informa\u355?ie n ecesar \u351?i \up0 \expndtw0\charscalex118 tendin\u355?a de a majora acest mini mum. \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri935\sb1\sl-28 0\slmult0\fi283 \up0 \expndtw0\charscalex120 2. Limbaj \u351?i gndire. n afa r\u259? de aceste analize foarte promi\u355?\u259?toare \line \up0 \expndtw0\cha rscalex115 asupra rela\u355?iilor dintre limbajul copilului, teoriile prop rii structuralismului \line \up0 \expndtw0\charscalex112 lingvistic \u351?i t eoria informa\u355?iei, marea problem\u259? genetic\u259? pe care o ridi c\u259? \line \up0 \expndtw0\charscalex112 dezvoltarea acestui limbaj este aceea a rela\u355?iilor lui cu gndirea \u351?i, n special, \line \up0 \expndtw0\charsca lex110 cu opera\u355?iile logice. ntr-adev\u259?r, e vorba aici de dou\u2 59? probleme distincte, \line \up0 \expndtw0\charscalex110 deoarece dac\u259? fiecare admite c\u259? limbajul nzece\u351?te posibilit\u259?\u355?ile gndirii ca \par\pard\qj \li1420\sb0\sl-233\slmult0 \par\pard\qj\li1420\ri983\sb26\sl-233\sl mult0\tx1723 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\ f7\fs17 1 \tab \up0 \expndtw0\charscalex117 \ul0\nosupersub\cf8\f9\fs20 Pe de al t\u259? parte, la cimpanzei, g\u259?sim un nceput de func\u355?ie simbolic\u259? care permite, de \line\up0 \expndtw0\charscalex117 exemplu, s\u259? p\u259?strez e n rezerv\u259? fi\u351?e datorit\u259? c\u259?rora vor ob\u355?\u351?ine fructe dintr-un distribuitor \line \up0 \expndtw0\charscalex114 automat (experimentul lui J. B. Wolfe) \u351?i chiar s\u259? le ofere ca dar unor camarazi defavoriza\ u355?i \up0 \expndtw0\charscalex108 (Nyssen \u351?i Crawford). \par\pard\qj \li1 420\ri1150\sb18\sl-220\slmult0 \up0 \expndtw-3\charscalex100 \ul0\super\cf6\f7\f s18\ul0\super\cf6\f7\fs17 2\ul0\nosupersub\cf7\f8\fs20 T h e a c q u i s i t i o n o f L a n g u a g e, ed. Belluci et Brown\ul0\nosupersub\cf10\f1 1\fs20 , Monographs of the Society for research \up0 \expndtw-4\charscalex1 00 in child Development\ul0\nosupersub\cf7\f8\fs20 , nr. 92/ 1964. \par\pard\q l \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb158\sl-276\slmult0 \up0 \expn dtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 46 {\shp {\*\shpinst\shpleft1418\shptop13958\shpright3756\shpbottom13978\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3581\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g47}{\bkmkend Pg47}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri939\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex113 \ul0\nosupersub\cf2\f3\fs24 ntindere \u351?i repeziciune, problema dac \u259? structurile logico-matematice sunt de \up0 \expndtw0\charscalex113 natur\ u259? lingvistic\u259? sau nu, este mult mai controversat\u259?. \par\pard\qj \l i1420\ri935\sb1\sl-280\slmult0\fi426 \up0 \expndtw0\charscalex114 ntr-adev\u259?r , comparnd conduitele verbale cu cele sensori-motorii, \line \up0 \expn dtw0\charscalex117 observ\u259?m trei mari deosebiri n favoarea celor dinti. n timp

ce conduitele \line \up0 \expndtw0\charscalex110 sensori-motorii sunt nevoite s\u259? urmeze evenimentele f\u259?r\u259? a putea dep\u259?\u351?i \lin e \up0 \expndtw0\charscalex118 viteza ac\u355?iunii, primele, datorit\u259? relat\u259?rii \u351?i evoc\u259?rilor de tot felul, pot \line \up0 \expnd tw0\charscalex117 introduce leg\u259?turi cu o rapiditate mult superioar\u259?. n al doilea rnd, n timp \line \up0 \expndtw0\charscalex116 ce adapt\u259?rile sen sori-motorii se limiteaz\u259? la spa\u355?iul \u351?i timpul apropiat, \ line \up0 \expndtw0\charscalex113 limbajul permite gndirii s\u259? cuprind\u2 59? ntinderi spa\u355?io-temporale mult mai \line \up0 \expndtw0\charscalex11 3 vaste \u351?i s\u259? se elibereze de ambian\u355?a imediat\u259?. n al treilea rnd \u351?i ca urmare \line \up0 \expndtw0\charscalex111 a celor dou\u259? de osebiri precedente, n timp ce inteligen\u355?a sensori-motorie \line \up0 \ expndtw0\charscalex112 nainteaz\u259? prin acte succesive \u351?i din aproape n ap roape, gndirea ajunge, n \line \up0 \expndtw0\charscalex112 special datorit\u259? limbajului, la reprezent\u259?ri de ansamblu simultane. \par\pard\qj \li1420\ri9 34\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex116 Dar trebuie s\u259? n\u355?elegem bine c\u259? aceste progrese ale gndirii \line \up0 \ expndtw0\charscalex114 reprezentative, n raport cu sistemul de scheme sensori-motorii se \line \up0 \expndtw0\charscalex118 datoreaz\u259?, n re alitate func\u355?iei semiotice n ansamblul ei. Tocmai ea \line \up0 \expn dtw0\charscalex110 deta\u351?eaz\u259? gndirea de ac\u355?iune \u351?i creea z\u259? deci ntr-un fel, reprezentarea. \line \up0 \expndtw0\charscalex114 Tr ebuie s\u259? recunoa\u351?tem ns\u259?, c\u259? n acest proces formator, limbajul joac\u259? un \line \up0 \expndtw0\charscalex113 rol deosebit de important, deoarece, contrar altor instrumente semiotice \line \up0 \expndtw0\charscal ex112 (imagini etc.), care sunt construite de individ pe m\u259?sur\u259 ? ce se dezvolt\u259? \line \up0 \expndtw0\charscalex114 trebuin\u355?ele, l imbajul este gata elaborat de societate \u351?i con\u355?ine dinainte, \ line \up0 \expndtw0\charscalex116 pentru uzul indivizilor care l nva\u355?\u259? na inte de a contribui la mbog\u259?\u355?irea lui, \line \up0 \expndtw0\charscalex1 16 un ansamblu de instrumente cognitive \up0 \expndtw0\charscalex116 (rela\u 355?ii, clasific\u259?ri etc.), pus n \par\pard\ql \li1420\sb4\sl-276\slmult0 \up0 \expndtw0\charscalex113 serviciul gndirii. \par\pard\qj \li1420\sb0\sl-280\s lmult0 \par\pard\qj\li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charsca lex115 3. Limbaj \u351?i logic\u259?. Urmeaz\u259? oare de aici - a\u351?a c um au extrapolat unii -\line \up0 \expndtw0\charscalex112 c\u259? ntruct limbajul comport\u259? o logic\u259?, aceast\u259? logic\u259? inerent\u259? sist emului \line \up0 \expndtw0\charscalex117 limbii, constituie nu numai factorul e sen\u355?ial sau chiar unic al nv\u259?\u355?\u259?rii logicii \line \up0 \expndt w0\charscalex113 de c\u259?tre copil, sau de c\u259?tre un individ oarec are \up0 \expndtw0\charscalex117 (supus constrngerilor \par\pard\qj \li1420\ri93 6\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex118 grupului lingvistic sau societ\u259?\u355?ii n general), ci izvorul oric\u259?rei \up0 \ex pndtw0\charscalex113 logici n ntreaga umanitate ? Aceste p\u259?reri - cu excep\u3 55?ia unor variante - sunt \up0 \expndtw0\charscalex111 acelea ale unui sim\u 355? comun pedagogic, din p\u259?cate persistent, apar\u355?innd \up0 \expn dtw0\charscalex120 vechii \u351?coli sociologice a lui Durkheim \u351?i ale unui pozitivism logic, \up0 \expndtw0\charscalex115 practicat nc\u259? de largi cercuri \u351?tiin\u355?ifice. ntr-adev\u259?r, potrivit acestuia di n \up0 \expndtw0\charscalex119 urm\u259?, chiar \u351?i logica logicienilor nu r eprezint\u259? altceva dect o sintax\u259? \u351?i o \up0 \expndtw0\charscalex109 semantic\u259? generalizate (Carnap, Tarski etc.). \par\pard\qj \li1420\ri935\s b1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex116 Or, exist\u259? dou\u259? s urse de informare deosebit de importante: compararea \up0 \expndtw0\charscalex11 5 copiilor normali cu surdo-mu\u355?ii care n-au beneficiat de limbajul articula t, dar \up0 \expndtw0\charscalex109 posed\u259? scheme sensori-motorii intact e, \u351?i cu orbii, care se afl\u259? n situa\u355?ia \up0 \expndtw0\char scalex111 invers\u259?; de asemenea, compararea sistematic\u259? a progrese lor limbajului la \up0 \expndtw0\charscalex111 copilul normal cu etapele de con struire a opera\u355?iilor intelectuale. \par\pard\qj \li1420\ri935\sb1\sl-280\s

lmult0\fi283 \up0 \expndtw0\charscalex111 Logica surdo-mu\u355?ilor a fost studi at\u259? la Paris de c\u259?tre M. Vincent\ul0\super\cf5\f6\fs22\ul0\super\cf5\f 6\fs21 1\ul0\nosupersub\cf2\f3\fs24 , P. Olron\ul0\super\cf5\f6\fs22\ul0\super\cf 5\f6\fs21 2 \line \up0 \expndtw0\charscalex111 \ul0\nosupersub\cf2\f3\fs24 \u351 ?i \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex112 al \u355?ii, folosindu-se, ntre altele, unele probe operatorii ale \u351?coli i geneveze, \line \up0 \expndtw0\charscalex118 precum \u351?i la Geneva, de c\u 259?tre F. Affolter. Rezultatele au ar\u259?tat c\u259? dac\u259? la \line \up0 \expndtw0\charscalex119 surdo-mu\u355?i se observ\u259? o oarecare ntrziere m ai mult sau mai pu\u355?in \line \up0 \expndtw0\charscalex112 sistematic\u25 9? a logicii, nu se poate vorbi de o caren\u355?\u259? propriu-zis\u259?, deoare ce cu \par\pard\li1420\sb146\sl-230\slmult0\fi0 \up0 \expndtw-2\charscalex100 \u l0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 V i n c e n t-B o r e l l I\ul0\nosupersub\cf10\f11\fs20 , La naissance des op\u l0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf10\f11\fs20 rations logiques chez les souds-muets, Enfance\ul0\nosupersub\cf7\f8\fs20 , 1951 (4),\par\pard\l i1420\sb4\sl-230\slmult0\fi0\tx3460 \up0 \expndtw-3\charscalex100 222-38\ul0\nos upersub\cf8\f9\fs20 , \u351?i Enfance,\tab \up0 \expndtw-3\charscalex100 195 6, 1-20.\par\pard\ql \li1420\sb1\sl-220\slmult0 \up0 \expndtw-5\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2\ul0\nosupersub\cf7\f8\fs20 O l \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs20 r o n et H e r r e n, \ul0\nosupersub\cf10\f11\fs20 L\u8217?acquisitions des conservations et le langage, Enfance\ul0\nosupersub\cf7\f8\fs20 , 1961, 41, 201-219. \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb158\sl-276\slmult 0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 47 {\shp {\*\shpinst\shpleft1418\shptop14650\shpright3756\shpbottom14670\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3470\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g48}{\bkmkend Pg48}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri934\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex115 \ul0\nosupersub\cf2\f3\fs24 o ntrziere de 1- 2 ani, surdo-mu\u355?ii pr ezint\u259? acelea\u351?i stadii de evolu\u355?ie ca \u351?i \line \up0 \expndtw 0\charscalex115 copilul normal. Serierea \u351?i opera\u355?iile spa\u 355?iale sunt normale \up0 \expndtw0\charscalex115 (cu o \par\pard\qj \li1 420\ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex113 u\u351?oar\u259? ntrzier e n cazul celei dinti). Clasific\u259?rile prezint\u259? structurile lor \u p0 \expndtw0\charscalex117 generale \u351?i sunt doar ceva mai pu\u355?in mobile n cazul n care se sugereaz\u259? \up0 \expndtw0\charscalex113 schimb\u259?ri de c riterii, dect la copiii care beneficiaz\u259? de incita\u355?ii datorate unor \up 0 \expndtw0\charscalex116 schimb\u259?ri multiple. nv\u259?\u355?area aritmeticii este relativ u\u351?oar\u259?. Problemele de \up0 \expndtw0\charscalex114 cons ervare (indiciu al reversibilit\u259?\u355?ii), nu sunt rezolvate dect cu aproxim ativ \up0 \expndtw0\charscalex113 1 - 2 ani ntrziere, n afar\u259? de conse rvarea lichidelor, care prilejuie\u351?te \up0 \expndtw0\charscalex116 dificu lt\u259?\u355?i tehnice particulare n prezentarea instruc\u355?iunilor (ntruct cop iilor \up0 \expndtw0\charscalex114 trebuie s\u259? li se explice c\u259? ntreb\u2 59?rile privesc numai con\u355?inutul recipientelor \u351?I \up0 \expndtw0\chars calex114 nu purt\u259?toarele con\u355?inutului). \par\pard\qj \li1420\ri935\sb1 \sl-280\slmult0\fi283 \up0 \expndtw0\charscalex119 Aceste rezultate cap\u259?t\u 259? o semnifica\u355?ie cu att mai mare cu ct la copiii \up0 \expndtw0\charscalex

115 orbi studia\u355?i de Y. Hatwell, acelea\u351?i probe relev\u259? o ntrziere d e patru ani \u351?i \up0 \expndtw0\charscalex114 chiar mai mult, inclusiv acelea care se refer\u259? la chestiuni elementare, legate \up0 \expndtw0\charscalex11 3 de rela\u355?iile de ordine (succesiune, pozi\u355?ia \u8222?ntre\u8220? etc.). Totu\u351?i, la orbi, serierile \up0 \expndtw0\charscalex109 verbale sunt nor male (A este mai mic dect B, B este mai mic dect C, \up0 \expndtw0\cha rscalex114 deci\u8230?). Dar tulburarea senzorial\u259? proprie orbilor din na\u 351?tere mpiedicnd de \up0 \expndtw0\charscalex113 la bun nceput adaptarea schemelo r sensori-motorii \u351?i ntrziind coordonarea \up0 \expndtw0\charscalex112 lor g eneral\u259?, coordon\u259?rile verbale nu sunt suficiente pentru a comp ensa \up0 \expndtw0\charscalex110 aceast\u259? ntrziere \u351?i este necesar\u 259? o nv\u259?\u355?are mai ndelungat\u259? a ac\u355?iunii \up0 \expndtw0\ charscalex112 pentru a se ajunge la constituirea opera\u355?iilor compara bile cu acelea ale \up0 \expndtw0\charscalex112 copilului normal sau chiar al e surdo-mutului. \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri9 36\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex117 4. Limbaj \u351?i ope ra\u355?ii. Compararea progreselor limbajului cu acelea ale \up0 \expndtw0\cha rscalex115 opera\u355?iilor inetelectuale cere o dubl\u259? competen\u355?\u259? , de lingvist \u351?i de psiholog. \up0 \expndtw0\charscalex118 Colaboratoarea noastr\u259? H. Sinclair, care ntrune\u351?te ambele calit\u259?\u355?i, a \up0 \expndtw0\charscalex112 ntreprins n acest sens o serie de cercet\u259?ri, di n care prezent\u259?m aici unul sau \up0 \expndtw0\charscalex112 dou\u259? e\u35 1?antioane. \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\c harscalex117 Se aleg dou\u259? grupuri de copii, unii afla\u355?i evident la niv elul preoperatoriu, \line \up0 \expndtw0\charscalex116 adic\u259? neavnd nici o n o\u355?iune de conservare, ceilal\u355?i acceptnd unele dintre \line \up0 \expndt w0\charscalex114 aceste no\u355?iuni \u351?i justificndu-le prin argume nte de reversibilitate \u351?i \line \up0 \expndtw0\charscalex108 compensa re. Pe de alt\u259? parte, acestor dou\u259? grupe de subiec\u355?i li se arat\u259? \line \up0 \expndtw0\charscalex115 diferite perechi de obiecte (unul mare \u351?i unul mic; un grup de 4 - 5 bile \u351?i un \line \up0 \expndt w0\charscalex116 alt grup de dou\u259? bile; un obiect n acela\u351?i timp mai sc urt \u351?i mai lat dect un \line \up0 \expndtw0\charscalex116 altul etc.) \u351? i li se cere doar s\u259? descrie - dar f\u259?r\u259? ca aceast\u259? descriere s\u259? fie \line \up0 \expndtw0\charscalex116 legat\u259? de vreo problem\u259 ? de conservare - aceste perechi din care un obiect \line \up0 \expndtw0\charsca lex117 este oferit unui personaj, cel\u259?lalt unui alt personaj. Se constat\u2 59? c\u259? limbajul \line \up0 \expndtw0\charscalex116 celor dou\u259? grupuri difer\u259? sistematic. n timp ce primul grup folose\u351?te numai \line \up0 \ex pndtw0\charscalex116 \u8222?scal\u259?ri\u8220? ( n sensul lingvistic al cuvntului , spunnd \up0 \expndtw0\charscalex116 \u8222?cutare are un obiect \par\pard\qj \l i1420\ri938\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex119 mare, iar cel\u259?l alt are unul mic; cutare are mult, iar cel\u259?lalt nu are mult\u8220?, al \lin e \up0 \expndtw0\charscalex113 doilea grup folose\u351?te \up0 \expndtw0\chars calex119 \u8222?vectori\u8220?: \up0 \expndtw0\charscalex119 \u8222?acesta are un obiect mai mare dect \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0 \up0 \ expndtw0\charscalex120 cel\u259?lalt\u8220?, \u8222?\u259?sta are mai mult dect cel\u259?lalt\u8220? etc. n timp ce primul grup nu \up0 \expndtw0\charscalex115 c onsider\u259? dect o dimensiune, grupul al doilea va spune \u8222?acest creion es te \up0 \expndtw0\charscalex116 mai lung \u351?i mai sub\u355?ire\u8220? etc. Pe scurt, exist\u259? o corela\u355?ie surprinz\u259?toare ntre \up0 \expndtw0\char scalex113 limbajul folosit \u351?i modul de a ra\u355?iona. O a doua cercetare a rat\u259? de asemenea \up0 \expndtw0\charscalex115 o conexiune strns\u259? ntre stadiile de dezvoltare ale serierii \u351?i structura \up0 \expndtw0\char scalex115 termenilor folosi\u355?i. \par\pard\qj \li1420\ri940\sb1\sl-280\slmult 0\fi283 \up0 \expndtw0\charscalex116 Dar n ce sens trebuie interpretat\u259? acea st\u259? rela\u355?ie? Pe de o parte, copilul \line \up0 \expndtw0\charscalex114 de nivel preoperatoriu n\u355?elege bine expresiile de nivel superior, atunci cnd \line \up0 \expndtw0\charscalex114 ele sunt inserate n ordine sau instruc\u355?i uni (\u8222?D\u259?-i vecinului t\u259?u un creion mai \par\pard\ql \li5975\sb0\

sl-276\slmult0 \par\pard\ql\li5975\sb148\sl-276\slmult0 \up0 \expndtw-3\charscal ex100 \ul0\nosupersub\cf4\f5\fs24 48 \par\pard\sect\sectd\fs24\paperw11900\paper h16840\pard\sb0\sl-240{\bkmkstart Pg49}{\bkmkend Pg49}\par\pard\qj \li1420\sb0\s l-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri935\sb6 9\sl-280\slmult0 \up0 \expndtw0\charscalex112 \ul0\nosupersub\cf2\f3\fs24 mare\u 8220? etc.), f\u259?r\u259? s\u259? le foloseasc\u259? spontan. Pe de alt\u259? parte, cnd este nv\u259?\u355?at \line \up0 \expndtw0\charscalex112 s\u259? le uti lizeze prin metode pur lingvistice, el reu\u351?e\u351?te s\u259? o fac\u259?, d e\u351?i anevoie, \line \up0 \expndtw0\charscalex120 dar aceasta nu modific\u 259? dect ntr-o m\u259?sur\u259? mic\u259? no\u355?iunile sale de \line \up0 \expndtw0\charscalex109 conservare \up0 \expndtw0\charscalex117 (aproximativ ntr -un caz din zece); dimpotriv\u259?, serierea \line \up0 \expndtw0\char scalex112 este ntructva ameliorat\u259?, deoarece n acest caz, nv\u259?\u355?are a lingvistic\u259? se \line \up0 \expndtw0\charscalex115 refer\u259? n acela\u3 51?i timp la actul nsu\u351?i de comparare, respectiv la conceptul n \line \up0 \e xpndtw0\charscalex115 sine). \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 Aceste rezultate ad\u259?ugate la cele descrise n V I - 3, par deci s\u259? arate c\u259? \line \up0 \expndtw0\charscalex118 limbaju l nu constituie izvorul logicii \u351?i c\u259? dimpotriv\u259?, este structurat de ea. \line \up0 \expndtw0\charscalex114 Cu alte cuvinte, r\u259?d\u259?cinile logicii trebuie c\u259?utate n coordonarea general\u259? a \line \up0 \expndtw0 \charscalex114 ac\u355?iunilor (inclusiv conduitele verbale), ncepnd cu acel nivel sensori-motor \line \up0 \expndtw0\charscalex114 ale c\u259?rui scheme par a av ea o importan\u355?\u259? fundamental\u259? chiar de la nceput. \line \up0 \expnd tw0\charscalex116 Acest schematism continu\u259? apoi s\u259? se dezvolte \u351? i s\u259? structureze gndirea, \line \up0 \expndtw0\charscalex112 chiar cea ver bal\u259?, n func\u355?ie de progresul ac\u355?iunilor, pn\u259? la constit uirea \line \up0 \expndtw0\charscalex111 opera\u355?iilor logico-matematice, ncu nunarea autentic\u259? a logicii coordon\u259?rilor \line \up0 \expndtw0\cha rscalex118 de ac\u355?iuni, atunci cnd acestea se afl\u259? n stare s\u259? se int eriorizeze \u351?i s\u259? se \line \up0 \expndtw0\charscalex113 grupeze n struct uri de ansamblu. Aceast\u259? tem\u259? vom c\u259?uta s\u259? o expunem n \line \up0 \expndtw0\charscalex113 continuare. \par\pard\ql \li1703\sb0\sl-276\slmult0 \par\pard\ql\li1703\sb8\sl-276\slmult0\tx2440 \up0 \expndtw-3\charscalex100 \ul 0\nosupersub\cf11\f12\fs24 4. \tab \up0 \expndtw0\charscalex115 \ul0\nosupersub\ cf2\f3\fs24 Concluzie. Cu toat\u259? diversitatea uimitoare a manifest\u259 ?rilor sale, \par\pard\qj \li2440\ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charsc alex116 func\u355?ia semiotic\u259? prezint\u259? o unitate remarcabil\u259?. Fi e c\u259? e vorba de \line \up0 \expndtw0\charscalex117 imit\u259?ri amnate, de j ocul simbolic, de desen, de imagini mintale \u351?i \line \up0 \expndtw0\charsca lex116 de amintiri-imagini sau de limbaj, ea const\u259? n a permite evocarea \li ne \up0 \expndtw0\charscalex116 reprezentativ\u259? a obiectelor sau a even imentelor care nu sunt \line \up0 \expndtw0\charscalex118 percepute actual. Dar, reciproc, dac\u259? ea face astfel posibil\u259?, \line \up0 \expndt w0\charscalex111 gndirea, oferindu-i un cmp de aplica\u355?ie nelimitat, n o pozi\u355?ie cu \line \up0 \expndtw0\charscalex115 limitele restrnse ale ac\u355 ?iunii sensori-motorii \u351?i ale percep\u355?iei, ea nu \line \up0 \expndtw0\c harscalex114 progreseaz\u259? dect sub ndrumarea \u351?i datorit\u259? aport ului acestei \line \up0 \expndtw0\charscalex115 gndiri sau al inteligen\u355?ei reprezentative. Nici imita\u355?ia, nici jocul, nici \line \up0 \expndtw0\charsc alex113 desenul, nici imaginea, nici limbajul, nici chiar memoria (c\u259?reia i s-ar \line \up0 \expndtw0\charscalex114 putea atribui o capacitate de nregistrar e spontan\u259?, comparabil\u259? cu \line \up0 \expndtw0\charscalex116 cea a pe rcep\u355?iei) nu se dezvolt\u259? \u351?i nu se organizeaz\u259? f\u259?r\u259? ajutorul \line \up0 \expndtw0\charscalex118 constant al structurii proprii inte ligen\u355?ei. A venit deci momentul s\u259? \line \up0 \expndtw0\charscalex113 examin\u259?m evolu\u355?ia acesteia, ncepnd cu nivelul reprezent\u259?rii, care \ line \up0 \expndtw0\charscalex114 s-a constituit datorit\u259? acestei func\u355 ?ii semiotice. \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\s

l-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-27 6\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\ slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\sl mult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmu lt0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult 0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb208\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosu persub\cf4\f5\fs24 49 {\shp {\*\shpinst\shpleft1420\shptop3906\shpright10697\shpbottom3906\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz692\shplid0{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft3477\shptop4186\shpright7440\shpbottom4186\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz778\shplid1{\sp{\sn shapeType}{\ sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn line Width}{\sv 10558}} }} {\shp {\*\shpinst\shpleft7442\shptop4186\shpright7517\shpbottom4186\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz804\shplid2{\sp{\sn shapeType}{\ sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn line Width}{\sv 10558}} }} {\shp {\*\shpinst\shpleft7517\shptop4186\shpright10770\shpbottom4186\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz852\shplid3{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10771\shptop4186\shpright10801\shpbottom4186\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz868\shplid4{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop4466\shpright2543\shpbottom4466\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz886\shplid5{\sp{\sn shapeType}{\ sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn line Width}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10081\shptop8946\shpright10773\shpbottom8946\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2084\shplid6{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop8946\shpright10790\shpbottom8946\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2100\shplid7{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft2437\shptop9226\shpright5421\shpbottom9226\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2142\shplid8{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft5422\shptop9226\shpright5497\shpbottom9226\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2168\shplid9{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft5497\shptop9226\shpright10770\shpbottom9226\shpfhdr0\sh

pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2218\shplid10{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop9226\shpright10900\shpbottom9226\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2234\shplid11{\sp{\sn shapeTyp e}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft2440\shptop9506\shpright7357\shpbottom9506\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2278\shplid12{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft3923\shptop10625\shpright7361\shpbottom10625\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2592\shplid13{\sp{\sn shapeTyp e}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g50}{\bkmkend Pg50}\par\pard\ql \li5272\sb0\sl-276\slmult0 \par\pard\ql\li5272\s b0\sl-276\slmult0 \par\pard\ql\li5272\sb0\sl-276\slmult0 \par\pard\ql\li5272\sb0 \sl-276\slmult0 \par\pard\ql\li5272\sb0\sl-276\slmult0 \par\pard\ql\li5272\sb0\s l-276\slmult0 \par\pard\ql\li5272\sb0\sl-276\slmult0 \par\pard\ql\li5272\sb100\s l-276\slmult0 \up0 \expndtw0\charscalex118 \ul0\nosupersub\cf2\f3\fs24 Capitolul IV \par\pard\ql \li3326\sb0\sl-280\slmult0 \par\pard\ql\li3326\sb0\sl-280\slm ult0 \par\pard\ql\li3326\ri2841\sb1\sl-280\slmult0\tx3862 \up0 \expndtw0\charsca lex107 OPERA\u354?IILE \u8222?CONCRETE\u8220? ALE GNDIRII \line\tab \up0 \e xpndtw0\charscalex108 \u350?I RELA\u354?IILE INTERINDIVIDUALE \par\pard\qj \ li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li 1420\ri935\sb281\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex112 O dat\u259? dezvoltate principalele scheme sensori-motorii (cap. I) \u351?i o dat\u259 ? \line \up0 \expndtw0\charscalex113 elaborat\u259? de la 1e - 2 ani func\u355?i a semiotic\u259? (cap. III), ne-am putea a\u351?tepta ca \line \up0 \expndtw0\ch arscalex116 aceasta s\u259? fie sufucient\u259? pentru a permite o interiorizare direct\u259? \u351?i rapid\u259? a \line \up0 \expndtw0\charscalex113 ac\u355?i unilor n opera\u355?ii. Constituirea schemei obiectului permanent \u351?i a schem ei \line \up0 \expndtw0\charscalex113 \u8222?grupului\u8220? practic al depla s\u259?rilor \up0 \expndtw0\charscalex113 (cap. I, \up0 \expndtw0\charscalex113 II) prefigureaz\u259? ntr-adev\u259?r \par\pard\qj \li1420\ri936\sb1\sl-280\sl mult0 \up0 \expndtw0\charscalex118 reversibilitatea \u351?i conserv\u259?rile op eratorii a c\u259?ror formare apropiat\u259? par s-o \up0 \expndtw0\charscalex11 1 anun\u355?e. Trebuie s\u259? a\u351?tept\u259?m ns\u259? pn\u259? la 7 8 ani, pentru ca aceast\u259? \up0 \expndtw0\charscalex117 cucerire s\u259 ? se realizeze \u351?i trebuie s\u259? n\u355?elegem motivele acestei ntrzieri, \up 0 \expndtw0\charscalex110 dac\u259? vrem s\u259? sesiz\u259?m natura complex\u25 9? a opera\u355?iilor. \par\pard\ql \li3992\sb0\sl-280\slmult0 \par\pard\ql\li39 92\sb0\sl-280\slmult0 \par\pard\ql\li3992\ri3505\sb281\sl-280\slmult0\tx4278 \up 0 \expndtw0\charscalex114 I. Cele trei nivele de trecere \line\tab \up 0 \expndtw0\charscalex115 de la ac\u355?iune la opera\u355?ie \par\pard\ qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex115 ntr-adev\u259?r, prezen\u355?a ns\u259?\u351?i a ace stei ntrzieri demonstreaz\u259? existen\u355?a a \line \up0 \expndtw0\charscalex11 3 trei nivele distincte \u351?i nu numai a dou\u259?, cum consider\u259? cei car e, mpreun\u259? cu \line \up0 \expndtw0\charscalex114 Wallon\ul0\super\cf5\f6\fs2 2\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 , se limiteaz\u259? la succ esiunea \u8222?de la act, la gndire\u8220?. Exist\u259?, n primul \line \up0 \expn dtw0\charscalex117 rnd, nivelul sensori-motor al ac\u355?iunii directe asupra rea lului; exist\u259? nivelul \line \up0 \expndtw0\charscalex113 opera\u355?iilor, care ncepe la 7 - 8 ani, orientate de asemenea spre transform\u259?ri \line \up0 \expndtw0\charscalex112 ale realului, dar prin ac\u355?iuni interiorizate

\u351?i grupate n sisteme curente \u351?i \line \up0 \expndtw0\charscalex114 reversibile (a reuni \u351?i a disocia etc.); iar ntre acestea dou\u259? exist\u2 59? de la 2 - 3 \line \up0 \expndtw0\charscalex117 pn\u259? la 6 - 7 ani un ni vel care nu este numai o simpl\u259? trecere, deoarece \line \up0 \expndtw0\char scalex118 dac\u259? el reprezint\u259?, cu siguran\u355?\u259?, un progres fa\u3 55?\u259? de ac\u355?iunea imediat\u259?, pe \line \up0 \expndtw0\charscalex111 care func\u355?ia semiotic\u259? i permite subiectului s-o interiorizeze, el e desigur \line \up0 \expndtw0\charscalex117 marcat prin obstacole serioase \u351?i noi, fiind necesar un interval de 5 - 6 ani \line \up0 \expndtw0\charsc alex119 pentru a trece de la ac\u355?iune la opera\u355?ie. A\u351?adar, care pot fi aceste \line \up0 \expndtw0\charscalex108 obstacole ? \par\pard \qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex117 Trebuie s\u259? avem n vedere, n primul rnd, c\u259? o reu\u351?it\u259? n ac\u355?iune nu s e \line \up0 \expndtw0\charscalex110 transform\u259? de la sine ntr-o repreze ntare adecvat\u259?. ncepnd cu vrsta de \line \up0 \expndtw0\charscalex110 1e - 2 ani, copilul se afl\u259? deci n posesia unui grup practic de dep las\u259?ri \line \up0 \expndtw0\charscalex115 care i permite s\u259? se reg\u259 ?seasc\u259? - cu reveniri \u351?i ocoluri - n apartamentul n \line \up0 \expndtw 0\charscalex116 care locuie\u351?te sau n gr\u259?dina casei. Am v\u259?zut, de a semenea, copii de 4 - 5 \line \up0 \expndtw0\charscalex115 ani, care parcurg sin guri, n fiecare zi, un drum de zece minute, de acas\u259? la \line \up0 \expndtw0 \charscalex112 gr\u259?dini\u355?\u259? \u351?i napoi. Dar, dac\u259? li se cere s\u259? reprezinte acest drum folosind mici \line \up0 \expndtw0\charscalex116 o biecte tridimensionale din carton (c\u259?su\u355?e, biseric\u259?, str\u259?zi , cheiul unui ru, \line \up0 \expndtw0\charscalex116 p\u259?rcule\u355?e etc.), s au s\u259? indice planul gr\u259?dini\u355?ei, a\u351?a cum se vede ea de la \pa r\pard\ql \li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb92\sl-230\slmult0 \up 0 \expndtw-3\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1\ul0\no supersub\cf7\f8\fs20 H. Wallon\ul0\nosupersub\cf10\f11\fs20 , De l\u8217?act e \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf10\f11\fs20 la pens\ul0\nosup ersub\cf8\f9\fs20 \ul0\nosupersub\cf10\f11\fs20 e\ul0\nosupersub\cf7\f8\fs20 , F lammarion, 1942. \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\s b156\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 50 {\shp {\*\shpinst\shpleft1418\shptop15118\shpright3756\shpbottom15138\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2824\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g51}{\bkmkend Pg51}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri937\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex111 \ul0\nosupersub\cf2\f3\fs24 intrarea principal\u259? sau dinspre ru, ei nu reu\u351?esc s\u259? reconstituie rela\u355?iile \up0 \expndtw0\c harscalex114 topografice pe care le folosesc permanent n cursul ac\u355?iunii. Am intirile lor au \up0 \expndtw0\charscalex116 un caracter oarecum motor \u351?i n u duc de la sine la o reconstituire simultan\u259? \up0 \expndtw0\charscalex112 de ansamblu. Primul obstacol care se ridic\u259? n calea opera\u355?iei este deci \up0 \expndtw0\charscalex112 necesitatea de a reconstrui pe acest p lan nou al reprezent\u259?rii ceea ce a fost \up0 \expndtw0\charscalex112 deja d obndit pe planul ac\u355?iunii. \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi2 83 \up0 \expndtw0\charscalex114 n al doilea rnd, aceast\u259? reconstruc\u355 ?ie comport\u259? un proces formativ \up0 \expndtw0\charscalex114 analog cel

ui pe care l-am descris (capitolul I, 2) pe planul sensori-motor. \up0 \expnd tw0\charscalex116 Trecerea de la o stare ini\u355?ial\u259?, unde totul este cen trat pe propriul corp \u351?i pe \up0 \expndtw0\charscalex112 propria ac\u355?i une la o stare de decentrare, n care acestea sunt situate n \up0 \expndtw 0\charscalex115 rela\u355?iile lor obiective n raport cu ansamblul obiectel or \u351?i evenimentelor \up0 \expndtw0\charscalex114 reperate n Univers. Or, a ceast\u259? decentrare, dificil\u259? chiar \u351?i n planul ac\u355?iunii \up0 \ expndtw0\charscalex113 (necesitnd cel pu\u355?in 18 luni), este nc\u259? \u351?i m ai dificil\u259? pe planul reprezent\u259?rii, \up0 \expndtw0\charscalex113 care prive\u351?te un univers mult mai vast \u351?i mai complex\ul0\super\cf5\f6\fs2 2\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par\pard\qj \li1420\ri93 5\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex116 n al treilea rnd , ndat\u25 9? ce limbajul \u351?i func\u355?ia semiotic\u259? permit nu numai \line \up0 \e xpndtw0\charscalex116 evocarea, dar mai ales \u351?i comunicarea (limbajul vreb al, limbajul gesturilor, \line \up0 \expndtw0\charscalex117 jocurile simbolice c u participarea mai multor copii, imita\u355?iile reciproce etc.), \line \up0 \ex pndtw0\charscalex113 universul reprezent\u259?rii nu mai este format exclu siv din obiecte (sau din \line \up0 \expndtw0\charscalex114 persoane-obiect) ca la nivelul sensori-motor, ci n acela\u351?i timp \u351?i din subiec\u355?i \l ine \up0 \expndtw0\charscalex117 exteriori \u351?i analogi cu eul, mpreun\u259? c u tot ce comport\u259? aceast\u259? situa\u355?ie ca \line \up0 \expndtw0\charsc alex118 perspective distincte \u351?i multiple, care vor trebui diferen\u355?iat e \u351?i coordonate. \line \up0 \expndtw0\charscalex110 Cu alte cuvinte, dec entrarea necesar\u259? pentru a se ajunge la constituirea \line \up0 \exp ndtw0\charscalex113 opera\u355?iilor nu se va mai referi doar la un univers fizi c, cu toate c\u259? acesta este \line \up0 \expndtw0\charscalex118 deja conside rabil mai complex dect universul sensori-motor, dar de \line \up0 \expndtw 0\charscalex112 asemenea, ntr-un mod indisociabil, \u351?i la un univers interind ividual sau social. \line \up0 \expndtw0\charscalex113 Spre deosebire de majorit atea ac\u355?iunilor, opera\u355?iile comport\u259? ntr-adev\u259?r de \line \u p0 \expndtw0\charscalex114 fiecare dat\u259? o posibilitate de comunicare, de co ordonare interindividual\u259?, ca \line \up0 \expndtw0\charscalex109 \u351?i i ndividual\u259?, iar acest aspect cooperativ este o condi\u355?ie sine qua non a \line \up0 \expndtw0\charscalex115 obiectivit\u259?\u355?ii coeren \u355?ei interne (echilibru) \u351?i a universalit\u259?\u355?ii acestor structu ri \line \up0 \expndtw0\charscalex115 operatorii. \par\pard\qj \li1420\ri934\sb1 \sl-280\slmult0\fi283 \up0 \expndtw0\charscalex111 Aceste considera\u355?ii ar at\u259? c\u259? toate construc\u355?iile \u351?i decentrarea cognitiv\u25 9? \up0 \expndtw0\charscalex112 necesare elabor\u259?rii opera\u355?iilor sun t inseparabile de construc\u355?iile ca \u351?i de \up0 \expndtw0\charscal ex116 decentrarea afectiv\u259? \u351?i social\u259?. Dar termenul de social nu trebuie n\u355?eles n \up0 \expndtw0\charscalex119 unicul sens, prea restrns de \u351?i deja destul de larg, al transmiterilor \up0 \expndtw0\charscalex11 4 educative, culturale, sau morale. Este vorba, ntr-o m\u259?sur\u259? mai mare, de un \up0 \expndtw0\charscalex115 proces interindividual, de socializare, n acela\u351?i timp cognitiv, afectiv \u351?i \up0 \expndtw0\charscalex114 mor al, care poate fi urm\u259?rit n linii mari, schematiznd mult dar f\u259?r\u259? a uita c\u259? \up0 \expndtw0\charscalex120 mereu condi\u355?iile optime r\u259?mn ideale \u351?i c\u259?, de fapt, o asemenea evolu\u355?ie \up0 \expndtw0\charsc alex114 este supus\u259? la fluctua\u355?ii multiple, care afecteaz\u259?, de altfel, att aceste \up0 \expndtw0\charscalex114 aspecte cognitive ct \u351 ?i pe cele afective. \par\pard\qj \li1420\ri938\sb1\sl-280\slmult0\fi283 \up0 \e xpndtw0\charscalex116 Dac\u259? n capitolul de fa\u355?\u259? consider\u259?m n fe lul acesta peroada foarte lung\u259? \line \up0 \expndtw0\charscalex116 care dur eaz\u259? de la 2 - 3 ani la 11 - 12 ani n loc s\u259? separ\u259?m o perio ad\u259? \par\pard\qj \li1420\sb0\sl-231\slmult0 \par\pard\qj\li1420\ri975\sb150 \sl-231\slmult0\tx1646 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\ super\cf6\f7\fs17 1 \tab \up0 \expndtw0\charscalex117 \ul0\nosupersub\cf8\f9\fs2 0 Pentru a nu cita dect un exemplu m\u259?runt> de la 4 - 5 ani, copilul va nv\u25 9?\u355?a s\u259? disting\u259? \line\up0 \expndtw0\charscalex112 mna \u8222?dra

pt\u259?\u8220? de \u8222?mna stng\u259?\u8220?, de\u351?i poate c\u259? ac east\u259? deosebire o cunoa\u351?te nc\u259? la \line \up0 \expndtw0\charsca lex114 nivelul ac\u355?iunii< dar \u351?tiind s\u259? foloseasc\u259? aceste no\ u355?iuni pentru corpul s\u259?u, el va avea nevoie \up0 \expndtw0\charscalex112 de nc\u259? doi sau trei ani pentru a n\u355?elege c\u259? un copac z\u259?rit n p artea dreapt\u259? a drumului cnd \up0 \expndtw0\charscalex112 merge ntr-o direc\u 355?ie se va g\u259?si la ntoarcere la stnga drumului, sau c\u259? mna dreapt\u259? a unei \up0 \expndtw0\charscalex115 persoane a\u351?ezat\u259? n fa\u355?a co pilului se afl\u259? n stnga lui< va fi nevoie de \u351?i mai mult \up0 \expndtw0\charscalex120 timppentru ca el s\u259? n\u355?eleag\u259? c\u259? un o biect B situat ntre A \u351?i C se afl\u259? n acela\u351?i timp la \up0 \expndtw0 \charscalex110 dreapta lui A \u351?i la stnga lui C. \par\pard\ql \li5975\sb0\sl276\slmult0 \par\pard\ql\li5975\sb156\sl-276\slmult0 \up0 \expndtw-3\charscalex1 00 \ul0\nosupersub\cf4\f5\fs24 51 {\shp {\*\shpinst\shpleft1418\shptop13488\shpright3756\shpbottom13508\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3994\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g52}{\bkmkend Pg52}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri934\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex114 \ul0\nosupersub\cf2\f3\fs24 preoperatorie pn\u259? c\u259?tre 7 8 ani, de perioada ulterioar\u259? a opera\u355?iilor \line \up0 \expndtw 0\charscalex113 concrete, motivul este c\u259? prima dintre aceste dou\u259? mar i faze, de\u351?i dureaz\u259? 4 \line \up0 \expndtw0\charscalex110 - 5 ani, nu este de fapt dect o perioad\u259? de organizare \u351?i de preg\u25 9?tire, \line \up0 \expndtw0\charscalex116 comparabil\u259? cu ceea ce sunt stad iile I - III (sau IV) ale dezvolt\u259?rii sensori-\line \up0 \expndtw0\charsc alex119 motorii (cap. I, 1), n timp ce perioada dintre 7 - 8 ani \u351?i 11 - 12 ani este \line \up0 \expndtw0\charscalex114 aceea a des\u259?vr\u351?irii opera\u 355?iilor concrete, comparabil\u259? cu stadiile IV sau V \u351?i \line \up0 \ex pndtw0\charscalex111 VI ale construc\u355?iei schemelor sensori-motorii. Ab ia dup\u259? aceasta, o nou\u259? \line \up0 \expndtw0\charscalex114 perioad \u259? operatorie, caracteristic\u259? preadolescen\u355?ei \u351?i care \u351?i atinge punctul \line \up0 \expndtw0\charscalex114 de echilibru pe la \up0 \ex pndtw0\charscalex114 14 - 15 ani, permite des\u259?vr\u351?irea construc\u3 55?iilor nc\u259? \par\pard\ql \li1420\sb4\sl-276\slmult0 \up0 \expndtw0\charscal ex113 limitate \u351?i par\u355?ial lacunare, proprii opera\u355?iilor concrete. \par\pard\ql \li3980\sb0\sl-276\slmult0 \par\pard\ql\li3980\sb0\sl-276\slmult0 \par\pard\ql\li3980\sb12\sl-276\slmult0 \up0 \expndtw0\charscalex126 II. Genez a opera\u355?iilor \u8222?concrete\u8220? \par\pard\qj \li1420\sb0\sl-280\slmult 0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri936\sb1\sl-280\sl mult0\fi283 \up0 \expndtw0\charscalex119 Opera\u355?iile, cum ar fi reunirea a d ou\u259? clase (ta\u355?ii \u351?i mamele constituie o \line \up0 \expndtw0\cha rscalex116 nou\u259? clas\u259?, a p\u259?rin\u355?ilor) sau adunarea a dou\u259 ? numere sunt ac\u355?iuni, pe care \line \up0 \expndtw0\charscalex117 le-am ale s printre cele mai generale (actele de a reuni, de a ordona etc. \line \up0 \expndtw0\charscalex114 intervin n toate coordon\u259?rile ac\u355?iunilo r particulare), interiorizabile \u351?i \line \up0 \expndtw0\charscalex115 reversibile (reunirii i corespunde disocierea, adun\u259?rii, sc\u259?derea etc) . Ele nu \line \up0 \expndtw0\charscalex115 sunt niciodat\u259? izolate, ci sunt coordonabile n sisteme de ansamblu \up0 \expndtw0\charscalex115 (o \par

\pard\qj \li1420\ri936\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex112 clasifica re, \u351?irul numerelor etc.). de asemenea, ele nu sunt proprii cut\u259?rui sa u \line \up0 \expndtw0\charscalex115 cut\u259?rui individ, ci comune tuturor ind ivizilor cu acela\u351?i nivel mintal \u351?i intervin \line \up0 \expndtw0\char scalex117 nu numai n ra\u355?ionamentele lor personale, ci \u351?i n schimburile l or cognitive, \line \up0 \expndtw0\charscalex112 deoarece acestea constau de ase menea, n reunirea informa\u355?iilor, n punerea \line \up0 \expndtw0\charscalex114 lor n rela\u355?ie sau n coresponden\u355?\u259?, n introducerea reciprocit\u259?\ u355?ilor etc., ceea \line \up0 \expndtw0\charscalex116 ce constituie noi opera\ u355?ii, izomorfe celor de care se serve\u351?te fiecare individ \line \up0 \exp ndtw0\charscalex116 pentru sine. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\f i283 \up0 \expndtw0\charscalex113 Opera\u355?iile sunt, astfel, ni\u351?te trans form\u259?ri reversibile, aceast\u259? reversibilitate \line \up0 \expndtw0\char scalex115 putnd s\u259? constea n invers\u259?ri (A - A f 0) sau n reciprocitate (A corespunde \line \up0 \expndtw0\charscalex113 lui B \u351?i reciproc). Or, o tr ansformare reversibil\u259? nu schimb\u259? totul dintr-o dat\u259?, \line \up0 \expndtw0\charscalex114 deoarece n acest caz ar avea un sens unic. O transformare operatorie este \line \up0 \expndtw0\charscalex114 deci totdeauna relativ\u25 9? la un invariant, acest invariant al sistemului de \line \up0 \expndtw 0\charscalex116 transform\u259?ri fiind ceea ce am numit pn\u259? acum o no\u355? iune sau o schem\u259? de \line \up0 \expndtw0\charscalex115 conservare (cap. I, 2, cap. II, 4 etc.). Schema obiectului permanent este \line \up0 \expndtw0\char scalex111 spre exemplu invariantul grupului practic al deplas\u259?rilor etc. No\u355?iunile de \line \up0 \expndtw0\charscalex114 conservare pot servi deci ca indicii psihologice ale des\u259?vr\u351?irii unei structuri \line \up0 \expndtw0\charscalex114 operatorii. \par\pard\ql \li1703\sb0\sl-276\slmult0 \par \pard\ql\li1703\sb8\sl-276\slmult0\tx2364 \up0 \expndtw-3\charscalex100 \ul0\nos upersub\cf11\f12\fs24 1. \tab \up0 \expndtw0\charscalex119 \ul0\nosupersub\cf2\f 3\fs24 No\u355?iuni de conservare. Acestea fiind zise, indiciul cel mai clar a l \par\pard\qj \li2364\ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex111 exi sten\u355?ei unei perioade preoperatorii, corespunz\u259?toare celui de-al \line \up0 \expndtw0\charscalex116 doilea dintre nivelele stabilite n cap. IV, 1, este absen\u355?a pn\u259? la \line \up0 \expndtw0\charscalex115 vrsta de 7 - 8 ani a unor no\u355?iuni de conservare. S\u259? reexamin\u259?m, \line \up0 \expndtw0\charscalex112 pentru a ne da seama de aceasta, experimen tul conserv\u259?rii \line \up0 \expndtw0\charscalex115 lichidelor\ul0\super\c f5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 atunci cnd sunt v\ u259?rsate dintr-un pahar A ntr-un pahar B \line \up0 \expndtw0\charscalex117 mai ngust sau paharul C, mai lat. Dou\u259? fapte trebuie remarcate n \line \up0 \exp ndtw0\charscalex118 mod deosebit n reac\u355?iile obi\u351?nuite la 4 - 6 ani, cnd copilul spune c\u259? \par\pard\li1420\sb0\sl-230\slmult0\par\pard\li1420\sb152 \sl-230\slmult0\fi0 \up0 \expndtw0\charscalex102 \ul0\super\cf6\f7\fs18\ul0\supe r\cf6\f7\fs17 1\ul0\nosupersub\cf8\f9\fs20 J. P i a g e t \u351?i A. S z e m i n s k a, La gense du nombre chez l\ul0\nosupersub\cf17\f18\ fs20 \u8217?\ul0\nosupersub\cf8\f9\fs20 enfant, Delachaux et\par\pard\li1420 \sb2\sl-230\slmult0\fi0\tx2299 \up0 \expndtw0\charscalex101 Niestl,\tab \up0 \exp ndtw0\charscalex101 1941.\par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li 5975\sb144\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\f s24 52 {\shp {\*\shpinst\shpleft1418\shptop14886\shpright3756\shpbottom14906\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3258\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}

}}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g53}{\bkmkend Pg53}\par\pard\qj \li2364\sb0\sl-280\slmult0 \par\pard\qj\li2364\s b0\sl-280\slmult0 \par\pard\qj\li2364\sb0\sl-280\slmult0 \par\pard\qj\li2364\sb0 \sl-280\slmult0 \par\pard\qj\li2364\ri935\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex116 \ul0\nosupersub\cf2\f3\fs24 lichidul cre\u351?te sau descre\u351?te c antitativ. Primul este c\u259? micii subiec\u355?i \line \up0 \expndtw0\charscal ex115 par s\u259? nu ra\u355?ioneze dect asupra st\u259?rilor sau configura\u355? iilor, f\u259?r\u259? s\u259? \line \up0 \expndtw0\charscalex109 dea aten\u355? ie transform\u259?rilor. Apa se afl\u259? n B la un nivel mai mare \lin e \up0 \expndtw0\charscalex116 dect n A, deci cantitatea ei a crescut, de\u351?i e ste vorba de aceea\u351?i \line \up0 \expndtw0\charscalex119 ap\u259? pe care do ar am turnat-o dintr-un pahar n altul etc. Al doilea \line \up0 \expndtw0\charsca lex113 fapt e c\u259? transformarea, care totu\u351?i nu r\u259?mne neobservat\u2 59?, nu este \line \up0 \expndtw0\charscalex118 conceput\u259?, ca atare, adic\u 259? ca o trecere reversibil\u259? de la o stare la \line \up0 \expndtw0\charsca lex112 alta, modific\u259?m formele, dar l\u259?s\u259?m cantitatea invari ant\u259?. Ea este \line \up0 \expndtw0\charscalex116 asimilat\u259? cu o ac\u 355?iune proprie, aceea de \u8222?a v\u259?rsa\u8220?, situat\u259? pe un alt \l ine \up0 \expndtw0\charscalex112 plan dect acela al fenomenelor fizice \u35 1?i constituind un izvor de \line \up0 \expndtw0\charscalex115 rezultate pro priu-zis incalculabile, adic\u259? nedeductibile n aplica\u355?ia lor \line \up0 \expndtw0\charscalex113 exterioar\u259?. La nivelul opera\u355?iilor concrete, d eci ncepnd cu vrsta de \line \up0 \expndtw0\charscalex113 7 sau 8 ani, dimpotriv\u2 59?, copilul va spune: \u8222?este aceea\u351?i ap\u259?\u8220?, \up0 \expndtw0\ charscalex113 \u8222?n-am \par\pard\ql \li2364\sb4\sl-276\slmult0\tx7630 \up0 \e xpndtw0\charscalex112 f\u259?cut dect s\u259? o turn\u259?m n alt pahar\u822 0?, \tab \up0 \expndtw0\charscalex111 \u8222?nu s-a luat, nici nu s-a \par\ pard\ql \li2364\sb4\sl-276\slmult0\tx8147 \up0 \expndtw0\charscalex115 ad\u259?u gat nimic\u8220? (identit\u259?\u355?i simple sau aditive); \tab \up0 \expndtw0\ charscalex116 \u8222?putem s-o turn\u259?m la \par\pard\ql \li2364\sb4\sl-276\sl mult0\tx7092 \up0 \expndtw0\charscalex112 loc (din B n A) \u351?i s\u259? fie ca la nceput\u8220? \tab \up0 \expndtw0\charscalex113 (reversibilitate prin inversar e); \par\pard\qj \li2364\ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex117 n sfr\u351?it, copilul va spune: \u8222?paharul este mai nalt, dar mai ngust, \up0 \ expndtw0\charscalex114 nseamn\u259? c\u259? a r\u259?mas tot atta\u8220? (compensa re sau reversibilitate prin \up0 \expndtw0\charscalex118 reciprocitatea rela\u 355?iilor). Cu alte cuvinte, st\u259?rile sunt acum \up0 \expndtw0\c harscalex115 subordonate transform\u259?rilor, iar acestea, fiind decentrat e de pe \up0 \expndtw0\charscalex115 ac\u355?iunea proprie, pentru a deveni re versibile, explic\u259?, n acela\u351?i timp \up0 \expndtw0\charscalex111 modific \u259?rile n varia\u355?iile lor compensate ct \u351?i invariantul pe care -l \up0 \expndtw0\charscalex111 implic\u259? reversibilitatea. \par\pard\qj \li1 420\ri937\sb1\sl-280\slmult0\fi561 \up0 \expndtw0\charscalex113 Aceste fapte pot servi ca exemplu pentru schema general\u259? a dobndirii \line \up0 \expndtw0\ch arscalex113 oric\u259?rei no\u355?iuni de conservare, ncepnd cu reac\u35 5?iile preoperatorii de \line \up0 \expndtw0\charscalex119 nonconservare. Fi e c\u259? e vorba de deform\u259?rile unui bo\u355? de argil\u259?\ul0\super\cf5 \f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 , cu care \line \up0 \expndtw0\charscalex116 prilej copilul va descoperi conservarea substan\u355?ei la vrsta de 7 -\up0 \expndtw0\charscalex119 8 ani, a \par\pard\qj \li1420\ri935\ sb1\sl-280\slmult0 \up0 \expndtw0\charscalex120 greut\u259?\u355?ii la vrsta de 9 - 10 ani \u351?i a volumului la 11 - 12 ani (m\u259?surat prin \up0 \expndtw0\c harscalex111 apa deplasat\u259? cnd scufund\u259?m obiectul), fie c\u259? e vorba de conservarea \up0 \expndtw0\charscalex116 lungimilor (o linie dreap t\u259? este comparat\u259? cu alta egal\u259?, ini\u355?ial dreapt\u259? apoi \ up0 \expndtw0\charscalex113 frnt\u259?; sau se compar\u259? dou\u259? vergele dre pte \u351?i concurente din care una este, \up0 \expndtw0\charscalex114 ulterior, distan\u355?at\u259? de cealalt\u259?), a suprafe\u355?elor sau volumelor ( pri n deplas\u259?ri \up0 \expndtw0\charscalex117 de elemente), de conservarea mul\u 355?imilor dup\u259? ce s-a schimbat dispunerea \up0 \expndtw0\charscalex115 spa

\u355?ial\u259? a elementelor etc., reg\u259?sim de fiecare dat\u259? la nivelel e preoperatorii \up0 \expndtw0\charscalex118 reac\u355?ii centrate n acela\u351?i timp pe configura\u355?iile perceptive sau formate din \up0 \expndtw0\charscale x114 imagini care la nivelele operatorii sunt urmate de reac\u355?ii bazate pe i dentitate \up0 \expndtw0\charscalex114 \u351?i reversibilitate prin inversare sa u prin reciprocitate\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nosupersu b\cf2\f3\fs24 . \par\pard\qj \li1420\ri1564\sb134\sl-240\slmult0 \up0 \expndtw0\ charscalex103 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf8\ f9\fs20 J. P I a g e t \u351?i B. I n h e l d e r, Le developpement des quantits\ul0\nosupersub\cf16\f17\fs28 \ul0\nosupersub\cf8\f9\fs20 phy siques chez \up0 \expndtw0\charscalex103 l\ul0\nosupersub\cf17\f18\fs20 \u8217 ?\ul0\nosupersub\cf8\f9\fs20 enfant, Delachaux et Niestl, \up0 \expndtw0\char scalex103 1941 \u351?i 1962. \par\pard\qj \li1420\ri986\sb0\sl-240\slmult0\t x1706 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2 \tab \up0 \expndtw0\charscalex111 \ul0\nosupersub\cf8\f9\fs20 Aceste rezulta te care au fost confirmate de mai mul\u355?i autori din diferite \u35 5?\u259?ri, au fost \line\up0 \expndtw0\charscalex116 stabilite de noi nu numa i cu ajutorul unor interog\u259?ri n special calitative \u351?i a unor controale \line \up0 \expndtw0\charscalex116 statice. B Inhelder a reluat aceste pro bleme, folosind metoda \up0 \expndtw0\charscalex116 \u8222?longitudinal\u259?\ u8220?, adic\u259? \par\pard\qj \li1420\ri966\sb0\sl-233\slmult0 \up0 \expndtw0 \charscalex112 urm\u259?rind aceea\u351?I copiila intervale repetate, ceea ce a permis, pe de o parte, s\u259? se arate c\u259? e \line \up0 \expndtw0\charscale x115 vorba de un proces \u8222?natural\u8220? \u351?i foarte gradual (f\u259?r \u259? revenire la nivelele dep\u259?\u351?ite) \u351?i, pe de \line \up0 \expnd tw0\charscalex116 alt\u259? parte, s\u259? se verifice c\u259? cele trei feluri de argumente folosite pentru a justifica \line \up0 \expndtw0\char scalex115 conserv\u259?rile sunt interdependente> identitatea, de pild\u259 ?, nu precede n mod necesar \line \up0 \expndtw0\charscalex118 reversibilitat ea, ci rezult\u259? din ea, implicit sau explicit. De asemenea, au fost ntreprins e o \line \up0 \expndtw0\charscalex111 serie de experien\u355?e pentru a an aliza factorii care intervin n descoperirea conserv\u259?rilor> \line \up0 \ expndtw0\charscalex117 func\u355?ionarea mecanismelor fundamentale ale rever sibilit\u259?\u355?ii, identit\u259?\u355?ii \u351?i compens\u259?rii, \line \up0 \expndtw0\charscalex111 succesiunea strategiilor de la cele mai simple la c ele mai complexe etc. Se observ\u259? n aceste \line \up0 \expndtw0\charscalex112 cazuri jocuri ale regl\u259?rilor (cu bucle sau feed-backuri) care fac trecerea spre opera\u355?ie, dar f\u259?r\u259? \line \up0 \expndtw0\charscalex112 ca nv\u 259?\u355?area pe termen scurt s\u259? fie suficient\u259? pentru generarea stru cturilor operatorii \u351?i, mai \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pa rd\ql\li5975\sb122\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\ cf4\f5\fs24 53 {\shp {\*\shpinst\shpleft1418\shptop11856\shpright3756\shpbottom11876\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4038\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g54}{\bkmkend Pg54}\par\pard\li1703\sb0\sl-276\slmult0\par\pard\li1703\sb0\sl-27 6\slmult0\par\pard\li1703\sb0\sl-276\slmult0\par\pard\li1703\sb0\sl-276\slmult0\ par\pard\li1703\sb0\sl-276\slmult0\par\pard\li1703\sb94\sl-276\slmult0\fi0\tx236 4 \up0 \expndtw0\charscalex117 \ul0\nosupersub\cf11\f12\fs24 2.\tab \up0 \expndt w0\charscalex117 \ul0\nosupersub\cf2\f3\fs24 Opera\u355?iile concrete. Opera\ u355?iile care apar n problemele de acest\par\pard\qj \li2364\ri939\sb0\sl-280\sl

mult0 \up0 \expndtw0\charscalex111 gen pot fi numite \u8222?concrete\u8220?, n sensul c\u259? ele se refer\u259? direct la \line \up0 \expndtw0\chars calex114 obiect \u351?i nu nc\u259? la ipoteze enun\u355?ate verbal, cum va fi ca zul cnd ne \line \up0 \expndtw0\charscalex115 vom ocupa de opera\u355?iile propoz i\u355?ionale (ce vor fi studiate n capitolul \par\pard\qj \li2364\ri934\sb0\sl-2 80\slmult0 \up0 \expndtw0\charscalex116 V) . Deci, opera\u355?iile concrete fac trecerea ntre ac\u355?iune \u351?i structurile \line \up0 \expndtw0\charscalex11 7 logice mai generale, care implic\u259? o combinatoric\u259? \u351?i o structur \u259? de \line \up0 \expndtw0\charscalex112 \u8222?grup\u8220? care coordonea z\u259? cele dou\u259? forme posibile de reversibilitate. \line \up0 \expndtw0\c harscalex113 Ceea ce ns\u259?, nu nseamn\u259? c\u259? aceste opera\u355?ii n formare nu se \line \up0 \expndtw0\charscalex109 coordoneaz\u259? chiar ele n structuri de ansamblu, dar mai s\u259?race \u351?i \line \up0 \expndtw0 \charscalex115 care ac\u355?ioneaz\u259? nc\u259? din aproape n aproape, n lips\u25 9? de combina\u355?ii \line \up0 \expndtw0\charscalex118 generalizate. Aceste structuri sunt, de pild\u259?, clasific\u259?ri, serieri, \line \up0 \expnd tw0\charscalex118 coresponden\u355?e, ntre un termen \u351?i altul sau ntre un ter men \u351?i mai \line \up0 \expndtw0\charscalex116 mul\u355?i, matrici sau tabel e cu dubla intrare etc. Caracteristica acestor \line \up0 \expndtw0\charscalex11 8 structuri, pe care noi le vom numi \u8222?grup\u259?ri\u8220? const\u259? n fa ptul c\u259? ele \line \up0 \expndtw0\charscalex113 constituie nl\u259?n\u355?uir i progresive, comportnd compuneri de opera\u355?ii \line \up0 \expndtw0\char scalex113 directe \up0 \expndtw0\charscalex115 (de pild\u259? o clas\u259? A , unit\u259? cu clasa complementar\u259? Ag \line \up0 \expndtw0\charscalex 109 formeaz\u259? o clas\u259? total\u259? B; apoi BhBgf C etc.), inver se (B-Agf A), \line \up0 \expndtw0\charscalex109 identice (hA-A f 0), tautol ogice (AhA f A) \u351?i par\u355?ial asociative: (AhA \par\pard\ql \li2364\sb2 4\sl-276\slmult0 \up0 \expndtw0\charscalex101 g)hBgf Ah(AghBg) dar (AhA) - A \ul 0\nosupersub\cf18\f19\fs24 \u8222?\ul0\nosupersub\cf2\f3\fs24 Ah(A-A). \par\par d\qj \li1420\ri935\sb1\sl-280\slmult0\fi383 \up0 \expndtw0\charscalex116 Putem u rm\u259?ri n aceast\u259? privin\u355?\u259?, la diferite nivele properatorii, sc hi\u355?\u259?rile \up0 \expndtw0\charscalex114 succesive a ceea ce vor deveni \ u8222?grup\u259?rile\u8220?aditive \u351?i multiplicative de clase \u351?i \up0 \expndtw0\charscalex113 de rela\u355?ii\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\ fs21 1\ul0\nosupersub\cf2\f3\fs24 , o dat\u259? atins\u259? mobilitatea com plet reversibil\u259? \u351?i, prin urmare, \up0 \expndtw0\charscalex113 pos ibilitatea de compunere deductiv\u259? coerent\u259?, ntruct se nchide nencetat \up0 \expndtw0\charscalex113 pe ea ns\u259?\u351?i, n pofida extinderii indefinite a s istemului. \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri934\sb1 \sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 3. Serierea. Un bun exemp lu al acestui proces constructiv este serierea \line \up0 \expndtw0\charscalex11 4 care const\u259? n a ordona elementele dup\u259? m\u259?rimile lor cres c\u259?toare sau \line \up0 \expndtw0\charscalex114 descresc\u259?toare. Exist \u259? schi\u355?\u259?ri sensori-motorii ale acestei opera\u355?ii, cnd \l ine \up0 \expndtw0\charscalex114 copilul de 1e - 2 ani construie\u351?te, de pil d\u259?, un turn cu ajutorul unor piese ale \line \up0 \expndtw0\charscalex115 c \u259?ror diferen\u355?e de m\u259?rime sunt imediat perceptibile. Dac\u259? d\u 259?m apoi copiilor \line \up0 \expndtw0\charscalex117 zece reglete ale c\u259?r or diferen\u355?e sunt slab perceptibile \u351?i trebuie comparate \line \up0 \e xpndtw0\charscalex116 dou\u259? cte dou\u259?, se observ\u259? etapele urm\ u259?toare: la nceput, se al\u259?tur\u259? \line \up0 \expndtw0\charscalex116 perechile sau mici mul\u355?imi \up0 \expndtw0\charscalex116 (o reglet\ u259? mic\u259?, una mare etc.) dar \par\pard\qj \li1420\ri934\sb0\sl290\slmult0 \up0 \expndtw0\charscalex113 necoordonabile ntre ele; apoi copilul trece la o construc\u355?ie prin taton\u259?ri \line \up0 \expndtw0\chars calex112 empirice, care constituie regl\u259?ri semireversibile, dar nc\u259 ? nu operatorii; n \line \up0 \expndtw0\charscalex113 sfr\u351?it, se descoper \u259? o metod\u259? sistematic\u259? care const\u259? n a c\u259?uta pri n \line \up0 \expndtw0\charscalex115 compararea regletelor dou\u259? cte dou\u259 ?, nti a celui mai mic element, apoi a \line \up0 \expndtw0\charscalex117 celui m

ai mic dintre cele care r\u259?mn etc. n acest caz, metoda este \line \u p0 \expndtw0\charscalex116 operatorie, deoarece un element oarecare (E) este di nainte luat ca fiind n \line \up0 \expndtw0\charscalex113 acela\u351?i timp mai m are dect cele precedente (E\ul0\nosupersub\cf18\f19\fs24 \u-4034?\ul0\nosupersub\ cf2\f3\fs24 D, C, B, A) \u351?i mai mic dect \line \up0 \expndtw0\charscalex112 u rm\u259?toarele \up0 \expndtw0\charscalex114 (E\ul0\nosupersub\cf18\f19\fs24 \u4036?\ul0\nosupersub\cf2\f3\fs24 F, G etc) ceea ce este o form\u259? de reversibilitate prin \line \up0 \expndtw0\charscalex115 reciprocitate. Dar m ai ales n momentul cnd structura se nchide n felul \par\pard\qj \li1420\ri967\ sb204\sl-240\slmult0 \up0 \expndtw0\charscalex117 \ul0\nosupersub\cf8\f9\fs20 al es, pentru a atinge des\u259?vr\u351?irea lor sub forma nchiderii unui ciclu compl et care s\u259? fac\u259? \up0 \expndtw0\charscalex117 posibil\u259? o mnuire ded uctiv\u259? propriu-zis\u259?. \par\pard\li1420\sb89\sl-230\slmult0\fi0\tx1663\t x3953 \up0 \expndtw0\charscalex112 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1\tab \up0 \expndtw0\charscalex100 \ul0\nosupersub\cf7\f8\fs20 Din punct de vede re logic,\tab \up0 \expndtw0\charscalex112 \ul0\nosupersub\cf8\f9\fs20 \u8222?\u l0\nosupersub\cf7\f8\fs20 gruparea\ul0\nosupersub\cf8\f9\fs20 \u8220? este o str uctur\u259? de ansamblu cu compuneri limitate (prin\par\pard\li1420\sb0\sl-180\s lmult0\fi0\tx8647\tx9660 \up0 \expndtw0\charscalex112 contiguitate sau compune re din aproape n aproape), nrudit\u259? cu\tab \up0 \expndtw0\charscalex112 \u 8222?grupul\u8220?\tab \up0 \expndtw0\charscalex112 , dar f\u259?r\u259?\par\p ard\ql \li1420\sb10\sl-183\slmult0 \up0 \expndtw0\charscalex117 asocivitate comp let\u259? (deci un \u8222?grupoid\u8220?) \u351?i vecin\u259? cu \u8222?re\u355? eaua\u8220?, dar numai sub forma unei \par\pard\qj \li1420\ri987\sb27\sl-220\slm ult0 \up0 \expndtw0\charscalex115 semi-latice. Structura lui logic\u259? a fost formalizat\u259? de J. B. Grize (Etudes d\ul0\nosupersub\cf17\f18\fs20 \u821 7?\ul0\nosupersub\cf8\f9\fs20 pistmologie \up0 \expndtw0\charscalex107 gntique, vo l. XI) \u351?i de c\u259?tre G. G. Granger (Logique et analyse, 8 anne 19 65). \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb158\sl-276\sl mult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 54 {\shp {\*\shpinst\shpleft1418\shptop13720\shpright3756\shpbottom13740\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3976\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g55}{\bkmkend Pg55}\par\pard\qj \li1420\sb0\sl-285\slmult0 \par\pard\qj\li1420\s b0\sl-285\slmult0 \par\pard\qj\li1420\sb0\sl-285\slmult0 \par\pard\qj\li1420\sb0 \sl-285\slmult0 \par\pard\qj\li1420\ri934\sb45\sl-285\slmult0 \up0 \expndtw0\cha rscalex113 \ul0\nosupersub\cf2\f3\fs24 acesta, rezult\u259?, imediat un mod necunoscut pn\u259? atunci de compunere \up0 \expndtw0\charscalex114 deducti v\u259?: tranzitivitatea A\ul0\nosupersub\cf18\f19\fs24 \u-4036?\ul0\nosupersub\ cf2\f3\fs24 C, dac\u259? A\ul0\nosupersub\cf18\f19\fs24 \u-4036?\ul0\nosupersub \cf2\f3\fs24 B \u351?i B\ul0\nosupersub\cf18\f19\fs24 \u-4036?\ul0\nosupersub\c f2\f3\fs24 C (pentru aceasta i punem \up0 \expndtw0\charscalex120 pe copii s\u2 59? compare perceptiv A \u351?i B, apoi B \u351?i C, apoi l ascundem pe A \up0 \e xpndtw0\charscalex113 pentru ca subiectul s\u259? deduc\u259? raportul dintre A \u351?i C, ceea ce nu sunt n stare \up0 \expndtw0\charscalex113 s\u259? fac\u259? copiii la nivelul preoperatoriu). \par\pard\qj \li1420\ri934\sb0\sl-280\slmult0 \fi283 \up0 \expndtw0\charscalex117 Din aceast\u259? seriere operatorie, care de s dobnde\u351?te pe la 7 ani, deriv\u259? \up0 \expndtw0\charscalex117 corespond en\u355?ele seriale n coresponden\u355?\u259? cu ni\u351?te omule\u355?i de n\u259?l\u355?imi, \up0 \expndtw0\charscalex117 diferite be\u355?i\u351?oare, de asemenea diferite, \u351?i rucsac-uri seriabile ntr-un mod \up0 \expndtw0\charsc

alex109 asen\u259?n\u259?tor sau serierile cu dou\u259? dimensiuni (a\u351 ?ezarea ca ntr-un tabel cu \up0 \expndtw0\charscalex117 dubl\u259? intrare, a unor frunze ce difer\u259? att prin m\u259?rimea ct \u351?i prin culoarea \up0 \ex pndtw0\charscalex114 lor mai nchis\u259? sau mai deschis\u259?). Aceste sis teme sunt, de asemenea, \up0 \expndtw0\charscalex114 dobndite ncepnd cu vrsta de 7 - 8 ani. \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri935\sb1 \sl-280\slmult0\fi283 \up0 \expndtw0\charscalex112 4. Clasificarea. Clasific area este \u351?i ea o grupare fundamental\u259?, ale c\u259?rei \line \up0 \exp ndtw0\charscalex116 r\u259?d\u259?cini pot fi c\u259?utate n asimil\u259?rile pro prii schemelor sensori-motorii. Dac\u259? \line \up0 \expndtw0\charscalex114 d\u 259?m unui copil n vrst\u259? de 3 - 12 ani un num\u259?r de obiecte, cerndu-i s\ u259? le \line \up0 \expndtw0\charscalex114 claseze (\u8222?s\u259? le pun\u259? mpreun\u259? pe acelea care seam\u259?n\u259? etc.), observ\u259?m trei \line \u p0 \expndtw0\charscalex116 mari etape\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs2 1 1\ul0\nosupersub\cf2\f3\fs24 . Cei mai mici subiec\u355?i ncep prin \u8222?cole c\u355?ii figurale\u8220?, adic\u259? dispun \line \up0 \expndtw0\charscalex110 obiectele nu numai dup\u259? asem\u259?n\u259?rile \u351?i diefern\u355?el e lor individuale, ci, de \line \up0 \expndtw0\charscalex110 asemenea, al\u 259?turndu-le n \u351?iruri, n p\u259?trate, n cercuri etc. n a\u351?a fel nct \ ine \up0 \expndtw0\charscalex115 colec\u355?ia sa ca atare, s\u259? capete o figur\u259? n spa\u355?iu, servind ca expresie \line \up0 \expndtw0\chars calex110 perceptiv\u259? sau imagistic\u259? a \up0 \expndtw0\charscalex11 5 \u8222?extensiunii\u8220? clasei \up0 \expndtw0\charscalex115 ( ntr-adev\u259? r asimilarea \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0 \up0 \expndtw0\chars calex113 sensori-motorie care are \u8222?comprehensiune\u8220?, nu comport\ u259? din punctul de \line \up0 \expndtw0\charscalex116 vedere al subiectului \u8222?extensiunea\u8220?). Etapa a doua este aceea a colec\u355?iilor \line \ up0 \expndtw0\charscalex116 nefigurale: mici mul\u355?imi f\u259?r\u259? forme s pa\u355?iale, care pot fi diferen\u355?iate la rndul \line \up0 \expndtw0\charsca lex112 lor, n submul\u355?imi. Clasificarea pare astfel ra\u355?ional\u259? \up0 \expndtw0\charscalex116 ( de la 5e - 6 ani), dar o \par\pard\qj \li1420\ri936\sb 0\sl-288\slmult0 \up0 \expndtw0\charscalex111 analiz\u259? arat\u259? c\u259? mai exist\u259? nc\u259? lacune ale \u8222?extensiunii\u8220?. Dac\u259?, de pild\u259?, \line \up0 \expndtw0\charscalex119 pentru o mul\u355?ime B de 1 2 flori, cuprinznd o sbmul\u355?ime A de i viorele, se \line \up0 \expndtw0\chars calex120 cere copilului s\u259? arate pe rnd florile B \u351?i viorelele A, el r\ u259?spunde corect, \line \up0 \expndtw0\charscalex114 deoarece poate s\u259? de semneze ntregul B \u351?i partea A. Dac\u259? ns\u259? l ntreb\u259?m: \line \up0 \e xpndtw0\charscalex114 \u8222?sunt aici mai multe flori saau mai multe vi orele ?\u8220?, el nu reu\u351?e\u351?te s\u259? \line \up0 \expndtw0\charsc alex115 r\u259?spund\u259?, prin includerea A\ul0\nosupersub\cf18\f19\fs24 \u-40 36?\ul0\nosupersub\cf2\f3\fs24 B, deoarece atinci cnd se gnde\u351?te la partea \ line \up0 \expndtw0\charscalex114 A, ntregul B nceteaz\u259? s\u259? se conserve c a unitate \u351?i partea A nu mai poate fi \line \up0 \expndtw0\charscalex114 co mparat\u259? dect cu partea comp\u351?lementar\u259? A\ul0\nosupersub\cf18\f 19\fs24 \ul0\nosupersub\cf2\f3\fs24 . \up0 \expndtw0\charscalex114 (De aceea, c opilul va \par\pard\qj \li1420\ri936\sb13\sl-280\slmult0 \up0 \expndtw0\charsca lex117 r\u259?spunde \u8222?sunt tot attea\u8220? sau, dac\u259? sunt 7 viorele , va spune c\u259? viorelele \up0 \expndtw0\charscalex117 sunt n num\u259?r mai mare.) aceast\u259? incluziune a claselor n extensiune \up0 \expndtw0\char scalex112 reu\u351?e\u351?te pe la opt ani \u351?i caracterizeaz\u259? atunci cl asificarea operatorie\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nosupers ub\cf2\f3\fs24 . \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri9 36\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex116 5. Num\u259?rul. Construirea numerelor ntregi se face la copil n leg\u259?tur\u259? \line \up0 \exp ndtw0\charscalex115 direct\u259? cu serierea \u351?i cu includerea claselo r. ntr-adev\u259?r, nu trebuie s\u259? \line \up0 \expndtw0\charscalex115 cred em c\u259? un copil mic cunoa\u351?te num\u259?rul numai pentru c\u259? a nv\u259?\u355?at s\u259? \par\pard\qj \li1420\sb0\sl-240\slmult0 \par\pard\q j\li1420\ri1559\sb74\sl-240\slmult0 \up0 \expndtw0\charscalex100 \ul0\super\cf6\

f7\fs18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf8\f9\fs20 B. I n h e l d e r \u351?i J. P i a g e t, La gense des structures logiques lme ntaires \up0 \expndtw0\charscalex100 chez l\ul0\nosupersub\cf17\f18\fs20 \u821 7?\ul0\nosupersub\cf8\f9\fs20 enfant, Delachaux & Niestl, 1959. \par\pa rd\qj \li1420\ri977\sb0\sl-233\slmult0\tx1676 \up0 \expndtw-2\charscalex100 \ul0 \super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2 \tab \up0 \expndtw0\charscalex117 \ul 0\nosupersub\cf8\f9\fs20 De acesta sunt legate clasific\u259?rile duble (tabele le cu dubl\u259? intrare sau matricele), care \line\up0 \expndtw0\charscalex113 apar la acela\u351?i nivel> de pild\u259?, clasarea unor p\u259?trate \u351?i ce rcuri ro\u351?ii \u351?i albe n patru sert\u259?ra\u351?e \line \up0 \expndtw0\ch arscalex117 grupate dup\u259? dou\u259? dimensiuni etc. Aceste structuri au fost folosite ca teste de inteligen\u355?\u259? \up0 \expndtw0\charscalex119 (Raven) , dar trebuie s\u259? deosebim cu mai mult\u259? grij\u259? dect s-a f\u259?cut pn \u259? acum solu\u355?iile \up0 \expndtw0\charscalex113 operatorii de cele perce ptive, bazate pe simetrii figurale. De asemenea, s-au studiat detaliat \up0 \exp ndtw0\charscalex113 (Goldstein, Scherer etc.) schimb\u259?rile de criterii n cl asificare, adic\u259? regl\u259?rile anticipatoare \u351?i \up0 \expndtw0\charsc alex113 retroactive care duc la mobilitatea reversibil\u259?. \par\pard\ql \li59 75\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb142\sl-276\slmult0 \up0 \expndtw-3\c harscalex100 \ul0\nosupersub\cf4\f5\fs24 55 {\shp {\*\shpinst\shpleft1418\shptop13254\shpright3756\shpbottom13274\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4112\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g56}{\bkmkend Pg56}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri935\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex115 \ul0\nosupersub\cf2\f3\fs24 numere verbal. Evaluarea numeric\u259? es te n realitate mult timp legat\u259? pentru \up0 \expndtw0\charscalex118 el de di spunerea spa\u355?ial\u259? a elementelor, n strns\u259? analogie cu \u8222?colec \u355?iile \up0 \expndtw0\charscalex114 figurale\u8220? (vezi mai sus punctul 4). Experimentul descris n cap. III, 4 - 5 \up0 \expndtw0\charscalex116 scoat e n eviden\u355?\u259? acest fapt. Este suficient s\u259? dep\u259?rt\u259?m elem entele unuia \up0 \expndtw0\charscalex119 dintre cele dou\u259? \u351?iruri puse la nceput n ceresponden\u355?\u259? optic\u259?, pentru ca \up0 \expndtw0\charsca lex119 subiectul s\u259? nu mai admit\u259? echivalen\u355?a lor numeric\u259?. Or, nu putem vorbi, \up0 \expndtw0\charscalex115 fire\u351?te, de numere oper atorii, nainte de a fi constituit o conservare a \up0 \expndtw0\charscale x115 mul\u355?imilor numerice, independent de aranj\u259?rile lor spa\u355?iale. \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex11 5 Acestea fiind zise, am putea s\u259? presupunem, mpreun\u259? cu cei care \up0 \expndtw0\charscalex113 dezvolt\u259? teoria mul\u355?imilor \u351? i cu logicienii Frege, Witehead \u351?i Russel, c\u259? \up0 \expndtw0\ch arscalex118 num\u259?rul rezult\u259? pur \u351?i simplu dintr-o stabilire a cor esponden\u355?ei, termen cu \up0 \expndtw0\charscalex111 termen, ntre dou\u259? clase sau dou\u259? mul\u355?imi. Dar exist\u259? dou\u259? structuri de \up0 \expndtw0\charscalex112 coresponden\u355?e: coresponden\u355?ele de calificare, bazate pe asem\u259?narea \up0 \expndtw0\charscalex113 eleme ntelor (de exemplu, un nas cu un nas, o frunte cu o frunte etc. n cazul \up0 \exp ndtw0\charscalex115 corespondem\u355?ei dintre un model \u351?i copia sa) \u351? i coresponden\u355?ele \u8222?oarecare\u8220? \up0 \expndtw0\charscalex117 sau d e \u8222?unul la unul\u8220?. Numai acestea din urm\u259? conduc la num\u259?r,

deoarece \up0 \expndtw0\charscalex115 ele implic\u259? deja unitatea numeric\u25 9?. R\u259?mne deci s\u259? explic\u259?m genetic faptul \up0 \expndtw0\charscale x115 acesta, f\u259?r\u259? s\u259? comitem un cerc vicios. \par\pard\qj \li1420 \ri934\sb0\sl-293\slmult0\fi283 \up0 \expndtw0\charscalex113 Dintr-un asemenea punct de vedere, num\u259?rul rezult\u259? mai nti dintr-o \line \up0 \expn dtw0\charscalex116 abstragere a calit\u259?\u355?ilor diferen\u355?iale, ceea ce are ca rezultat faptul c\u259? fiecare \line \up0 \expndtw0\charscalex114 eleme nt individual devine echivalent cu fiecare dintre celelalte: 1f1f1etc. \l ine \up0 \expndtw0\charscalex110 dup\u259? ce am stabilit faptul acesta, e lementele devin clasabile n raport cu \line \up0 \expndtw0\charscalex112 incl uziunile (\ul0\nosupersub\cf18\f19\fs24 \u-4036?\ul0\nosupersub\cf2\f3\fs24 ) as tfel: 1\ul0\nosupersub\cf18\f19\fs24 \u-4036?\ul0\nosupersub\cf2\f3\fs24 (\ul0\n osupersub\cf18\f19\fs24 \u-4053?\ul0\nosupersub\cf2\f3\fs24 1)\ul0\nosupersub\cf 18\f19\fs24 \u-4036?\ul0\nosupersub\cf2\f3\fs24 (\ul0\nosupersub\cf18\f19\fs24 \ u-4053?\ul0\nosupersub\cf2\f3\fs24 1\ul0\nosupersub\cf18\f19\fs24 \u-4053?\ul0\n osupersub\cf2\f3\fs24 1) etc. Dar ele sunt n acela\u351?i timp seriabile \line \u p0 \expndtw0\charscalex116 (\ul0\nosupersub\cf18\f19\fs24 fi\ul0\nosupersub\cf2\ f3\fs24 ) \u351?i singurul mijloc de a le distinge \u351?i de a nu num\u259?ra d e dou\u259? ori acela\u351?i \line \up0 \expndtw0\charscalex114 element n aceste incluziuni const\u259? n a le seria (n spa\u355?iu sau n timp)\ul0\super\cf5\f6\fs2 2\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 : 1\ul0\nosupersub\cf18\f19 \fs24 fi\ul0\nosupersub\cf2\f3\fs24 1 \line \up0 \expndtw0\charscalex116 \ul0\no supersub\cf18\f19\fs24 fi\ul0\nosupersub\cf2\f3\fs24 1 etc. Num\u259?rul apare a stfel ca alc\u259?tuind o simpl\u259? sintez\u259? dintre seriere \u351?i \line \up0 \expndtw0\charscalex110 incluziune: \ul0\nosupersub\cf18\f19\fs24 \u-4005? \ul0\nosupersub\cf2\f3\fs24 (1)\ul0\nosupersub\cf18\f19\fs24 fi\ul0\nosupersub\c f2\f3\fs24 1\ul0\nosupersub\cf18\f19\fs24 \u-4003?fi\ul0\nosupersub\cf2\f3\fs24 1 etc. Din aceast\u259? cauz\u259? el se formeaz\u259? n leg\u259?tur\u2 59? \line \up0 \expndtw0\charscalex111 strns\u259? cu aceste dou\u259? grup\u 259?ri (vezi punctele 3 \u351?i 4), dar ca o sintez\u259? \line \up0 \e xpndtw0\charscalex117 original\u259? \u351?i nou\u259?. \u350?i n acest caz, psihologia copilului l\u259?mure\u351?te ni\u351?te \line \up0 \expndtw0\ch arscalex116 probleme care r\u259?mneau adesea obscure n afara acestei persp ective \line \up0 \expndtw0\charscalex116 genetice. Numeroase lucr\u259?ri ex perimentale sau teoretice \up0 \expndtw0\charscalex116 (formalizarea \par\pard \ql \li1420\sb1\sl-265\slmult0 \up0 \expndtw0\charscalex110 logic\u259?) se baze az\u259? pe acest punct de vedere\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ ul0\nosupersub\cf2\f3\fs24 . \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\q j\li1420\ri935\sb3\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex118 6. Spa\u 355?iul. Structurile operatorii despre care a fost vorba mai sus se \line \up 0 \expndtw0\charscalex111 refer\u259? la obiectele discontinue sau discrete \u351?i sunt bazate pe diferen\u355?ele \line \up0 \expndtw0\charscalex118 dintre elemente \u351?i asem\u259?n\u259?rile sau echivalen\u355?ele lor. Exist\u259? ns\u259? un \line \up0 \expndtw0\charscalex112 ansamblu de stru cturi n toate privin\u355?ele izomorfe cu cele de mai sus, n \line \up0 \e xpndtw0\charscalex111 afar\u259? de faptul c\u259? ele se refer\u259? la obiectele continue \u351?i se bazeaz\u259? pe \line \up0 \expndtw0\charsca lex120 vecin\u259?t\u259?\u355?i \u351?i separ\u259?ri. Or, aceste opera\u355?ii , pe care noi putem s\u259? le numim \line \up0 \expndtw0\charscalex117 \u8222?i nfralogice\u8220? (n sensul c\u259? ele privesc un alt nivel al realit\u259?\u355 ?ii \u351?i nu n sensul \line \up0 \expndtw0\charscalex117 c\u259? ele sunt anter ioare), se construiesc paralel cu opera\u355?iile logico-aritmetice \par\pard\ql \li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb32\sl-230\slmult0\tx1668 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up 0 \expndtw0\charscalex115 \ul0\nosupersub\cf8\f9\fs20 Adic\u259? nu dup\u259? re la\u355?iile \u8222?mai mare\u8220?, ci numai dup\u259? rela\u355?iile \u8222?nai nte\u8220? \u351?i \u8222?dup\u259?\u8220?. \par\pard\qj \li1420\ri969\sb8\sl-23 3\slmult0 \up0 \expndtw0\charscalex112 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\f s17 2\ul0\nosupersub\cf8\f9\fs20 Astfel P. Greco, care a studiat etapele ul terioare ale construirii num\u259?rului a putut s\u259? arate \line \up0 \expndt

w0\charscalex110 c\u259? sinteza numeric\u259? a claselor \u351?i a ordini i seriale nu se efectueaz\u259? dect gradat pentru \line \up0 \expndtw0\cha rscalex114 numerele mai mari ncepnd de la 7 - 8 ani sau de la 14 - 15 ani. Putem v orbi astfel despre \line \up0 \expndtw0\charscalex114 o aritmetizare progresiv\u 259? a seriei de numere. Din punctul de vedere al formaliz\u259?rii logice, J. \ par\pard\qj \li1420\ri967\sb0\sl-240\slmult0 \up0 \expndtw0\charscalex115 B. Gri ze a putut s\u259? elaboreze o sintez\u259? coerent\u259? a problemelor ar\u259? tnd felul n care dispar \line \up0 \expndtw0\charscalex115 limit\u259?rile proprii grup\u259?rilor, atunci cnd se contiopesc ntr-un ntreg toate grup\u259?rile de cla s\u259? \line \up0 \expndtw0\charscalex111 \u351?i rela\u355?ii. Etudes d\ul0\ nosupersub\cf17\f18\fs20 \u8217?\ul0\nosupersub\cf8\f9\fs20 pistmologie, vol. XIII, \u351?i XV, \up0 \expndtw0\charscalex107 1961-62, Presses Universita ires de \par\pard\ql \li1420\sb1\sl-193\slmult0 \up0 \expndtw0\charscalex105 F rance. \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb163\sl-276\ slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 56 {\shp {\*\shpinst\shpleft1418\shptop13254\shpright3756\shpbottom13274\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4060\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g57}{\bkmkend Pg57}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri940\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex114 \ul0\nosupersub\cf2\f3\fs24 \u351?i concomitent cu ele, n special n cee a ce prive\u351?te opera\u355?iile spa\u355?iale (ca \u351?i \up0 \expndtw0\char scalex114 de altfel, opera\u355?iile temporale, cinematice etc.). \par\pard\qj \ li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex115 Un exemplu pr egnant este acela al m\u259?sur\u259?rii spa\u355?iale\ul0\super\cf5\f6\fs22\ul0 \super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 , care se constituie \line \up0 \expndtw0\charscalex114 independent de num\u259?r, dar n izomorfism strns cu el (c u un decalaj de cca. \line \up0 \expndtw0\charscalex119 6 luni, deoarece ntr -un continuum unitatea nu este dat\u259? dinainte). \line \up0 \expndtw0\c harscalex117 M\u259?sur\u259?toarea ncepe ntr-adev\u259?r printr-o mp\u259?r\u35 5?ire a con\u355?inutului \u351?i \line \up0 \expndtw0\charscalex110 o n cadrare a p\u259?r\u355?ilor, n izomorfism cu incluziunea claselor. Dar p entru a \line \up0 \expndtw0\charscalex120 constitui \u351?i a folosi unita tea, una dintre p\u259?r\u355?i trebuie s\u259? fie aplicat\u259? \line \ up0 \expndtw0\charscalex114 succesiv ntregului printr-o deplasare ordonat\u259? ( ff\u259?r\u259? nc\u259?lc\u259?ri etc.), ceea ce \line \up0 \expndtw0\charscalex 111 corespunde unei serieri (m\u259?surarea apare, astfel, cao sintez\u259? a de plas\u259?rii \u351?i a \line \up0 \expndtw0\charscalex110 adun\u259?rii partit ive n acela\u351?i sens n care num\u259?rul este sinteza serierii \u351?i a \line \up0 \expndtw0\charscalex110 incluziunii). \par\pard\qj \li1420\ri935\s b1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex120 Dar m\u259?surarea nu este dect un caz particular al opera\u355?iilor spa\u355?iale \u351?i \line \up0 \expn dtw0\charscalex112 dac\u259? acestea sunt considerate n ansamblul lor, se observ\ u259? la copil o situa\u355?ie \line \up0 \expndtw0\charscalex116 care prezint\u 259? un mare interes general \u351?i teoretic. Pe plan istoric, geometria \line \up0 \expndtw0\charscalex115 \u351?tiin\u355?ific\u259? a nceput cu metrica eucli dian\u259?, apoi a urmat geometria proiectiv\u259? \line \up0 \expndtw0\charscal ex117 \u351?i, n sfr\u351?it, topologia. Pe plan teoretic, dimpotriv\u259?, topolo gia constituie un \line \up0 \expndtw0\charscalex115 fundament general din care pot fi extrase paralel spa\u355?iul proiectiv \u351?i metrica \line \up0 \expndt

w0\charscalex109 general\u259? de la care porne\u351?te cea euclidian\u259 ?. Este remarcabil faptul c\u259? la \line \up0 \expndtw0\charscalex116 cop il dezvoltarea intui\u355?iilor preoperatorii, apoi a opera\u355?iilor spa\u355? iale este mai \line \up0 \expndtw0\charscalex115 aproape de construc\u355?ia teoretic\u259? dect de filia\u355?iunile istorice: structurile \line \up0 \e xpndtw0\charscalex114 topologice, de mp\u259?r\u355?ire, de ordine (vecin\u259?t\ u259?\u355?i, separ\u259?ri, nv\u259?luiri, deschidere \line \up0 \expndtw0\chars calex118 \u351?i nchidere, coordonarea vecin\u259?t\u259?\u355?ilor n ordinea linear\u259?, apoi bi- sau \line \up0 \expndtw0\charscalex114 tridimensional\ u259? etc.) le precede destul de net pe celelalte, apoi, de la aceste \line \up0 \expndtw0\charscalex115 structuri de baz\u259? pornesc simultan \u351?i paralel structurile proiective (structura \line \up0 \expndtw0\charscalex116 punctual\u 259?, coordonarea punctelor de vedere etc) \u351?i structurile metrice \ line \up0 \expndtw0\charscalex113 (deplasarea, m\u259?surarea coordonatelor sau sistemele de referin\u355?\u259? ca \line \up0 \expndtw0\charscale x115 generaliz\u259?ri ale m\u259?sur\u259?rii cu dou\u259? sau trei dimensiuni) . Vezi, de asemenea, \line \up0 \expndtw0\charscalex106 cap. III, III. \par\pard \ql \li1703\sb0\sl-280\slmult0 \par\pard\ql\li1703\ri937\sb1\sl-280\slmult0\tx20 80\tx2080 \up0 \expndtw0\charscalex122 \ul0\nosupersub\cf11\f12\fs24 6.\ul0\nosu persub\cf2\f3\fs24 Timpul \u351?i viteza. n sfr\u351?it, reamintim opera\u3 55?iile care intervin n \line\tab \up0 \expndtw0\charscalex115 structurarea vi tezelor \u351?i a timpului\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\ nosupersub\cf2\f3\fs24 . n raport cu primatul ini\u355?ial al \line \tab \u p0 \expndtw0\charscalex115 atructurilor topologice \u351?i \par\pard\ql \li9414\ sb4\sl-276\slmult0 \up0 \expndtw-8\charscalex100 S \par\pard\li1420\sb26\sl-276\ slmult0\fi283 \up0 \expndtw0\charscalex111 ordinale, no\u355?iunea de vitez\u259 ? nu apare n forma sa metric\u259? \ul0\nosupersub\cf18\f19\fs24 \u-4056?\ul0\nos upersub\cf2\f3\fs24 V \ul0\nosupersub\cf18\f19\fs24 \u-4035?\ul0\nosupersub\cf2\ f3\fs24 \ul0\nosupersub\cf18\f19\fs24 \u-3906?\ul0\nosupersub\cf2\f3\fs24 \ul0 \nosupersub\cf18\f19\fs24 \u-4055?\ul0\nosupersub\cf2\f3\fs24 , pe care\par\par d\li1420\sb17\sl-276\slmult0\fi0 \up0 \expndtw0\charscalex110 o\par\pard\ql \li9 414\sb1\sl-262\slmult0 \up0 \expndtw-3\charscalex100 T \par\pard\qj \li1420\ri93 5\sb4\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex118 g\u259?sim de-abia la 10 - 11 ani, ci sub o form\u259? ordinal\u259?: un mobil este mai \line \up0 \expn dtw0\charscalex118 rapid dect altul dac\u259? l dep\u259?\u351?e\u351?te, adic\u25 9? dac\u259? s-a aflat n urma lui ntr-un \line \up0 \expndtw0\charscalex110 moment anterior \u351?i a ajuns apoi n fa\u355?a lui ntr-un moment ulterior. L a un \line \up0 \expndtw0\charscalex118 nivel preoperatoriu, copilul n genera l nu \u355?ine seam\u259? dect numai de \line \up0 \expndtw0\charscalex111 punctele de sosire (nu reu\u351?e\u351?te s\u259? observe semidep\u259?\u 351?irea sau o simpl\u259? \line \up0 \expndtw0\charscalex119 ajungere din ur m\u259?), dup\u259? care el va structura ntr-un mod operatoriu att \line \up0 \exp ndtw0\charscalex116 dep\u259?\u351?irile anticipate ct \u351?i pe cele constatate . Dup\u259? aceasta ajunge s\u259? \u355?in\u259? \line \up0 \expndtw0\charscale x116 seama de m\u259?rimea cresc\u259?toare sau descresc\u259?toare a int ervalelor (nivel \par\pard\qj \li1420\sb0\sl-220\slmult0 \par\pard\qj\li1420\ri 1734\sb10\sl-220\slmult0 \up0 \expndtw-3\charscalex100 \ul0\super\cf6\f7\fs18\ul 0\super\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 J. P i a g e t, B. I n h e l d e r, A. S z e m i n s k a, \ul0\nosupersub\cf10\f11\fs20 La g\ul0\n osupersub\cf8\f9\fs20 \ul0\nosupersub\cf10\f11\fs20 ometrie spontan\ul0\nosupers ub\cf8\f9\fs20 \ul0\nosupersub\cf10\f11\fs20 e chez l\u8217?enfant\ul0\nosupers ub\cf7\f8\fs20 , Presses \up0 \expndtw-3\charscalex100 Universitaires de Fran ce, 1948. \par\pard\ql \li1420\sb12\sl-230\slmult0 \up0 \expndtw0\charscalex10 0 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2\ul0\nosupersub\cf7\f8\fs20 \ ul0\nosupersub\cf8\f9\fs20 J. P i a g e t, Les notions de mouvement et de vitesse chez l\ul0\nosupersub\cf17\f18\fs20 \u8217?\ul0\nosupersu b\cf8\f9\fs20 enfant, Presses \par\pard\qj \li1420\ri1158\sb19\sl-220\slmult0 \up0 \expndtw0\charscalex100 Universitaires de France, 1945 \u351?i J. Piaget, Le dvlopement de la notion du temps \up0 \expndtw0\char scalex100 chez l\ul0\nosupersub\cf17\f18\fs20 \u8217?\ul0\nosupersub\cf8\f9\fs

20 enfant, Presses Universitaires de France, 1946. \par\pard\ql \li597 5\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb158\sl-276\slmult0 \up0 \expndtw-3\ch arscalex100 \ul0\nosupersub\cf4\f5\fs24 57 {\shp {\*\shpinst\shpleft1418\shptop14188\shpright3756\shpbottom14208\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3590\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g58}{\bkmkend Pg58}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri937\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex117 \ul0\nosupersub\cf2\f3\fs24 hiperordinal) \u351?i, n cele din urm\u259 ?, stabile\u351?te un raport ntre durat\u259? \u351?i spa\u355?iul \up0 \expndtw0 \charscalex110 parcurs. \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0\fi363 \up0 \expndtw0\charscalex112 Ct despre no\u355?iunea de timp, ea se sprijin\u259? n fo rma ei des\u259?vr\u351?it\u259?, pe trei \line \up0 \expndtw0\charscalex112 felu ri de opera\u355?ii: \up0 \expndtw0\charscalex112 1) o seriere aevenimentel or care constituie ordinea de \par\pard\ql \li1420\sb4\sl-276\slmult0\tx4510 \up0 \expndtw0\charscalex113 succesiune temporal\u259?; \tab \up0 \expndtw0\ch arscalex116 2) o ncadrare succesiv\u259? a intervaleleor dintre \par\pard\q l \li1420\sb4\sl-276\slmult0\tx9050 \up0 \expndtw0\charscalex116 evenimentele p unctuale, care reprezint\u259? izvorul duratei; \tab \up0 \expndtw0\charscal ex120 3) o metric\u259? \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0 \up0 \ex pndtw0\charscalex111 temporal\u259? (care ac\u355?ioneaz\u259? deja n sistemu l unit\u259?\u355?ilor muzicale, nainte de \line \up0 \expndtw0\charscalex118 orice elaborare \u351?tiin\u355?ific\u259?), izomorf\u259? metricii spa\u355?ial e. Numai c\u259?, n timp ce \line \up0 \expndtw0\charscalex116 structurarea ordin al\u259? a vitezelor este independent\u259? (de durat\u259?, dar, fire\u351?te \line \up0 \expndtw0\charscalex115 nu de ordinea temporal\u259?) durata, ca de a ltfel \u351?i simultaneitatea, depinde de \line \up0 \expndtw0\charscalex115 vit eze. ntr-adev\u259?r, opera\u355?iile precedente \up0 \expndtw0\charscalex115 ( 1-3) r\u259?mn independente de \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0 \ up0 \expndtw0\charscalex120 rapiditatea mai mare sau mai mic\u259? a scurgerii t impului \u351?i nu-i spun nimic \line \up0 \expndtw0\charscalex117 subiectului n ceea ce prive\u351?te caden\u355?a acestei scurgeri\ul0\super\cf5\f6\fs22\ ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 , deoareceea \line \up0 \exp ndtw0\charscalex119 depinde de con\u355?inutul fizic sau psihologic al duratei d e care caden\u355?a este \line \up0 \expndtw0\charscalex110 indisociabil legat\ u259?. Copilul ncepe prin a aprecia durata numai dup\u259? acest \line \u p0 \expndtw0\charscalex110 con\u355?inut, uitnd viteza \up0 \expndtw0\charscale x110 (ceea ce \u351?i noi mai facem adesea n evalu\u259?rile \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex117 intuitive). De ace ea el va aprecia c\u259? un mobil s-a aflat n mi\u351?care mai mult \up0 \expndtw 0\charscalex120 timp, dac\u259? a ajuns mai departe etc. Apoi, con\u355?inutul e ste pus n raport cu \up0 \expndtw0\charscalex115 viteza desf\u259?\u351?ur\u259?r ii sale, ceea ce va constitui timpul ca rela\u355?ie obiectiv\u259? \u351?i va \ up0 \expndtw0\charscalex115 conferi opera\u355?iilor men\u355?ionate posibili tatea de a se aplica la scurgerea \up0 \expndtw0\charscalex117 timpului, ca atare. Aceasta apare evident n opera\u355?iile de m\u259?surare a \up0 \expndtw0\charscalex112 timpului (viteza mi\u351?c\u259?rii ceasornicului), n timp ce la copii mici, utilizarea \up0 \expndtw0\charscalex117 unor aseme nea repere nu le serve\u351?te la nimic deoarece ei \u351?i nchipuie c\u259? \up0 \expndtw0\charscalex119 ar\u259?t\u259?torul ceasornicului sau nisipul din

clepsidr\u259? se mi\u351?c\u259? cu viteze \up0 \expndtw0\charscalex111 var iabile, n func\u355?ie de con\u355?inutul care se m\u259?soar\u259?. \par\pard\ql \li2228\sb0\sl-276\slmult0 \par\pard\ql\li2228\sb0\sl-276\slmult0 \par\pard\ql\ li2228\sb0\sl-276\slmult0 \par\pard\ql\li2228\sb0\sl-276\slmult0 \par\pard\ql\li 2228\sb20\sl-276\slmult0 \up0 \expndtw0\charscalex121 III. Reprezentarea uni versului. Cauzalitate \u351?i ntmplare \par\pard\qj \li1420\sb0\sl-280\slmult0 \ par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri938\sb1\sl-280\slmul t0\fi283 \up0 \expndtw0\charscalex115 n leg\u259?tur\u259? cu acest mucleu operat oriu al gndirii, se desf\u259?\u351?oar\u259? un mare \up0 \expndtw0\charscalex11 6 num\u259?r de cativit\u259?\u355?i structurate n diverse grade, dup\u259? cum e le reu\u351?esc cu o \up0 \expndtw0\charscalex113 u\u351?urin\u355?\u259? mai mare sau mai mic\u259? s\u259? asimileze realul. Cauzalitatea \u p0 \expndtw0\charscalex113 \u351?i ntmplarea sunt doi poli esen\u355?iali ntre care se distribuie ele. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \ex pndtw0\charscalex116 De la circa trei ani, copilul \u351?i pune \u351?i pune pers oanelor din jurul s\u259?u serii \line \up0 \expndtw0\charscalex116 de ntreb\u259 ?ri, dintre care cele mai remarcabile sunt \u8222?de ce\u8220?-urile. n aceast\u 259? \line \up0 \expndtw0\charscalex117 perioad\u259? putem s\u259? studiem cum sunt formulate aceste ntreb\u259?ri, deoarece \line \up0 \expndtw0\charscalex118 felul cum este ridicat\u259? o problem\u259? indic\u259? \u351?i ce fel de r\u25 9?spunsuri sau solu\u355?ii \line \up0 \expndtw0\charscalex118 a\u351?teapt\u259 ? s\u259? primeasc\u259? subiectul. Pe de alt\u259? parte, este, fire\u351?te, i ndicat s\u259? \line \up0 \expndtw0\charscalex111 relu\u259?m acele\u351?i ntreb \u259?ri sau altele analoge ca teme de interogare, la al\u355?i \line \ up0 \expndtw0\charscalex111 copii. \par\pard\ql \li1703\sb4\sl-276\slmult0\tx915 0 \up0 \expndtw0\charscalex113 n leg\u259?tur\u259? cu aceasta, se impune o prim\u259? constatare: \tab \up0 \expndtw0\charscalex117 \u8222?de ce\u8220? -urile \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex11 5 copilului arat\u259? o precauzalitate intermediar\u259? ntre eficien\u355?\u259 ? \u351?i cauza final\u259? \u351?i \line \up0 \expndtw0\charscalex109 tind, n s pecial, s\u259? g\u259?seasc\u259? o ra\u355?iune din aceste dou\u259? p uncte de vedere \line \up0 \expndtw0\charscalex109 pentru fenomene care n ochii no\u351?tri sunt ntmpl\u259?toare, dar care n ochii \par\pard\qj \li1420\sb0\sl-22 0\slmult0 \par\pard\qj\li1420\ri996\sb170\sl-220\slmult0\tx1668 \up0 \expndtw-2\ charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0 \charscalex111 \ul0\nosupersub\cf8\f9\fs20 :ntr-adev\u259?r, dac\u259? o or\u259 ?, m\u259?surat\u259? cu ceasornicul, ar dura de zece ori mai mult sau de zece \ line\up0 \expndtw0\charscalex111 ori mai pu\u355?in, opera\u355?iile 1 - 3 ar co nduce la acelea\u351?i rezultate pentru acelea\u351?i evenimente. \par\pard\ql \ li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb158\sl-276\slmult0 \up0 \expndtw -3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 58 {\shp {\*\shpinst\shpleft1418\shptop14886\shpright3756\shpbottom14906\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3282\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g59}{\bkmkend Pg59}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri936\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex116 \ul0\nosupersub\cf2\f3\fs24 copilului au cu att mai mult\u259? nevoie de o explica\u355?ie finalist\u259?. \u8222?De ce exist\u259? \up0 \expndtw0\cha rscalex116 doi mun\u355?i Salve - unul mare \u351?i unul mic ? \u8220? ntreab\u259 ?, de exemplu, un b\u259?iat \up0 \expndtw0\charscalex122 de \u351?ase ani. A

proape to\u355?i subiec\u355?ii de vrsta lui c\u259?rora li s-a pus \up0 \expndtw0\charscalex111 aceast\u259? ntrebare r\u259?spund: \u8222?Pentru c\u 259? e nevoie de unul pentru plimb\u259?rile \up0 \expndtw0\charscalex111 mari \u351?i de cel\u259?lalt pentru plimb\u259?rile mici\u8220?. \par\pard\qj \ li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex116 Unul dintre autorii acestei lucr\u259?ri a ncercat mai de mult s\u259? descrie \line \up0 \expndtw0\charscalex115 principalele aspecte ale acestei precauzalit\u259? \u355?i de natur\u259? preoperatorie, care \line \up0 \expndtw0\charscalex116 ap are la copii\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3 \fs24 . n afar\u259? de acest finalism cvasiintegral, el a pus n eviden\u355?\u259 ? \line \up0 \expndtw0\charscalex113 un \u8222?realism\u8220?, care se datoreaz\ u259? nediferen\u355?ierii psihicului de fizic. Denumirile \line \up0 \expndtw 0\charscalex117 sunt materialmente legate de lucruri, visele sunt mici tablouri materiale, pe \line \up0 \expndtw0\charscalex116 care le contempli n camer\u259?, gndirea este un fel de voce (\u8222?o gur\u259? care se \line \up0 \expndtw0\ch arscalex116 afl\u259? nd\u259?r\u259?t, n capul meu, \u351?i care vorbe\u351?te gu rii mele dinainte\u8220?). Animismul \line \up0 \expndtw0\charscalex111 se na\u 351?te din aceea\u351?i nediferen\u355?iere, dar n sens invers: tot ce s e afl\u259? n \line \up0 \expndtw0\charscalex122 mi\u351?care este viu \u351? i con\u351?tient. Vntul \u351?tie c\u259? sufl\u259?, soarele \u351?tie c \u259? \line \up0 \expndtw0\charscalex116 merge nainte etc. la ntreb\u259?rile asu pra originii lor, att de importante la cei \line \up0 \expndtw0\charscalex115 mic i, fiind legate de problema na\u351?terii copiilor, tinerii subiec\u355?i r\u259 ?spund printr-\line \up0 \expndtw0\charscalex117 un artificialism sistematic: oa menii au s\u259?pat un lac, au pus ap\u259? n\u259?untru \u351?i \line \up0 \expn dtw0\charscalex114 toat\u259? apa aceasta vine din fntni \u351?i din \u355?evi. A\ u351?trii \u8222?s-au n\u259?scut cnd ne-am \line \up0 \expndtw0\charscalex113 n\ u259?scut noi\u8220?, spune un b\u259?iat de \u351?ase ani, \u8222?deoarece naint e n-a fost nevoie de \line \up0 \expndtw0\charscalex114 soare\u8220?. Soarele sa n\u259?scut dintr-un mic bulg\u259?ra\u351? care a fost azvrlit n aer \u351?i \l ine \up0 \expndtw0\charscalex118 care a crescut fiindc\u259? po\u355?i fi n acela \u351?i timp viu \u351?i fabricat, a\u351?a cum sunt \u351?i \line \up0 \expndtw 0\charscalex112 copiii\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nosuper sub\cf2\f3\fs24 . \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0\fi283 \up0 \expn dtw0\charscalex114 Or, aceast\u259? precauzalitate prezint\u259? un deosebit int eres special fiind destul \line \up0 \expndtw0\charscalex113 de apropiat\u259? d e formele sensori-motorii ini\u355?iale ale cauzalit\u259?\u355?ii, pe care noi le-\line \up0 \expndtw0\charscalex112 am numit \u8222?magico-fenomeniste\u8220?, n capitolul I, II). Ca \u351?i acestea, ele rezult\u259? \line \up0 \expndtw0\ch arscalex117 dintr-un fel de asimilare sistematic\u259? a proceselor fizice la ac \u355?iunea proprie, \line \up0 \expndtw0\charscalex117 ceea ce duce uneori \ up0 \expndtw0\charscalex117 (ad\u259?ugndu-se structurilor cauzale pe care l e-am \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex115 amintit mai sus), la atitudini cvasi-magice (de pild\u259? numero\u351?i subiec\ u355?i de 4 -\line \up0 \expndtw0\charscalex111 6 ani cred c\u259? Luna i urmeaz\ u259? sau chiar c\u259? ei o oblig\u259? s\u259?-i urmeze). Dar, dup\u259? \line \up0 \expndtw0\charscalex113 cum precauzalitatea sensori-motorie face loc (ncepnd cu stadiile IV - VI din \line \up0 \expndtw0\charscalex113 I \u351?i II, cap. I) unei cauzalit\u259?\u355?i obiectivate \u351?i spa\u355?ia lizate, la fel \line \up0 \expndtw0\charscalex113 precauzalitatea reprezenta tiv\u259?, care este n esen\u355?a ei asimilare la ac\u355?iune, se \line \up0 \e xpndtw0\charscalex114 transform\u259? treptat, la nivelul opera\u355?iilor concr ete, ntr-o cauzalitate ra\u355?ional\u259?, \line \up0 \expndtw0\charscalex112 pr in asimilarea, de data aceasta nu cu ac\u355?iunile proprii n arientare a lor \line \up0 \expndtw0\charscalex112 egocentric\u259? \u351?i cu opera\u355 ?ii, ca fiind coordon\u259?ri generale ale ac\u355?iunilor. \par\pard\qj \li1420 \ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex114 Un bun exemplu al a cestei cauzalit\u259?\u355?i operatorii este acela al atomismului \line \up0 \ex pndtw0\charscalex120 infantil, care deriv\u259? din opera\u355?ii aditive \u351? i din conservarea ce decurge din \line \up0 \expndtw0\charscalex118 acestea. n le

g\u259?tur\u259? cu experien\u355?ele de conservare, am chestionat mai de \line \up0 \expndtw0\charscalex118 mult copii de 5 - 12 ani, cerndu-le s\u259? explice ce se ntmpl\u259? cnd buc\u259?\u355?ile \par\pard\li1420\sb0\sl-230\slmult0\par\pa rd\li1420\sb0\sl-230\slmult0\par\pard\li1420\sb64\sl-230\slmult0\fi0 \up0 \expnd tw0\charscalex104 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\ cf8\f9\fs20 J. P i a g e t, La cauzalit psyhique chez l\ul0\nosupe rsub\cf17\f18\fs20 \u8217?\ul0\nosupersub\cf8\f9\fs20 enfant< La reprsentatio n du monde chez\par\pard\li1420\sb2\sl-230\slmult0\fi0\tx3119 \up0 \expndt w0\charscalex103 l\ul0\nosupersub\cf17\f18\fs20 \u8217?\ul0\nosupersub\cf8\f9\fs 20 enfant, Alcan,\tab \up0 \expndtw0\charscalex103 1927.\par\pard\qj \li1420\r i967\sb0\sl-232\slmult0 \up0 \expndtw0\charscalex112 \ul0\super\cf6\f7\fs18\ul0\ super\cf6\f7\fs17 2\ul0\nosupersub\cf8\f9\fs20 Aceast\u259? precauzalitate a fost cercetat\u259? din nou de un num\u259?r de autori anglo-saxoni, dintre \up0 \expndtw0\charscalex120 care unii au g\u259?sit acelea\u351?i fapte, n timp ce a l\u355?ii s-au opus violent acestor interpret\u259?ri. A \up0 \expndtw0\charscal ex111 urmat o perioad\u259? de t\u259?cere, pn\u259? recent de tot, cnd doi autori canadieni talenta\u355?i M. \up0 \expndtw0\charscalex110 Laurende au \u351?i A.Pinart (La pense casuale, Presses Universitaire de France, 1962) a u reluat \up0 \expndtw0\charscalex111 problema dintr-un punct de vedere dub lu> al faptelor (pe o scar\u259? statistic\u259? larg\u259?) \u351?i al \up0 \expndtw0\charscalex120 metodei. Ori au reg\u259?sit n linii mari acelea\u3 51?i fapte. :n ce prive\u351?te metoda, ei au putut s\u259? \up0 \expndtw0\chars calex118 arate c\u259? autorii favorabili precauzalit\u259?\u355?ii au prelucra t rezultatele lor ca \u351?i noi, copil dup\u259? \up0 \expndtw0\charscalex115 copil, n timp ce adversarii \u351?i-au prelucrat rezultatele, obiect dup\u259? o biect, f\u259?r\u259? a \u355?ine seama \up0 \expndtw0\charscalex115 de stadii \ u351?i de detaliile reac\u355?iilor individuale. \par\pard\ql \li5975\sb0\sl-276 \slmult0 \par\pard\ql\li5975\sb151\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 59 {\shp {\*\shpinst\shpleft1418\shptop12788\shpright3756\shpbottom12808\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4084\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g60}{\bkmkend Pg60}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri934\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex117 \ul0\nosupersub\cf2\f3\fs24 de zah\u259?r se dizolv\u259? ntr-un pahar de ap\u259?\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3 \fs24 . Pentru copiii sub 7 ani, zah\u259?rul \line \up0 \expndtw0\charscalex11 2 dizolvat dispare \u351?i gustul s\u259?u se irose\u351?te asemenea unui miros; copiii de 7 - 8 \line \up0 \expndtw0\charscalex113 ani spun c\u259? zah\u259?ru l \u351?i p\u259?streaz\u259? substan\u355?a dar nu \u351?i greutatea sau volumul ; \line \up0 \expndtw0\charscalex118 cei de 9 - 10 ani spun c\u259? se p\u259?s treaz\u259? \u351?i greutatea, iar cei de 11 - 12 ani \line \up0 \expndtw0\char scalex116 r\u259?spund c\u259? se p\u259?streaz\u259? \u351?i volumul (ceea ce se poate recunoa\u351?te datorit\u259? \line \up0 \expndtw0\charscalex113 faptul ui c\u259? nivelul apei cre\u351?te pu\u355?in atunci cnd introducem buc\u259?\u3 55?ile de zah\u259?r \line \up0 \expndtw0\charscalex115 \u351?i nu coboar\u259? la nuvelul ini\u355?ial dup\u259? dizolvare). Copilul explic\u259? aceast\u259? tripl\u259? \line \up0 \expndtw0\charscalex116 conservare (paralel cu ceea ce se constat\u259? cu prilejul modific\u259?rilor unui bo\u355? \line \up0 \expndtw0 \charscalex113 de argil\u259?) prin ipoteza c\u259? gr\u259?uncioarele de zah\u2

59?r, care se topesc devin foarte \line \up0 \expndtw0\charscalex114 mici \u351? i indivizibile \u351?i \u351?i p\u259?streaz\u259? astfel la nceput substan\u355?a , f\u259?r\u259? greutate \u351?i \line \up0 \expndtw0\charscalex113 volum, apoi greutatea \u351?i n cele din urm\u259? volumul, suma acestor gr\u259?uncioare \l ine \up0 \expndtw0\charscalex115 elementare fiind echivalent\u259? cu substan\u3 55?a total\u259?, apoi cu greutatea, apoi cu \line \up0 \expndtw0\charscalex118 volumul buc\u259?\u355?ilor de zah\u259?r care au existat nainte de topire. Avem deci, n \line \up0 \expndtw0\charscalex115 acest caz, un frumos exemplu de explic a\u355?ie cauzal\u259? prin proiectare n real a \line \up0 \expndtw0\charscalex11 5 unei compuneri operatorii. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 Dar obstacolul care se afl\u259? n calea caestor fo rme operatorii de cauzalitate \line \up0 \expndtw0\charscalex112 (\u351?i s-ar putea cita multe altele, cum ar fi compunerile ntre mpingeri \u351?i \l ine \up0 \expndtw0\charscalex113 rezisten\u355?e n mi\u351?carea tranzitiv\u259?) const\u259? n faptul c\u259? realul rezist\u259? deduc\u355?iei \u351?i \line \u p0 \expndtw0\charscalex110 comport\u259? de fiecare dat\u259? oparte mai m are sau mai mic\u259? de ntmpl\u259?tor. \line \up0 \expndtw0\charscalex117 I nteresul reac\u355?iilor copilului fa\u355?\u259? de aleatoriu const\u259? n faptul c\u259? el nu \line \up0 \expndtw0\charscalex115 sesizeaz\u259? no\ u355?iunea de ntmplare sau de amestec ireversibil ct timp nu se \line \up0 \expndtw 0\charscalex115 afl\u259? n posesia opera\u355?iilor reversibile care i pot servi ca referin\u355?e. Acestea o \line \up0 \expndtw0\charscalex116 dat\u259? const ruite, el n\u355?elege ireversibilul ca rezisten\u355?\u259? la deductibili tatea \line \up0 \expndtw0\charscalex116 operatorie. \par\pard\qj \li1420\ri935\ sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex115 Un experiment simplu pe ca re l-am f\u259?cut ntre multe altele\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nosupersub\cf2\f3\fs24 n leg\u259?tur\u259? cu \line \up0 \expndtw0\charsc alex112 aceasta a constat n a prezenta copiilor o cutie care putea s\u259? bascul eze ncet \line \up0 \expndtw0\charscalex111 \u351?i care con\u355?inea deopart e zece bile albe, iar de cealalt\u259? parte zece bile \line \up0 \expn dtw0\charscalex109 negre, grupate respectiv n mici sert\u259?ra\u351?e. Se cerea copiilor s\u259? anticipeze \line \up0 \expndtw0\charscalex114 amestecu l lor progresiv n timpul balans\u259?rilor \u351?i probabilitatea redus\u2 59? a \line \up0 \expndtw0\charscalex119 regrup\u259?rii separate a bilelor albe \u351?i a bilelor negre. Or, la nivelul \line \up0 \expndtw0\ch arscalex113 preoperatoriu, finalitatea nvinge ntmplarea. Fiecare bil\u259? \u351?i v a reg\u259?si locul, \line \up0 \expndtw0\charscalex113 prevedea copilul de 4 6 ani, iar atunci cnd constat\u259? c\u259? bilele se amestec\u259?, \line \up0 \ expndtw0\charscalex117 el afirm\u259? c\u259? \u8222?se vor separa\u8220? sau c \u259?, bilele negre vor lua locul celor albe \u351?i \line \up0 \expndtw0\chars calex110 invers, ntr-o succesiune alternativ\u259? \u351?i regulat\u259?. L a 8 - 9 ani, dimpotriv\u259?, \line \up0 \expndtw0\charscalex117 copilul pr evede c\u259? bilele se vor amesteca \u351?i c\u259? revenirea la situa\u355?ia ini\u355?ial\u259? \line \up0 \expndtw0\charscalex117 este improbabil\u259?. \pa r\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 S\ u259? subliniem, de asemenea, c\u259? dac\u259? la nceput, ntmplarea este \line \up0 \expndtw0\charscalex120 conceput\u259? numai sub aspectul ei negativ, ca obstacol n calea \line \up0 \expndtw0\charscalex116 dedu ctibilit\u259?\u355?ii, copilul ajunge ulterior s\u259? asimileze aleatoriul la \line \up0 \expndtw0\charscalex117 opera\u355?ie, n\u355?ele gnd c\u259? n timp ce cazurile individuale r\u259?mn neprevizibile, \line \up0 \exp ndtw0\charscalex118 mul\u355?imile permit previzibilitatea. n felul acesta s e construie\u351?te treptat \line \up0 \expndtw0\charscalex116 no\u355?iunea de probabilitate, ca raport ntre cazurile favorabile \u351?i cazurile \lin e \up0 \expndtw0\charscalex114 posibile. Dar des\u259?vr\u351?irea acestei no\u35 5?iuni presupune o combinatoric\u259?; adic\u259? \line \up0 \expndtw0\charscale x115 o structur\u259? care se va elabora de-abia dup\u259? vrsta de 11 - 12 ani ( cap. V, \line \up0 \expndtw0\charscalex115 III - 4). \par\pard\li1420\sb0\sl-230 \slmult0\par\pard\li1420\sb0\sl-230\slmult0\par\pard\li1420\sb14\sl-230\slmult0\ fi0 \up0 \expndtw0\charscalex103 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1\

ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\f9\fs20 J. P i a g e t \u 351?i B. I n h e l d e r, Le dveloppement des quantits physiques chez\par\pard\li1420\sb3\sl-230\slmult0\fi0\tx4772 \up0 \expndtw0\charscalex1 02 l\ul0\nosupersub\cf17\f18\fs20 \u8217?\ul0\nosupersub\cf8\f9\fs20 enfant, D elachaux et Niestl,\tab \up0 \expndtw0\charscalex102 1962.\par\pard\qj \li142 0\ri1781\sb14\sl-220\slmult0 \up0 \expndtw0\charscalex100 \ul0\super\cf6\f7\fs18 \ul0\super\cf6\f7\fs17 2\ul0\nosupersub\cf7\f8\fs20 J. \ul0\nosupersub\cf8\f9 \fs20 P I a g e t \u351?i B. I n h e l d e r, La gense de l\ul0 \nosupersub\cf17\f18\fs20 \u8217?\ul0\nosupersub\cf8\f9\fs20 ide de hasard chez l\ul0\nosupersub\cf17\f18\fs20 \u8217?\ul0\nosupersub\cf8\f9\fs20 enfant, \up0 \expndtw0\charscalex100 Presses Universitaires de France, 1951. \p ar\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb158\sl-276\slmult0 \ up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 60 {\shp {\*\shpinst\shpleft1418\shptop14418\shpright3756\shpbottom14438\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3772\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g61}{\bkmkend Pg61}\par\pard\ql \li3823\sb0\sl-276\slmult0 \par\pard\ql\li3823\s b0\sl-276\slmult0 \par\pard\ql\li3823\sb0\sl-276\slmult0 \par\pard\ql\li3823\sb0 \sl-276\slmult0 \par\pard\ql\li3823\sb0\sl-276\slmult0 \par\pard\ql\li3823\sb92\ sl-276\slmult0 \up0 \expndtw0\charscalex124 \ul0\nosupersub\cf2\f3\fs24 IV. In terac\u355?iunile sociale \u351?i afective \par\pard\qj \li1420\sb0\sl-280\slmul t0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri935\sb1\sl-280\s lmult0\fi283 \up0 \expndtw0\charscalex111 Procesul evolutiv al c\u259?rui aspect cognitiv l-am descris mai sus (cap. IV, II \line \up0 \expndtw0\charscalex113 \u 351?i III) leag\u259? astfel structurile unui nivel sensori-motor ini\u355?ial c u acelea ale unui \line \up0 \expndtw0\charscalex117 nivel de opera\u355?ii conc rete, care se constituie ntre 7 \u351?i 11 ani, dar trecnd \line \up0 \expndtw0\ charscalex113 printr-o perioad\u259? preoperatorie (2 - 7 ani), caracteriza t\u259? printr-o asimilare \line \up0 \expndtw0\charscalex115 sistematic\u259? la ac\u355?iunea proprie (joc simbolic, nonconserv\u259?ri, precauzalitate \lin e \up0 \expndtw0\charscalex115 etc.) care constituie un obstacol \u351?i, n acela\u351?i timp, o preg\u259?tire pentru \line \up0 \expndtw0\charscalex1 14 asimilarea operatorie. Se n\u355?elege de la sine c\u259? evolu\u355?ia afecti v\u259? \u351?i social\u259? a \line \up0 \expndtw0\charscalex114 copilului asc ult\u259? de legile aceluia\u351?i proces general, deoarece aspectele \li ne \up0 \expndtw0\charscalex118 afective, sociale \u351?i cognitive ale conduite i sunt de fapt indisociabile. Dup\u259? \line \up0 \expndtw0\charscalex112 cum s-a v\u259?zut mai sus (cap. I, IV), afectivitatea constituie energeti ca \line \up0 \expndtw0\charscalex117 conduitelor, ale c\u259?ror structuri corespund func\u355?iilor cognitive \u351?i dac\u259? \line \up0 \expndtw 0\charscalex114 energetica nu explic\u259? structurarea \u351?i nici structurare a nu explic\u259? energetica, \line \up0 \expndtw0\charscalex114 nici una dintre ele nu poate func\u355?iona f\u259?r\u259? cealalt\u259?. \par\pard\qj \li1420\ sb0\sl-280\slmult0 \par\pard\qj\li1420\ri936\sb1\sl-280\slmult0\fi283 \up0 \expn dtw0\charscalex116 1. Evolu\u355?ia. Apari\u355?ia reprezent\u259?rii, care se datoreaz\u259? func\u355?iei semiotice \up0 \expndtw0\charscalex117 este, ntradev\u259?r, tot att de important\u259? pentru dezvoltarea afectivit\u259?\u355?i i \u351?i a \up0 \expndtw0\charscalex115 rela\u355?iilor sociale ca \u351?i pent ru dezvoltarea func\u355?iilor cognitive. Obiectul afectiv \up0 \expndtw0\charsc alex114 sensori-motor nu este dect un obiect de contact direct, care poate fi reg \u259?sit \up0 \expndtw0\charscalex111 n cazul unei separ\u259?ri momentane

dar care nu poate fi evocat n timpul \up0 \expndtw0\charscalex111 separ\u2 59?rii. O dat\u259? cu apari\u355?ia imaginii mintale, a memoriei de e vocare, a \up0 \expndtw0\charscalex115 jocului simbolic \u351?i a limbajului, o biectul afectiv este, dimpotriv\u259?, ntotdeauna \up0 \expndtw0\charscalex111 pr ezent \u351?i ntotdeauna activ, chiar n timpul absen\u355?ei lui fizice, iar faptul \up0 \expndtw0\charscalex114 acesta fundamental duce la formarea un or noi afecte, sub form\u259? de simpatii \up0 \expndtw0\charscalex118 \u351?i a ntipatii durabile fa\u355?\u259? de al\u355?ii \u351?i, n ceea ce prive\u351?te e u-l, sub forma unei \up0 \expndtw0\charscalex111 con\u351?tiin\u355?e sau a unei valoriz\u259?ri trainice de sine. \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\ pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pa rd\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard \ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\q l\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\ li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li 5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li59 75\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975 \sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\s b0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0 \sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\s l-276\slmult0 \par\pard\ql\li5975\sb232\sl-276\slmult0 \up0 \expndtw-3\charscale x100 \ul0\nosupersub\cf4\f5\fs24 61 \par\pard\sect\sectd\fs24\paperw11900\paperh 16840\pard\sb0\sl-240{\bkmkstart Pg62}{\bkmkend Pg62}\par\pard\qj \li1420\sb0\sl -280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-2 80\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri935\sb69 \sl-280\slmult0\fi283 \up0 \expndtw0\charscalex115 \ul0\nosupersub\cf2\f3\fs24 R ezult\u259? de aici o serie de nnoiri al c\u259?ror apogeu se contureaz\u259? pe la trei \line \up0 \expndtw0\charscalex118 ani, o dat\u259? cu ceea ce Ch. Bhler a numit criza de opozi\u355?ie \u351?i este marcat \line \up0 \expndtw0\charscal ex110 prin trebuin\u355?a de afirmare \u351?i de independen\u355?\u259? p recum \u351?i prin tot felul de \line \up0 \expndtw0\charscalex120 rivalit\ u259?\u355?i de tip oedipian sau, n mod mai general, rivalit\u259?\u355?i fa\u355 ?\u259? de cei mai \line \up0 \expndtw0\charscalex116 mari. Toate acestea se tra duc ne ncetat prin elaboratele jocului simbolic \u351?i \line \up0 \expndtw0\char scalex118 aspectele sale afective, ct \u351?i n conduitele afective \u351?i neludi ce. Dar, dac\u259? \line \up0 \expndtw0\charscalex111 aceast\u259? con\u351?tie ntizare de sine, care constituie o valorizare ntr-o m\u259?sur\u259? \line \up0 \expndtw0\charscalex116 chiar mai mare dect o descoperire introspectiv\u259 ?, l conduce pe copil s\u259? se \line \up0 \expndtw0\charscalex117 opun\u259? fa \u355?\u259? de persoana altuia, tot ea l mpinge, ntruct e vorba n esen\u355?\u259? \ line \up0 \expndtw0\charscalex117 de valoriz\u259?ri, spre cucerirea afec\u355?i unii \u351?i stimei persoanei altuia\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par\pard\ql \li1703\sb264\sl-276\slmult0\tx3386 \up0 \expndtw0\charscalex100 \ul0\nosupersub\cf11\f12\fs24 2. Problema. \tab \up0 \expndtw0\charscalex113 - \ul0\nosupersub\cf2\f3\fs24 Aceast\u259? situa \u355?ie dialectic\u259? nc\u259? instabil\u259? \u351?i echivoc\u259? \p ar\pard\qj \li1420\ri937\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex115 domin\u 259? ntreaga perioad\u259? a micii copil\u259?rii \u351?i ntregul comportament soc ial al \up0 \expndtw0\charscalex117 copilului n aceast\u259? perioad\u259?, ceea ce explic\u259? controversele \u351?i cte o dat\u259? \up0 \expndtw0\charscalex11 4 dialogurile ca ntre surzi ale autorilor care au insistat n special asupra unuia \up0 \expndtw0\charscalex114 sau altuia dintre polii vie\u355?ii sociale caracte ristic acestei perioade. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up 0 \expndtw0\charscalex115 Observ\u259?m, n primul rnd, c\u259? termenul \u8222?soc ial\u8220? poate corespunde la dou\u259? \up0 \expndtw0\charscalex118 realit\u25 9?\u355?i ct se poate de distincte din punct de vedere afectiv, a\u351?a cum am \ up0 \expndtw0\charscalex112 subliniat mai sus n ceea ce prive\u351?te punct ul de vedere cognitiv; exist\u259?, \up0 \expndtw0\charscalex112 mai nti rela \u355?ii ntre copil \u351?i adult, care constituie o surs\u259? de trans miteri \up0 \expndtw0\charscalex112 educative \u351?i lingvistice ale aportu

rilor culturale n perspectiva cognitiv\u259? \u351?i \up0 \expndtw0\charscale x111 sursa de sentimente specifice \u351?i n particular de sentimente mor ale (vezi \up0 \expndtw0\charscalex115 cap. IV, V) n perspectiva afectiv\u259?. Mai exist\u259? ns\u259? \u351?i rela\u355?iile sociale ntre \up0 \expndtw0\chars calex116 copii \u351?i, par\u355?ial, ntre copii \u351?i adul\u355?i, dar ca proc es continuu \u351?i constructiv de \up0 \expndtw0\charscalex116 socializare \u35 1?i nu pur \u351?i simplu de transmitere n sens unic. \par\pard\qj \li1420\ri934\ sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex117 Or, mai ales acest proces de socializare a fost studiat. Pentru unii autori \line \up0 \expndtw0\charscale x112 (Ch. Bhler\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nosupersub\cf2\ f3\fs24 , Grnbaum, Buytendijk\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 3\ul0 \nosupersub\cf2\f3\fs24 , Wallon\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 4 \ul0\nosupersub\cf2\f3\fs24 \u351?i elevul acestuia Zazzo\ul0\super\cf5\f6\fs 22\ul0\super\cf5\f6\fs21 5\ul0\nosupersub\cf2\f3\fs24 ), \line \up0 \expndtw0\ charscalex113 copilul prezint\u259? maximumul de interac\u355?iuni sau cel pu\ u355?in de interdependen\u355?e \line \up0 \expndtw0\charscalex114 sociale n curs ul micii copil\u259?rii (aceea ce noi numim nivelul preoperatoriu), n \line \up0 \expndtw0\charscalex114 timp ce dup\u259? aceasta dobnde\u351?te o personalitate individualizat\u259? printr-un fel \line \up0 \expndtw0\charscalex114 de retrage re, de reculegere sau de eliberare fa\u355?\u259? de aceste interdependen\u355?e \line \up0 \expndtw0\charscalex116 ini\u355?iale. Pentru al\u355?i autori, prin tre care ne num\u259?r\u259?m \u351?i noi, dimpotriv\u259?, exist\u259? \line \u p0 \expndtw0\charscalex113 un proces de socializare care este progresiv \u351?i nu regresiv, n a\u351?a fel nct n \line \up0 \expndtw0\charscalex113 pofida aparen\u 355?elor, individualizarea copilului de 7 ani \u351?i mai mare, de\u351?i tinde \par\pard\qj \li1420\sb0\sl-220\slmult0 \par\pard\qj\li1420\ri1092\sb110\sl-220\ slmult0 \up0 \expndtw-3\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs 17 1\ul0\nosupersub\cf7\f8\fs20 G. G u e x, \ul0\nosupersub\cf10\f11\fs20 Les conditions intellectuelles et affectives de l\u8217?adipe\ul0\nosupers ub\cf7\f8\fs20 , Revue fran\ul0\nosupersub\cf8\f9\fs20 j\ul0\nosupersub\cf7\f8 \fs20 aise de psychanalyse, nr. 2, \up0 \expndtw-4\charscalex100 1949, p. 257 - 276. \par\pard\qj \li1420\ri967\sb10\sl-233\slmult0\fi261 \up0 \expndtw0\char scalex114 \ul0\nosupersub\cf8\f9\fs20 Dup\u259? G. Guex stabilirea de rela\u355? ii obiectuale la nivelul sensori-motor se datore\u351?te nainte \line \up0 \expnd tw0\charscalex115 de toate unei trebuin\u355?e de securitate, n timp ce la nivelu l de 3 - 5 ani, predomin\u259? cucerirea \line \up0 \expndtw0\charscalex114 stim ei altuia. Numai c\u259? G. Guex vorbe\u351?te aici despre autonomie \u351?i se mir\u259? c\u259? ea \line \up0 \expndtw0\charscalex115 apare na inte de nivelul cooper\u259?rii, care ncepe att de clar la 7 sau 8 ani (adic\u2 59? n rela\u355?ii \line \up0 \expndtw0\charscalex113 strnse cu dezvoltarea opera\ u355?iilor concrete< am v\u259?zut \u351?i vom vedea de ce). Dar, n realitate, \l ine \up0 \expndtw0\charscalex118 nu e vorba n nici un caz - n timpul crizei de op ozi\u355?ie, - de o autonomie n sens ulterior, \line \up0 \expndtw0\charscalex11 4 adic\u259? de o supunere a eului la ni\u351?te reguli (\u8222?nomie\u8220?) pe care copilul \u351?i le d\u259? singur (\u8222?auto\u8220?), \line \up0 \expn dtw0\charscalex112 sau pe care le elaboreaz\u259? liber, n cooperare cu cei de o seam\u259? cu el. Nu e vorba dect de o \line \up0 \expndtw0\charscalex112 indepen den\u355?\u259? (anomie \u351?i nu autonomie) mai exact de opozi\u355?ie , adic\u259? de acea situa\u355?ie \line \up0 \expndtw0\charscalex112 comple x\u259? \u351?i poate chiar contradictorie, n care eul se vrea totodat\u259? libe r \u351?i stimat de al\u355?ii. \par\pard\ql \li1420\sb230\sl-230\slmult0 \up0 \ expndtw-3\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2\ul0\nosup ersub\cf7\f8\fs20 K. B \ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\f8\fs2 0 h l e r\ul0\nosupersub\cf10\f11\fs20 , Kindheit und Jugend\ul0\nosupersub \cf7\f8\fs20 , ed. A III-a, Hirzel Leipzig, 1931. \par\pard\ql \li1420\sb10 \sl-230\slmult0\tx6625 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\ super\cf6\f7\fs17 3\ul0\nosupersub\cf7\f8\fs20 J. J. B u y t e n d i j k, \ ul0\nosupersub\cf10\f11\fs20 Wesen und Sinn des Spiels\ul0\nosupersub\cf7\f8 \fs20 , Berlin, \tab \up0 \expndtw-4\charscalex100 934 (Wolff). \par\pard\qj \l i1420\ri1237\sb0\sl-240\slmult0 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\

fs18\ul0\super\cf6\f7\fs17 4\ul0\nosupersub\cf7\f8\fs20 H. W a l l o n, \ul 0\nosupersub\cf10\f11\fs20 L\u8217?\ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\c f10\f11\fs20 tude psychologique et sociologique de l\u8217?enfant\ul0\nosup ersub\cf7\f8\fs20 , Cahiers internationaux de sociologie, \up0 \expndtw-4\ch arscalex100 1947, vol. III, p. 3-23. \par\pard\ql \li1420\sb1\sl-193\slmult0 \up 0 \expndtw-3\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 5\ul0\no supersub\cf7\f8\fs20 K. Z a z z o, \ul0\nosupersub\cf10\f11\fs20 Les jume aux\ul0\nosupersub\cf7\f8\fs20 , Presses Universitaires de France, 1960. \ par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb163\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 62 {\shp {\*\shpinst\shpleft1418\shptop11166\shpright3756\shpbottom11186\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4360\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g63}{\bkmkend Pg63}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri936\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex117 \ul0\nosupersub\cf2\f3\fs24 spre autonomie, este mai sociabilizat \u259? dect eul copilului mic aflat n \line \up0 \expndtw0\charscalex113 inte rdependen\u355?\u259? \u351?i, n pofida tuturor aparen\u355?elor, aceste in terdependen\u355?e \line \up0 \expndtw0\charscalex117 sociale ini\u355?iale din perioada dintre 2 \u351?i 7 ani sunt n realitate m\u259?rturia unui \line \up0 \expndtw0\charscalex114 minimum de socializare, fiind insuficient structura te \up0 \expndtw0\charscalex117 (deoarece structura \par\pard\qj \li1420\ri942\ sb1\sl-280\slmult0 \up0 \expndtw0\charscalex117 intern\u259? a rela\u355?iilor este aici mult mai important\u259? dect fenomenologia \up0 \expndtw0\char scalex110 global\u259? asupra c\u259?reia se pune accentul). \par\pard\qj \li142 0\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 Examinnd aceast\u25 9? dezbatere dintr-o perspectiv\u259?, ast\u259?zi posibil\u259?, pare cu \up0 \ expndtw0\charscalex119 tptul evident c\u259? autorii care apar\u355?in celor dou \u259? tendin\u355?e spun cam acele\u351?i \up0 \expndtw0\charscalex115 lucruri, deosebindu-se mai mult prin vocabular dect prin solu\u355?ie. Este \up0 \expndtw0\charscalex111 important deci s\u259? efectu\u259?m o analiz\u259 ? rela\u355?ional\u259? \u351?i nu conceptual\u259? \u351?i s\u259? \up0 \ expndtw0\charscalex117 ajungem s\u259? distingem punctele de vedere ale subiectului \u351?i ale \up0 \expndtw0\charscalex111 observatorului, n cadrul unui relativism, n a\u351?a fel ca unele conexiuni s\u259? \up0 \ expndtw0\charscalex118 poat\u259? fi interpretate n acela\u351?i timp ca in terdependen\u355?e sociale \u351?i ca \up0 \expndtw0\charscalex111 instrument e de socializare. \par\pard\ql \li1703\sb0\sl-276\slmult0 \par\pard\ql\li1703\sb 8\sl-276\slmult0\tx4442 \up0 \expndtw0\charscalex120 3. Sociabilizarea. \tab \up0 \expndtw0\charscalex112 - n acest caz, ntruct fiecare accept\u259? carac terul \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex116 indisociabil \u351?i paralel al dezvolt\u259?rii cognitive \u351?i al celei afe ctive sau sociale, \line \up0 \expndtw0\charscalex110 metoda cea mai sigur\u2 59? const\u259? n folosirea ca fir conduc\u259?tor a rezultatului \line \up 0 \expndtw0\charscalex114 cercet\u259?rilor asupra atitudinilor intelectuale proprii nivelului preoperatoriu. \line \up0 \expndtw0\charscalex110 Precauzal itatea (cap. IV, III) constituie, n aceast\u259? privin\u355?\u259?, un exemplu \line \up0 \expndtw0\charscalex116 remarcabil de situa\u355?ie n car e subiectul are convingerea de a fi atins \line \up0 \expndtw0\charscalex 115 mecanismele exterioare \u351?i obiective ale realit\u259?\u355?ii, n timp c

e, din punctul de \line \up0 \expndtw0\charscalex116 vedere al observatorului es te limpede c\u259? el se limiteaz\u259? la asimilarea lor la \line \up0 \expndtw 0\charscalex113 un anumit num\u259?r de caractere subiective ale ac\u355?iunii s ale proprii. Or, ceea ce \line \up0 \expndtw0\charscalex119 este evident n cazul precauzalit\u259?\u355?ii, este tot att de adev\u259?rat, de\u351?i uneori \line \up0 \expndtw0\charscalex114 mai pu\u355?in aparent, n cazul non-conserv\ u259?rilor \u351?i al tuturor reac\u355?iilor \line \up0 \expndtw0\chars calex114 preoperatorii. n general, se poate spune c\u259? diferen\u355?a esen\u35 5?ial\u259? dintre nivelul \line \up0 \expndtw0\charscalex116 preoperatoriu \u35 1?i cel operatoriu const\u259? n faptul c\u259?, n cazul primului domin\u259? \lin e \up0 \expndtw0\charscalex117 asimilarea la ac\u355?iunea proprie, n timp ce n ca zul al doilea precump\u259?ne\u351?te \line \up0 \expndtw0\charscalex117 asimila rea la coordon\u259?rile generale ale ac\u355?iunii, deci la opera\u355?ii. \par \pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex115 Ved em deci imediat analogia posibil\u259? cu fazele procesului de socializare. \lin e \up0 \expndtw0\charscalex110 Ast\u259?zi este absolut clar, c\u259? ntr-ade v\u259?r coordonarea general\u259? a ac\u355?iunilor, \line \up0 \expndtw0\c harscalex111 care caracterizeaz\u259? nucleul func\u355?ional al opera\u355? iilor, nglobeaz\u259? n aceea\u351?I \line \up0 \expndtw0\charscalex116 m\u259?s ur\u259? ac\u355?iunile interindividuale ca \u351?i ac\u355?iunile i ntra-individuale, n \line \up0 \expndtw0\charscalex117 asemenea m\u259?sur\u259 ? nct este lipsit de sens s\u259? ne ntreb\u259?m dac\u259? opera\u355?iile \line \ up0 \expndtw0\charscalex113 individuale sunt generate de cooperarea cogniti v\u259? \up0 \expndtw0\charscalex117 (sau de co-opera\u355?iile \par\pard\qj \ li1420\ri937\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex118 cognitive) ori inve rs. Este deci evident c\u259? la nivelul opera\u355?iilor concrete se \up0 \expn dtw0\charscalex116 constituie noi rela\u355?ii interindividuale, de natur\u259? cooperativ\u259?, \u351?i nu exist\u259? nici \up0 \expndtw0\charscalex119 un mo tiv ca ele s\u259? se limiteze la schimburi cognitive, deoarece aspectele \up0 \ expndtw0\charscalex112 cognitive \u351?i afective ale coduitei sunt indisociabil e. \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex 114 Dac\u259? lucrurile stau astfel, este foarte probabil ca schimburile sociale \line \up0 \expndtw0\charscalex111 proprii nivelului preoperatoriu s\u259? aib\u259? un caracter precooperativ, dac\u259? se \line \up0 \expn dtw0\charscalex112 poate spune a\u351?a, adic\u259? s\u259? fie n acela\u351?i ti mp sociale, din punctul de vedere al \line \up0 \expndtw0\charscalex115 subiectu lui, \u351?i centrate pe copilul nsu\u351?i \u351?i pe propria sa activi tate, din \line \up0 \expndtw0\charscalex119 punctul de vedere al observatorulu i. Este tocmai ceeace unul dintre noi a \line \up0 \expndtw0\charscalex116 vrut s\u259? spun\u259? ntr-o lucrare mai veche vorbind despre \up0 \expndtw0\c harscalex119 \u8222?egocentrismul \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex114 copilului\u8220?, dar a\u351?a cum s-a v\u259?zut m ai sus (cap. III, II, nota 2), acest termen \line \up0 \expndtw0\charscalex116 a fost adesea gre\u351?it n\u355?eles, cu toate c\u259? am insistat nencet at asupra \line \up0 \expndtw0\charscalex116 semnifica\u355?iei lui oarecum epistemice \up0 \expndtw0\charscalex116 (dificultatea de a \u355?ine seama de \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult 0 \par\pard\ql\li5975\sb152\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\no supersub\cf4\f5\fs24 63 \par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\s b0\sl-240{\bkmkstart Pg64}{\bkmkend Pg64}\par\pard\ql \li1420\sb0\sl-280\slmult0 \par\pard\ql\li1420\sb0\sl-280\slmult0 \par\pard\ql\li1420\sb0\sl-280\slmult0 \ par\pard\ql\li1420\sb0\sl-280\slmult0 \par\pard\ql\li1420\ri938\sb69\sl-280\slmu lt0\tx1703 \up0 \expndtw0\charscalex116 \ul0\nosupersub\cf2\f3\fs24 deosebirile de puncte de vedere ntre interlocutori, adic\u259? dificultatea de a fi \up0 \exp ndtw0\charscalex113 capabil de decentrare) \u351?i nu asupra semnifica\u355?iei curente sau \u8222?morale\u8220?. \line \tab \up0 \expndtw0\charscalex118 Or, fa ptele sunt ast\u259?zi destul de clare, n trei domenii: jocurile cu reguli, \line \up0 \expndtw0\charscalex111 ac\u355?iunile n comun \u351?i schimburileverbale. \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex112 1. Jocurile cu reguli sunt institu\u355?ii sociale, n sensul pemanen\u35

5?ei lor, n \up0 \expndtw0\charscalex115 cursul transmiterilor de la o genera\u3 55?ie la cea urm\u259?toare, \u351?i al caracterului lor \up0 \expndtw0\charscal ex116 independent de voin\u355?a indivizilor care le accept\u259?. Unele dintre aceste jocuri \up0 \expndtw0\charscalex112 sunt transmise cu participarea ad ultului, n timp ce altele r\u259?mn specific \up0 \expndtw0\charscalex112 cop il\u259?re\u351?ti cum este jocul cu bile la b\u259?ie\u355?i, care la Geneva du reaz\u259? pn\u259? la 11 \up0 \expndtw0\charscalex116 - 12 ani. Aceste din urm\u 259? jocuri prezint\u259? deci situa\u355?ia cea mai favorabil\u259?, n \up0 \exp ndtw0\charscalex118 dubla lor calitate de activitate ludic\u259? \u351?i exclusi v infantil\u259?, pentru a constitui \up0 \expndtw0\charscalex118 un impuls al v ie\u355?ii sociale ntre copii. \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi28 3 \up0 \expndtw0\charscalex111 Dar, n timp ce dup\u259? 7 ani partidele de bile sunt bine structurate, to\u355?i \line \up0 \expndtw0\charscalex113 p artenerii respectnd regulile cunoscute de ei, cu supravegherea reciproc\u259? a \ up0 \expndtw0\charscalex114 acestei respect\u259?ri ntr-un spirit colectiv de com peti\u355?ie onest\u259?, n a\u351?a fel nct \up0 \expndtw0\charscalex115 unii c\u35 1?tig\u259? iar al\u355?ii pierd n conformitate cu regulile admise, jocul co piilor \up0 \expndtw0\charscalex116 mai mici prezint\u259? caractere cu totul di ferite. n primul rnd, fiecare a preluat \up0 \expndtw0\charscalex117 de la cei mai mari reguli mai mult sau mai pu\u355?in diferite, ansamblul lor fiind \up0 \exp ndtw0\charscalex109 prea complicat, a\u351?a nct copilul ncepe prin a re\u355 ?ine numai o parte a lor. \line \up0 \expndtw0\charscalex118 Apoi, ceea ce este mai semnificativ, nu exist\u259? control, adic\u259? fiecare joac\u259? \li ne \up0 \expndtw0\charscalex112 cum n\u355?elege, f\u259?r\u259? s\u259? se preoc upe de al\u355?ii. n sfr\u351?it, ceea ce este deosebit de \line \up0 \expndtw0\ch arscalex117 important, nimeni nu pierde \u351?i to\u355?i c\u351?tig\u259? n acela \u351?i timp, deoarece scopul \up0 \expndtw0\charscalex112 const\u259? n a se amu za jucnd fiecare pentru sine, de\u351?i, n acela\u351?i timp, fiecare \up0 \expndt w0\charscalex119 copil este stimulat de prezen\u355?a grupului \u351?i particip\ u259? la ambian\u355?a colectiv\u259?. \up0 \expndtw0\charscalex114 Faptic, aces tea prezint\u259? deci un caracter cu totul nediferen\u355?iat ntre conduita \up0 \expndtw0\charscalex116 social\u259? \u351?i centrarea pe ac\u355?iunea pr oprie, f\u259?r\u259? s\u259? existe nc\u259? veritabile \up0 \expndtw0\chars calex116 cooper\u259?ri, chiar pe acest plan ludic. \par\pard\qj \li1420\sb0\sl280\slmult0 \par\pard\qj\li1420\ri934\sb281\sl-280\slmult0\fi283 \up0 \expndtw0\ charscalex114 2. ntr-un studiu interesant asupra activit\u259?\u355?ii n comun a c opiilor de diverse \line \up0 \expndtw0\charscalex117 vrste, R. Froyland Niels en\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 a procedat fie prin observarea direct\u259? a \line \up0 \expndtw0\charscale x116 activit\u259?\u355?ilor spontane, fie impunndu-le copiilor dispozitive care reclam\u259? un \line \up0 \expndtw0\charscalex118 minimum de organizare: copiii erau pu\u351?i s\u259? lucreze cte doi la mese prea \line \up0 \expndtw0\charsca lex113 mici, li se d\u259?dea doar un singur creion pentru a desena, sau creioan e legate, \line \up0 \expndtw0\charscalex116 foloseau unmaterial comun etc. Ea a ob\u355?inut astfel dou\u259? feluri de rezultate. \line \up0 \expndtw0\charsca lex117 Pe de o parte, se observ\u259? o evolu\u355?ie mai mult sau mai pu\u355?i n regulat\u259? se la \line \up0 \expndtw0\charscalex113 munca solitar\u259? la colaborare, munca solitar\u259? eventual\u259? a celor mari neavnd \line \up0 \ex pndtw0\charscalex117 aceea\u351?i semnifica\u355?ie neinten\u355?ional\u259? \u3 51?i, ca s\u259? spunem a\u351?a, necon\u351?tient\u259? ca \line \up0 \expndtw0 \charscalex113 munca solitar\u259? a copiilor care, ac\u355?ionnd fiecare pentru sine, se simt n \line \up0 \expndtw0\charscalex115 comuniune \u351?i n s inergie cu vecinii lor, f\u259?r\u259? a se preocupa ns\u259? n detaliu de \line \ up0 \expndtw0\charscalex117 ceea ce fac ace\u351?ti vecini. Pe de alt\u259? part e, se constat\u259? o dificultate ini\u355?ial\u259?, \line \up0 \expndtw0\chars calex115 mai mult sau mai pu\u355?in sistematic\u259? n g\u259?sirea \u351?i chia r c\u259?utarea modurilor de \line \up0 \expndtw0\charscalex114 colaborare, ca \u351?i cum aceasta n-ar constitui un scop specific care trebuie \line \up0 \expndtw0\charscalex114 urm\u259?rit pentru el nsu\u351?i \u351?i cu metode adecv ate. \par\pard\qj \li1420\ri938\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscal

ex116 3. n sfr\u351?it, studiile mai vechi ale unuia dintre noi asupra f unc\u355?iilor \line \up0 \expndtw0\charscalex116 limbajului n schimburile di ntre copii au condus la rezultate foarte \line \up0 \expndtw0\charsc alex119 asem\u259?n\u259?toare, care s-au aflat de altfel \u351?i la ori ginea altor cercet\u259?ri \line \up0 \expndtw0\charscalex114 men\u355?ionate, dar care au dat loc la mult mai multe discu\u355?ii. Faptul brut \p ar\pard\ql \li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb92\sl-230\slmult0 \u p0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1\ul0\n osupersub\cf7\f8\fs20 R. F. N i e l s e n\ul0\nosupersub\cf10\f11\fs20 , Le d\ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf10\f11\fs20 veloppement de la sociabilit\ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf10\f11\fs20 chez l\u 8217?enfant\ul0\nosupersub\cf7\f8\fs20 , Delachaux \ul0\nosupersub\cf8\f9\fs20 &\ul0\nosupersub\cf7\f8\fs20 Niestl\ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\ cf7\f8\fs20 , 1951. \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li597 5\sb156\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 64 {\shp {\*\shpinst\shpleft1418\shptop15118\shpright3756\shpbottom15138\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3826\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g65}{\bkmkend Pg65}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri938\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex111 \ul0\nosupersub\cf2\f3\fs24 const\u259? n aceea c\u259?, n anumite medi i \u351?colare, unde copiii lucreaz\u259?, se joac\u259? \u351?i \line \up0 \exp ndtw0\charscalex114 vorbesc liber, exprim\u259?rile subiec\u355?ilor de 4 - 6 an i nu sunt destinate, toate, s\u259? \line \up0 \expndtw0\charscalex114 furnizeze informa\u355?ii sau s\u259? pun\u259? ntreb\u259?ri etc \up0 \expndtw0\char scalex114 (f limbaj sociabilizat), ci \par\pard\ql \li1420\ri935\sb1\sl-280\s lmult0\tx1703 \up0 \expndtw0\charscalex113 constau adesea n monologuri sau \u8 222?monologuri colective\u8220?, n cursul c\u259?rora \line \up0 \expndtw0\chars calex113 fiecare vorbe\u351?te pentru sine, f\u259?r\u259? a-i asculta pe ceilal \u355?i (limbaj egocentric). \line\tab \up0 \expndtw0\charscalex112 Am ar\u259 ?tat ns\u259? c\u259? procentajul exprim\u259?rilor egocentrice depinde de \line \up0 \expndtw0\charscalex112 mediu. n schimburile dintre p\u259?rin\u 355?i \u351?i copii D. \u351?i R. Katz au g\u259?sit foarte pu\u355?ine \line \u p0 \expndtw0\charscalex112 exprim\u259?ri de acest fel, n timp ce A. Leiz inger, n acela\u351?i timp mam\u259? \u351?i \line \up0 \expndtw0\charscalex1 15 profesoar\u259? a copilului studiat, a g\u259?sit un procentaj mai mare acas\ u259? dect la \line \up0 \expndtw0\charscalex111 \u351?coal\u259?, \u351?i n con tactul cu adultul dect ntre copii (ceea ce este legat de \line \up0 \expn dtw0\charscalex114 problema educa\u355?iei interven\u355?ioniste sau neinterven\ u355?ioniste). S. Isaacs a g\u259?sit \line \up0 \expndtw0\charscalex114 prea pu \u355?ine exprim\u259?ri egocentrice n cazul unei munci \u351?col\u259?re\u351?ti atr\u259?g\u259?toare \line \up0 \expndtw0\charscalex115 \u351?i mult mai multe n cazul jocului (ceea ce se potrive\u351?te foarte bine cu ceea \line \up0 \expn dtw0\charscalex112 ce am v\u259?zut examinnd jocul simbolic)\ul0\super\ cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . Esen\u355?ial ul const\u259?, n acest \line \up0 \expndtw0\charscalex114 domeniu, n a nu ne limita la toatlitatea exprim\u259?rilor spontane ale \line \up 0 \expndtw0\charscalex113 copiilor, ntruct experien\u355?a arat\u259? c\u259? interpretarea lor bu este totdeauna \line \up0 \expndtw0\charscalex113 u\u35

1?oar\u259?, ci, dup\u259? cum a \u351?i f\u259?cut unul dintre noi, n a adnci ana liza celor dou\u259? \line \up0 \expndtw0\charscalex113 situa\u355?ii tipice n care putem examina ndeaproape n ce m\u259?sur\u259? un copil \line \up0 \exp ndtw0\charscalex113 reu\u351?e\u351?te sau nu s\u259? realizeze o ac\u355?iune a supra altua prin limbaj: explica\u355?ie de \line \up0 \expndtw0\charscalex114 l a copil la copil \u351?i discu\u355?ia ntre copii. n aceste dou\u259? cazuri, obse rva\u355?ia arat\u259? \line \up0 \expndtw0\charscalex112 dificultatea sistemat ic\u259? a copiilor de a se situa pe punctul de vedere al \line \up0 \expndtw0\charscalex112 partenerului, de a-l face s\u259? sesizeze informa \u355?ia dorit\u259? \u351?i de a-i modifica \line \up0 \expndtw0\charscale x114 modul ini\u355?ial de n\u355?elegere. De abia printr-un exerci\u355?iu lung, copilul ajunge (la \line \up0 \expndtw0\charscalex116 nivel operatoriu) s\u25 9? vorbeasc\u259? nu pentru el, ci din perspectiva altuia. \line \up0 \e xpndtw0\charscalex113 Criticnd limbajul egocentric, R. Zazzo a ajuns la concluzia c\u259?, n asemenea \line \up0 \expndtw0\charscalex118 situa\u355?ii, copilul nu vorbe\u351?te \u8222?pentru sine\u8220? ci \u8222?dup\u259? sine\u8220?, adic\u 259? n func\u355?ie de \line \up0 \expndtw0\charscalex115 limtele \u351?i posibil it\u259?\u355?ile sale. Nu putem dect s\u259? fim de acord, subliniind ns\u259?, \ line \up0 \expndtw0\charscalex117 din nou, remarcile f\u259?cute la nceputul punc tului 3 al acestui paragraf IV: n \line \up0 \expndtw0\charscalex118 perspectiva sa proprie, subiectul voebe\u351?te pentru interlocutor \u351?i nu pentru \line \up0 \expndtw0\charscalex114 sine, dar n perspectiva observatorilor, care l copar \u259? cu ceea ce el va putea \line \up0 \expndtw0\charscalex116 face n continuar e, el vorbe\u351?te din punctul s\u259?u de vedere \u351?i nu reu\u351?e\u351?te s\u259? \line \up0 \expndtw0\charscalex116 asigure un contact operativ. \par\pa rd\ql \li3997\sb0\sl-276\slmult0 \par\pard\ql\li3997\sb0\sl-276\slmult0 \par\par d\ql\li3997\sb0\sl-276\slmult0 \par\pard\ql\li3997\sb16\sl-276\slmult0 \up0 \exp ndtw0\charscalex122 V. Sentimente \u351?i judec\u259?\u355?i morale \par\pard\ qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\q j\li1420\ri939\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex119 Unul din re zultatele esen\u355?iale ale rela\u355?iilor afective dintre copil \u351?i p\u25 9?rin\u355?ii \line \up0 \expndtw0\charscalex110 s\u259?i sau adul\u355?ii ca re au rolul acestora este na\u351?terea sentimentelor morale \line \up0 \ expndtw0\charscalex113 specifice datoriei de con\u351?tiin\u355?\u259?. Freud a lansat no\u355?iunea de \u8222?supra-eu\u8220? sau de \line \up0 \expndtw0\chars calex119 interorizare a imaginii afective a tat\u259?lui sau a p\u259?rin\u355?i lor, care devine surs\u259? \line \up0 \expndtw0\charscalex115 a ndatoririlor, a modelelor de constrngere, a remu\u351?c\u259?rilor \u351?i uneori chiar a \line \ up0 \expndtw0\charscalex115 autopedepsirii. Dar aceast\u259? concep\u355?ie e ste de dat\u259? mai veche \u351?i g\u259?sim o \par\pard\qj \li1420\sb0\s l-240\slmult0 \par\pard\qj\li1420\ri983\sb34\sl-240\slmult0\tx1643 \up0 \expndtw -2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up0 \expnd tw0\charscalex114 \ul0\nosupersub\cf8\f9\fs20 Ct despre interpretarea limbajului egocentric, pentru V gotski (Thought and Language, \line\up0 \expndtw0\charscal ex105 Wiley & Sons. \up0 \expndtw0\charscalex114 1962) care a constatat acel ea\u351?i fapte n U.R.S.S., aceste exprim\u259?ri sunt la \par\pard\qj \li1420\ri 966\sb0\sl-233\slmult0 \up0 \expndtw0\charscalex115 copil un echivalent func\u35 5?ional \u351?i izvorul limbajului interior al adultului, ceea ce nseamn\u259? c\ u259? \up0 \expndtw0\charscalex116 ar fi vorba de o utilizare individua l\u259? \u351?i nu necesar egocentric\u259? a vorbirii. Aceats\u259? \up0 \expndtw0\charscalex114 interpretare este ct se poate de acceptabil\u259?, d ar cu condi\u355?ia de a se preciza c\u259? ea nu \up0 \expndtw0\charscalex1 14 exclude nici egocentrismul ( n sensul precis indicat). \par\pard\ql \li5975\sb 0\sl-276\slmult0 \par\pard\ql\li5975\sb142\sl-276\slmult0 \up0 \expndtw-3\charsc alex100 \ul0\nosupersub\cf4\f5\fs24 65 {\shp {\*\shpinst\shpleft1418\shptop13954\shpright3756\shpbottom13974\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3762\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}}

{\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g66}{\bkmkend Pg66}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri934\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex113 \ul0\nosupersub\cf2\f3\fs24 dezvoltare remarcabil\u259? a ei nc\u259? n opera lui J. M. Baldwin. Atribuind imita\u355?iei \up0 \expndtw0\charscalex110 chiar \u351?i formarea eului (deoarece imita\u355?ia este necesar\u259? pentru a furniza \up0 \expndtw0\charscalex111 mai nti o imagine complet\u259? a corpului, apoi o compara\u355?ie ntre reac\u355?iile \up0 \expndtw0\char scalex109 generale ale altuia \u351?i ale eului), acesta a ar\u259?tat c\u259? dincolo de o anumit\u259? \up0 \expndtw0\charscalex118 frontier\u259 ?, care se contireaz\u259? cu prilejul unor conflicte de voin\u355?\u259? ct \ u351?i din \up0 \expndtw0\charscalex121 pricina puterilor generale mai mari ale adultului, eul p\u259?rin\u355?ilor nu poate fi \up0 \expndtw0\charscalex114 imi tat \u351?i devine deci un \u8222?eu ideal\u8220?, surs\u259? a modelelor de con strngere \u351?i deci \up0 \expndtw0\charscalex114 a con\u351?tiin\u355?ei morale . \par\pard\ql \li1703\sb4\sl-276\slmult0\tx2334 \up0 \expndtw-3\charscalex100 \ ul0\nosupersub\cf4\f5\fs24 1. \tab \up0 \expndtw0\charscalex112 \ul0\nosupersub\ cf2\f3\fs24 Geneza datoriei. P. Bovet\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs2 1 1\ul0\nosupersub\cf2\f3\fs24 a dat o analiz\u259? mai detaliat\u259? \u351?I mai exact\u259? \par\pard\qj \li2334\ri937\sb1\sl-280\slmult0 \up0 \expndtw0\cha rscalex116 a acestui proces. Dup\u259? el, formarea sentimentului de obliga\u355 ?ie este \line \up0 \expndtw0\charscalex112 subordonat\u259? la dou\u259? con di\u355?ii necesare \u351?i suficiente: 1) interven\u355?ia \line \up0 \exp ndtw0\charscalex111 unor consemne date din exterior, adic\u259? a unor o rdine cu termen \line \up0 \expndtw0\charscalex111 nedeterminat (s\u259? nu mi n\u355?i etc); \u351?i \up0 \expndtw0\charscalex111 2) acceptarea acestor cons emne, \par\pard\qj \li2334\ri934\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex110 acre, presupune existen\u355?a unui sentiment sui-generis al celui care \up0 \expndtw0\charscalex112 prime\u351?te consemnul pentru cel care l d\u25 9? (c\u259?ci copilul nu prime\u351?te \up0 \expndtw0\charscalex114 consemne de la oricine, de pild\u259? de la un alt copil mai mic sau de la \up0 \expndtw0 \charscalex111 un personaj care i este indiferent). Dup\u259? Bovet, acesta este \up0 \expndtw0\charscalex116 sentimentul respectului, compus din afec\u355?iune \u351?i team\u259?: afec\u355?iunea \up0 \expndtw0\charscalex117 singur\u259? nu ar fi suficient\u259? pentru a determina o obliga\u355?ie, iar teama \up0 \expndtw0\charscalex113 singur\u259? nu provoac\u259? dect o supuner e material\u259? sau interesat\u259?, n \up0 \expndtw0\charscalex119 timp ce res pectul implic\u259? totodat\u259? afec\u355?iune \u351?i un fel de team\u259? de \up0 \expndtw0\charscalex113 situa\u355?ia de inferior fa\u355?\u259? de \par\p ard\qj \li1420\ri941\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex113 superior \u 351?i este suficient pentru a determina acceptarea consemnelor \u351?i deci \up0 \expndtw0\charscalex113 sentimentul de obliga\u355?ie\ul0\super\cf5\f6\fs22\ul0 \super\cf5\f6\fs21 2\ul0\nosupersub\cf2\f3\fs24 . \par\pard\qj \li1420\ri936\sb1 \sl-280\slmult0\fi283 \up0 \expndtw0\charscalex118 Dar respectul descris de bove t nu constituie dect una dintre cele dou\u259? \up0 \expndtw0\charscalex114 forme posibile de respect. :l vom numi respect \u8222?unilateral\u8220?, deoa rece el \up0 \expndtw0\charscalex119 leag\u259? un inferior de un superior, con siderat ca atare, \u351?i l vom distinge de \up0 \expndtw0\charscalex113 \u8222?r espectul mutual\u8220?, fondat pe reciprocitate n apreciere. \par\pard\qj \li1420 \ri937\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex114 Or, acest respect u nilateral, fiind izvorul sentimentului datoriei, genereaz\u259? \up0 \expndtw0\c harscalex112 la copil o moral\u259? a ascult\u259?rii, caracterizat\u259? n esen\ u355?a ei prin eteronomie care \up0 \expndtw0\charscalex119 se va atenua n cont

inuare pentru a face loc, cel pu\u355?in par\u355?ial, autonomiei \up0 \expndtw0 \charscalex112 caracteristice respectului mutual\ul0\super\cf5\f6\fs22\ul0\super \cf5\f6\fs21 3\ul0\nosupersub\cf2\f3\fs24 . \par\pard\qj \li1420\sb0\sl-280\slmu lt0 \par\pard\qj\li1420\ri941\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex 116 2. Eteronomia. Aceast\u259? eteronomie se traduce printr-un anumit num\u 259?r \up0 \expndtw0\charscalex114 de reac\u355?ii afective \u351?i prin an umite structuri remarcabile, proprii judec\u259?\u355?ii \up0 \expndtw0\char scalex114 morale a copiilor mai mici de 7 - 8 ani. \par\pard\qj \li1420\ri936\sb 1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex115 Din punct de vedere afectiv, trebuie s\u259? ar\u259?t\u259?m mai nti (a\u351?a cum a f\u259?cut \line \up0 \e xpndtw0\charscalex113 unul dintre noi, precum \u351?i unii colaboratori ai lui L ewin), c\u259? for\u355?a consemnelor \line \up0 \expndtw0\charscalex113 este in i\u355?ial legat\u259? de prezen\u355?a material\u259? a celui care le-a dat: n a bsen\u355?a lui, \par\pard\ql \li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb0 \sl-230\slmult0 \par\pard\ql\li1420\sb62\sl-230\slmult0 \up0 \expndtw-3\charscal ex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 P. B o v e t\ul0\nosupersub\cf10\f11\fs20 , Les conditions de l\u8217?o bligation de conscience, \ul0\nosupersub\cf7\f8\fs20 An\ul0\nosupersub\cf8\f9 \fs20 \ul0\nosupersub\cf7\f8\fs20 e psychologique, 1912. \par\pard\qj \li1420\r i975\sb227\sl-234\slmult0\tx1660 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7 \fs18\ul0\super\cf6\f7\fs17 2 \tab \up0 \expndtw0\charscalex117 \ul0\nosupersub\ cf8\f9\fs20 Aceast\u259? analiz\u259?, ntemeiat\u259? pe psihologia copilului se opune n acela\u351?i timp analizei lui \line\up0 \expndtw0\charscalex118 Kant \u3 51?i analizei lui Durkheim. Kant vedea n respect un sentiment de tip unic, care n u se \line \up0 \expndtw0\charscalex111 refer\u259? la o persoan\u259?, ca atare , ci numai n m\u259?sura n care ea ncarneaz\u259? sau reprezint\u259? legea \up0 \e xpndtw0\charscalex114 moral\u259?. Durkheim gndea la fel, nlocuind ns\u259? \u8222 ?legea\u8220? prin \u8222?societate\u8220?. Pentru amndoi \up0 \expndtw0\cha rscalex119 respectul era deci un efect al obliga\u355?iei, ulterior acesteia, n t imp ce pentru Bovet el este \up0 \expndtw0\charscalex114 cauza prealabil\u259? \ u351?i este incontestabil c\u259?, n ceea ce-l prive\u351?te pe copil, Bovet are dreptate> \up0 \expndtw0\charscalex109 copilul nu-\u351?i respect\u259? tat\u 259?l ca reprezentant al legii sau al unui grup social, ci ca indivi d \up0 \expndtw0\charscalex109 superior, izvor de constrngeri \u351?i de legi. \p ar\pard\ql \li1420\sb1\sl-217\slmult0\tx6304 \up0 \expndtw-4\charscalex100 \ul0\ super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 3\ul0\nosupersub\cf7\f8\fs20 J. P i a g e t, \ul0\nosupersub\cf10\f11\fs20 Le jugement moral chez l\u8217?enfa nt\ul0\nosupersub\cf7\f8\fs20 , Alcan, \tab \up0 \expndtw-4\charscalex100 1932, Presses Universitaires de France. \par\pard\ql \li5975\sb0\sl-276\slmult0 \ par\pard\ql\li5975\sb159\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosup ersub\cf4\f5\fs24 66 {\shp {\*\shpinst\shpleft1418\shptop12792\shpright3756\shpbottom12812\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3588\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g67}{\bkmkend Pg67}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri936\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex111 \ul0\nosupersub\cf2\f3\fs24 legea \u351?i pierde ac\u355?iunea sau violarea ei nu este legat\u259? dect de o jen\u259? \up0 \expndtw0\chars calex111 momentan\u259?. \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0\fi283 \up 0 \expndtw0\charscalex116 Mai trziu, acest sentiment devine durabil \u351?i se pr

oduce atunci un joc de \up0 \expndtw0\charscalex111 asimil\u259?ri sistematice, la care se refer\u259? psihanali\u351?tii cnd voebesc despre \up0 \expnd tw0\charscalex114 identific\u259?ri cu imaginea p\u259?rintelui sau cu imaginile autorit\u259?\u355?ii. Dar, n vederile \up0 \expndtw0\charscalex113 acestora, s upunerea nu poate fi total\u259?, iar aceste imagini genereaz\u259? o \ up0 \expndtw0\charscalex119 ambivalen\u355?\u259? mai mult sau mai pu\u355?in si stematic\u259?, de la caz la caz. Cu alte \up0 \expndtw0\charscalex113 cuvinte, componentele respectului se disociaz\u259? \u351?i aceast\u259? di sociere \up0 \expndtw0\charscalex116 genereaz\u259? amestecuri de afec\u355?iune \u351?i ostilitate, de simpatie \u351?i agresivitate, \up0 \expndtw0\charscalex 114 de gelozii etc. Este probabil c\u259? sentimentele de culpabilitate, acre fa c uneori \up0 \expndtw0\charscalex113 ravagii n timpul copil\u259?riei \u351?i ch iar mai trziu, sunt legate, cel pu\u355?in n formele \up0 \expndtw0\charscalex115 lor cvasinevrotice de aceste ambivalen\u355?e mai mult dect de ac\u355?iunea simp l\u259? \up0 \expndtw0\charscalex115 a consemnelor \u351?i a respectului ini\u35 5?ial\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri934\sb1\sl-280\sl mult0\fi283\tx2340 \up0 \expndtw0\charscalex126 3. \tab \up0 \expndtw0\charscale x118 Realismul moral. Din punctul de vedere al judec\u259?\u355?ii mo rale, \line\up0 \expndtw0\charscalex117 eteronomia conduce la o structur\u259? d estul de sistematic\u259?, preoperatorie din \line \up0 \expndtw0\charscalex118 dou\u259? puncte de vedere: al mecanismelor cognitive rela\u355?ionale \u351?i al \up0 \expndtw0\charscalex113 proceselor de sociabilizare. Acesta e ste realismul moral dup\u259? care obliga\u355?iile \up0 \expndtw0\charscalex112 \u351?i valorile sunt determinate de lege sau de consemn, n sine, independent de \up0 \expndtw0\charscalex112 contextul inten\u355?iilor \u351?i al rela\u355?ii lor. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscal ex118 Unul dintre noi a observat, de exemplu, un copil mic, care era supus de \u p0 \expndtw0\charscalex115 obicei unui consemn matern, lipsit de orice importan\ u355?\u259? moral\u259? (s\u259? m\u259?nnce \up0 \expndtw0\charscalex109 tot ce i se d\u259?dea) \u351?i care, ntr-o zi cnd acest consemn a fost ridi cat de \up0 \expndtw0\charscalex111 mama sa pentru motive judicioase \u351 ?i valabile (copilul se sim\u355?ea r\u259?u), nu \up0 \expndtw0\charscale x112 putea s\u259? nu se mai considere obligat prin acest consemn \u351?i se sim \u355?ea vinovat \up0 \expndtw0\charscalex112 de a nu-l respecta. \par\pard\qj \ li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex116 n domeniul eva lu\u259?rii responsabilit\u259?\u355?ilor, realismul moral conduce la acea \line \up0 \expndtw0\charscalex112 form\u259? bine cunoscut\u259? n istoria dreptu lui \u351?i a moralei, carea fost numit\u259? \line \up0 \expndtw0\charsca lex110 responsabilitatea obiectiv\u259?: actul este evaluat n func\u355?ie de gradul s\u259?u de \line \up0 \expndtw0\charscalex118 conformitate materia l\u259? cu legea \u351?i nu n func\u355?ie de relele inten\u355?ii de a viola \li ne \up0 \expndtw0\charscalex115 legea, sau de inten\u355?ia bun\u259?, care se g \u259?se\u351?te f\u259?r\u259? voia subiectului n conflict \line \up0 \expndtw0\ charscalex116 cu legea\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nosupe rsub\cf2\f3\fs24 . n domeniul minciunii, de exemplu, copilul prime\u351?te adesea \line \up0 \expndtw0\charscalex111 consemnul de a spune adev\u259?ru l nainte de a n\u355?elege valoarealui social\u259?, \line \up0 \expndtw0\char scalex117 datorit\u259? sociabiliz\u259?rii insuficiente, \u351?i un eori nainte de a putea \line \up0 \expndtw0\charscalex118 deosebi n\u351? elarea inten\u355?ional\u259?, de deformarea realului, datorit\u259? jocul ui \line \up0 \expndtw0\charscalex115 simbolic sau unei simple dorin\u355?e rezult\u259?, de aici, c\u259? regula respect\u259?rii \line \up0 \expndtw 0\charscalex113 adev\u259?rului r\u259?mne oarecum exterioar\u259? personalit\u25 9?\u355?ii subiectului \u351?i d\u259? loc la o \line \up0 \expndtw0\charscalex1 13 situa\u355?ie tipic\u259? de realism moral \u351?i de responsabilitate obiectiv\u259?, minciuna \par\pard\ql \li1420\sb0\sl-230\slmult0 \par\pard\ql \li1420\sb92\sl-230\slmult0\tx9652 \up0 \expndtw0\charscalex113 \ul0\super\cf6\f 7\fs18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 \ul0\nosupersub\cf8\ f9\fs20 Vinov\u259?\u355?ia genereaz\u259? sentimente de angoas\u259? studiate n

special de Ch. Odier \tab \up0 \expndtw0\charscalex105 (L\ul0\nosupersub\cf17\f 18\fs20 \u8217?\ul0\nosupersub\cf8\f9\fs20 angoisse \par\pard\ql \li1420\sb10\sl -230\slmult0\tx6980 \up0 \expndtw0\charscalex103 de la pense magique, Delachaux & Niestl, \tab \up0 \expndtw0\charscalex104 1947) \u351?i A . Freud (Le moi et les \par\pard\qj \li1420\ri967\sb10\sl-231\slmult0 \up0 \expndtw0\charscalex105 mcanismes de dfense, Presses Universitaires de France) mpreun\u259? cu mecanismele de \line \up0 \expndtw0\charscalex115 ap\u259?rare pe care le provoac\u259? aceste anxiet\u259?\u355?i> copilul simte , de pild\u259?, o culpabilitate pentru \line \up0 \expndtw0\charscalex120 c\u25 9? a fost ostil, iar angoasa generat\u259? de sim\u355?\u259?mntul de c ulpabilitate conduce la \line \up0 \expndtw0\charscalex113 autopedepsire, sacr ificii etc. \u351?i se combin\u259?, uneori, dup\u259? cum a ar\u259?tat Odier, cu unele forme \line \up0 \expndtw0\charscalex115 cvasi-magice de precauzalitate (cap. IV, III) avnd rolul de instrumente de ap\u259?rare \u351?i de \line \up0 \expndtw0\charscalex114 protec\u355?ie \up0 \expndtw0\charscalex121 (ceea ce nu este de altfel specific angoaselor morale> un b\u259?iat, viitor \li ne \up0 \expndtw0\charscalex119 matematician, \u351?i schimb\u259? drumul pe care mergea la dentist cnd, n cursul vizitei \line \up0 \expndtw0\charscalex 112 precedente l duruse prea tare ca \u351?i cum durerea ar fi depins de drumul p arcurs). \par\pard\ql \li1420\sb10\sl-230\slmult0 \up0 \expndtw0\charscalex113 \ ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2\ul0\nosupersub\cf8\f9\fs20 :n ist oria dreptului primitiv, un omor este considerat criminal chiar dac\u259? s-a pr odus \par\pard\qj \li1420\ri1145\sb19\sl-220\slmult0 \up0 \expndtw0\charscalex11 3 accidental, f\u259?r\u259? s\u259? se datoreze neglijen\u355?ei< atingerea arc ei sfinte este o violare a tabu-ului, \up0 \expndtw0\charscalex113 chiar dac\u25 9? locuin\u355?a este n primejdie. \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\p ard\ql\li5975\sb158\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub \cf4\f5\fs24 67 {\shp {\*\shpinst\shpleft1418\shptop12322\shpright3756\shpbottom12342\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3676\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g68}{\bkmkend Pg68}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri936\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex117 \ul0\nosupersub\cf2\f3\fs24 p\u259?rnd grav\u259? nu n m\u259?sura n car e coespunde unei inten\u355?ii de a min\u355?i, ci n \line \up0 \expndtw0\charsca lex115 m\u259?sura distan\u355?\u259?rii materiale de adev\u259?rul obiectiv. Un ul dintre noi a cerut de \line \up0 \expndtw0\charscalex111 pild\u259? copiilor s\u259? compare o minciun\u259? real\u259? (un \u351?colar a spus acas\u259? c\u 259? a luat o \line \up0 \expndtw0\charscalex112 not\u259? bun\u259? la \u351?co al\u259?, de\u351?i n realitate nici nu fusese ascultat de profesor), cu o \line \up0 \expndtw0\charscalex115 simpl\u259? exagerare (un b\u259?iat s-a speriat de un cine \u351?i a povestit c\u259? era mare \line \up0 \expndtw0\charscalex116 ct un cal sau ct o vac\u259?). S-a constatat c\u259? pentru copii (fapt verificat \ u351?i de \line \up0 \expndtw0\charscalex115 caruso la Louvain etc) prima minciu n\u259? nu era \u8222?urt\u259?\u8220?, deoarece: 1) b\u259?iatul a \line \up0 \e xpndtw0\charscalex116 luat de multe ori \u351?i note bune; \u351?i mai ales 2) \ u8222?mama l-a crezut\u8220? ! Minciuna a \line \up0 \expndtw0\charscalex120 dou a, dimpotriv\u259?, este foarte \u8222?urt\u259?\u8220? pentru c\u259? niciodat\ u259? nu s-a v\u259?zut un \line \up0 \expndtw0\charscalex110 cine att de mare\u82 30? \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri935\sb1\sl-280

\slmult0\fi283 \up0 \expndtw0\charscalex115 4. Autonomia. O dat\u259? cu dez voltarea cooper\u259?rii sociale ntre copii \u351?i cu \line \up0 \expndtw0\chars calex115 progresele operatorii corelative, copilul ajunge la r ela\u355?ii morale \line \up0 \expndtw0\charscalex114 noi, ntemeiate pe respec tul reciproc, \u351?i conducnd la o anumit\u259? autonomie, \line \up0 \expndtw0\ charscalex113 f\u259?r\u259? ns\u259? s\u259? exager\u259?m, bine n\u355?eles, rol ul acestor factori n raport cu ac\u355?iunea \line \up0 \expndtw0\charscalex113 p relungit\u259? a factorilor anteriori. Trebuie s\u259? remarc\u259? totodat\u259 ? dou\u259? am\u259?nunte: \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \ up0 \expndtw0\charscalex112 Pe de o parte, n jocurile cu reguli, copii de sub 7 a ni, care primesc regulile \line \up0 \expndtw0\charscalex112 gata formate din partea vrstnicilor \up0 \expndtw0\charscalex112 (printr-un mecanism derivat din \par\pard\ql \li1420\sb4\sl-276\slmult0\tx6454 \up0 \expndtw0\charscalex115 respectul unilateral), le consider\u259? ca \tab \up0 \expndtw0\charscalex11 7 \u8222?sacre\u8220?, intangibile \u351?i de origine \par\pard\qj \li1420\r i935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex111 transcendent\u259? (p\u259 ?rin\u355?ii, \u8222?domnii\u8220? din guvern, Dumnezeu etc.). Copiii m ai \up0 \expndtw0\charscalex114 mari, dimpotriv\u259?, v\u259?d n regul\u259? pro dusul unei n\u355?elegeri ntre contemporani \u351?i \up0 \expndtw0\charscalex116 a dmit c\u259? ea poate fi modificat\u259? din moment ce exist\u259? un consens st abilit n \up0 \expndtw0\charscalex116 mod democratic. \par\pard\qj \li1420\ri936\ sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex115 Pe de alt\u259? parte, un produs esn\u355?ial al respectului mutual \u351?i al reciprocit\u259?\u355?ii \l ine \up0 \expndtw0\charscalex118 este sentimentul drept\u259?\u355?ii, adesea c\u 351?tigat n detrimentul p\u259?rin\u355?ilor ( cnd \line \up0 \expndtw0\charscale x115 comit o nedreptate involuntar\u259? etc.). La 7 - 8 ani \u351?i, mai trziu , sentimentul \line \up0 \expndtw0\charscalex116 drept\u259?\u355?ii cap\u259?t \u259? o for\u355?\u259? mai mare dect obedien\u355?a \u351?i devine o norm\u259? \line \up0 \expndtw0\charscalex116 central\u259?, echivalnd pe t\u259? rm afectiv cu ceea ce sunt normele de coeren\u355?\u259? \line \up0 \expndtw0\cha rscalex116 pe t\u259?rmul opera\u355?iilor cognitive \up0 \expndtw0\charscalex 116 ( n asemenea m\u259?sur\u259?, nct la nivelul \par\pard\qj \li1420\ri937\sb 1\sl-280\slmult0 \up0 \expndtw0\charscalex118 cooper\u259?rii \u351?i al respect ului mutual exist\u259? un paralelism izbitor ntre aceste \up0 \expndtw0\charscal ex118 opera\u355?ii \u351?i structurarea valorilor morale)\ul0\super\cf5\f6\fs22 \ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par\pard\ql \li5365\sb0\s l-276\slmult0 \par\pard\ql\li5365\sb0\sl-276\slmult0 \par\pard\ql\li5365\sb0\sl276\slmult0 \par\pard\ql\li5365\sb16\sl-276\slmult0 \up0 \expndtw0\charscalex116 VI. Concluzii \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri937 \sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex117 Ceea ce surprinde n cursul acestei lungi perioade de preg\u259?tire, apoi de \line \up0 \expndtw0\charscal ex117 constituire a opera\u355?iilor concrete este unitatea func\u355?iona l\u259? \up0 \expndtw0\charscalex117 ( n fiecare \par\pard\qj \li1420\ri936\sb1\ sl-280\slmult0 \up0 \expndtw0\charscalex114 subperioad\u259?) care leag\u259? unitar toate reac\u355?iile cognitive, ludice, afective, \line \up0 \expnd tw0\charscalex114 sociale \u351?i morale. ntr-adev\u259?r, dac\u259? vom com para subperioada operatorie, \par\pard\ql \li1420\sb0\sl-230\slmult0 \par\pard \ql\li1420\sb152\sl-230\slmult0 \up0 \expndtw0\charscalex113 \ul0\super\cf6\f7\f s18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf8\f9\fs20 S\u259? not\u259?m, n s fr\u351?it, c\u259?, studiind pe un grup de copii alegerile sociometrice n sensul lui J. \par\pard\ql \li1420\sb1\sl-217\slmult0\tx9630 \up0 \expndtw0\charscalex1 06 L. Moreno (Fondaments de la sociometrie, Presses Universitaires de France, \tab \up0 \expndtw0\charscalex107 1954) (dar \par\pard\ql \li1420\sb 13\sl-230\slmult0\tx10107 \up0 \expndtw0\charscalex113 independent de teoriile p u\u355?in cam aventuroase ale acestui autor), B. reymond-Rivier \tab \up0 \expnd tw0\charscalex109 (Choix \par\pard\ql \li1420\sb10\sl-230\slmult0\tx7497 \up0 \e xpndtw0\charscalex105 sociomtriques et motivations, Delachaux & Ni estl, \tab \up0 \expndtw0\charscalex115 1961) a putut ar\u259?ta o evolu\u355? ie \par\pard\qj \li1420\ri968\sb0\sl-233\slmult0 \up0 \expndtw0\charscalex113 de

stul de evident\u259? a motivelor invocate pentru a alege \u8222?lideri i\u8220?> n timp ce copiii mici \up0 \expndtw0\charscalex113 invoc\u259? argu mente par\u355?ial eteronome (aprecierea profesorilor, locul pe care-l ocup\u259 ? n \u351?coal\u259? \up0 \expndtw0\charscalex119 etc.), cei mari recurg, dimpotr iv\u259?, la criterii care \u355?in evident de grupul al doilea de valori> \up0 \expndtw0\charscalex113 trebuie s\u259? fii drept, s\u259? nu pr\u259?\u351?ti, s \u259? \u351?tii s\u259? \u355?ii un secret ( n cazul feti\u355?elor) etc. \par\p ard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb144\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 68 {\shp {\*\shpinst\shpleft1418\shptop13488\shpright3756\shpbottom13508\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3352\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g69}{\bkmkend Pg69}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri934\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex114 \ul0\nosupersub\cf2\f3\fs24 care ncepe la 2 ani \u351?i \u355?ine pn\u2 59? la 7 - 8 ani, cu subperioada final\u259?, care \u355?ine \up0 \expndtw0\char scalex116 de la 7 - 8 pn\u259? la 11 - 12 ani, constat\u259?m dezvoltarea unui ma re proces de \up0 \expndtw0\charscalex113 ansamblu, care poate fi caracterizat c a trecerea de la centrarea subiectiv\u259? n \up0 \expndtw0\charscalex114 toate d omeniile, la o decentrare, n acela\u351?i timp cognitiv\u259?, social\u259? \u351 ?i moral\u259?. \up0 \expndtw0\charscalex113 Acest proces este cu att mai impresi onant cu ct el reproduce \u351?i dezvolt\u259? n \up0 \expndtw0\charscalex112 mare , la nivelul gndirii, ceea ce se constat\u259? deja, pe scar\u259? redus\u259?, l a nivelul \up0 \expndtw0\charscalex112 sensori-motor (cap. I, II \u351?i IV). \p ar\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex114 nt r-adev\u259?r, inteligen\u355?a reprezentativ\u259? ncepe printr-o centrare siste matic\u259? \up0 \expndtw0\charscalex117 pe ac\u355?iunea proprie a subiectului \u351?i pe aspectele figurative momentane ale \up0 \expndtw0\charscalex112 secto arelor realului la care se aplic\u259?. Ea trece apoi spre o decentrare, bazat\u 259? \up0 \expndtw0\charscalex116 pe coordon\u259?rile generale ale ac\u355?iuni i \u351?i care permite constituirea sistemelor \up0 \expndtw0\charscalex113 oper atorii de transformare \u351?i a invarian\u355?ilor sau conserv\u259?rilor, care elibereaz\u259? \up0 \expndtw0\charscalex113 reprezentarea realului de aparen\u 355?ele sale figurative n\u351?el\u259?toare. \par\pard\qj \li1420\ri936\sb1\sl-2 80\slmult0\fi283 \up0 \expndtw0\charscalex113 Jocul, domeniu de interferen\u355? \u259? pentru interesele cognotive \u351?i cele afective, \up0 \expndtw0\charsca lex115 apare n cursul subperioadei dintre 2 \u351?i 7 - 8 ani, printr-o culminare a jocului \up0 \expndtw0\charscalex120 simbolic, care constituie o asimilare a realului la eu \u351?i la dorin\u355?ele proprii, \up0 \expndtw0\charscalex113 p entru a evolua apoi n direc\u355?ia jocurilor de construc\u355?ie \u351?i a jocur ilor cu reguli, \up0 \expndtw0\charscalex113 care marcheaz\u259? o obiectivare a simbolului \u351?i a sociabiliz\u259?rii eului. \par\pard\qj \li1420\ri936\sb1\ sl-280\slmult0\fi283 \up0 \expndtw0\charscalex117 Afectivitatea, centrat\u259? mai nti pe complexele familiale \u351?i l\u259?rge\u351?te \up0 \expndtw0\ch arscalex112 registrul pe m\u259?sur\u259? ce se nmul\u355?esc raporturile sociale, iar sentimentele \up0 \expndtw0\charscalex116 morale, legate la nceput de o autoritate sacr\u259?, dar care fiind exterioar\u259?, nu \up0 \expndtw0\c harscalex112 poate s\u259? impun\u259? dect o obedien\u355?\u259? relativ\u259?, evolueaz\u259? n sensul unui respect \up0 \expndtw0\charscalex114 mutual \u351?i al unei reciprocit\u259?\u355?i, ale c\u259?rei efecte de decentrare s

unt mai \up0 \expndtw0\charscalex114 profunde \u351?i mai durabile n societ\u259 ?\u355?ile noastre. \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0\fi283 \up0 \ex pndtw0\charscalex114 n sfr\u351?it, schimburile sociale, care nglobeaz\u259 ? ansamblul reac\u355?iilor \line \up0 \expndtw0\charscalex115 precedente, f iind toate n acela\u351?i timp individuale \u351?i interindividuale, dau loc \lin e \up0 \expndtw0\charscalex119 la un proces de structurare gradual\u259? sau soc iabilizare. Care trece de la o \line \up0 \expndtw0\charscalex115 stare de necoo rdonare sau nediferen\u355?iere relativ\u259? ntre punctul de vedere al \line \up 0 \expndtw0\charscalex115 subiectului \u351?i acela al altor oameni, la o stare de coordonare a punctelor de \line \up0 \expndtw0\charscalex114 vedere \u351?i d e cooperare n ac\u355?iuni \u351?i n informa\u355?ii. Acest proces le nglobeaz\u259 ? \line \up0 \expndtw0\charscalex113 pe toate celelalte, n sensul c\u259?, atunci cnd, de pild\u259?, un copil de 4 - 5 ani nu \line \up0 \expndtw0\charscalex113 \u351?tie c\u259? el nsu\u351?i este fratele surorii, sau sora fratelui sau suror ii sale (ceea ce \line \up0 \expndtw0\charscalex110 se ntmpl\u259? adesea), acea st\u259? iluzie de perspectiv\u259? este legat\u259? n aceea\u351?i \line \ up0 \expndtw0\charscalex115 m\u259?sur\u259?, de logica rela\u355?iilor ca \u351 ?i de con\u351?tiin\u355?a de sine; \u351?i atunci cnd copilul \line \up0 \expndt w0\charscalex112 va ajunge la nivelul opera\u355?iilor, el va fi prin nsu \u351?i acest fapt apt pentru \line \up0 \expndtw0\charscalex110 cooperare, f\u259?r\u259? s\u259? putem disocia n acest proces de ansamblu care es te \line \up0 \expndtw0\charscalex110 cauza \u351?i care este efectul. \par\pard \ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\l i5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5 975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li597 5\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\ sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb 200\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 69 {\shp {\*\shpinst\shpleft3642\shptop6426\shpright6507\shpbottom6426\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1382\shplid0{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft6785\shptop7825\shpright9475\shpbottom7825\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1758\shplid1{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g70}{\bkmkend Pg70}\par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\s b0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0 \sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\s l-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-27 6\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\ slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\sl mult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmu lt0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult 0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \p ar\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par \pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\p ard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\par d\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\l i5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5 975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li597 5\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\

sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb 0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\ sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl -276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-2 76\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276 \slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\s lmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slm ult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb156\sl-276\slm ult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 70 \par\pard\sect \sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart Pg71}{\bkmkend Pg 71}\par\pard\ql \li5417\sb0\sl-276\slmult0 \par\pard\ql\li5417\sb0\sl-276\slmult 0 \par\pard\ql\li5417\sb0\sl-276\slmult0 \par\pard\ql\li5417\sb0\sl-276\slmult0 \par\pard\ql\li5417\sb0\sl-276\slmult0 \par\pard\ql\li5417\sb0\sl-276\slmult0 \p ar\pard\ql\li5417\sb96\sl-276\slmult0 \up0 \expndtw0\charscalex112 \ul0\nosupers ub\cf2\f3\fs24 Capitolul V \par\pard\ql \li4912\sb0\sl-276\slmult0 \par\pard \ql\li4912\sb8\sl-276\slmult0 \up0 \expndtw0\charscalex106 PREADOLESCENTUL \par\ pard\ql \li3980\sb4\sl-276\slmult0 \up0 \expndtw0\charscalex106 \u350?I OPERA\ u354?IILE PROPOZI\u354?IONALE \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\par d\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri935\sb1\sl-280\slmult0\fi28 3 \up0 \expndtw0\charscalex116 Aceast\u259? unitate a conduitei se reg\u259?se\u 351?te n perioada dintre 11 - 12 ani \u351?i \up0 \expndtw0\charscalex115 14 15 ani, cnd subiectul ajunge s\u259? se degajeze de concret \u351?i s\u259? situe ze \up0 \expndtw0\charscalex116 realul ntr-un ansamblu de transform\u259?ri posibile. Aceast\u259? din urm\u259? \up0 \expndtw0\charscalex116 decen trare fundamental\u259?, care se produce la sfr\u351?itul copil\u259?riei, preg\u 259?te\u351?te \up0 \expndtw0\charscalex113 adolescen\u355?a, al c\u259?rei cara cter principal este, f\u259?r\u259? doar \u351?i poate, eliberarea de \up0 \expn dtw0\charscalex117 concret n favoarea unor interese orientate spre inactual \u351 ?i spre viitor: este \up0 \expndtw0\charscalex119 vrsta marilor idealuri \u351?i a nceputului teoriilor, pe lng\u259? simplele adapt\u259?ri \up0 \expndtw0\charsca lex112 prezente n real. Dar dac\u259? aceast\u259? dezvoltare afectiv\u259? \u351?i social\u259? proprie \up0 \expndtw0\charscalex114 adolescen\u355?ei a fost adeseori descris\u259?, nu totdeauna s-a n\u355?eles c\u259? o condi\u355? ie \up0 \expndtw0\charscalex115 prealabil\u259? \u351?i necesar\u259? a ei este o transformare asupra propozi\u355?iilor deta\u351?ate \up0 \expndtw0\charscalex 115 de constatatrea concret\u259? \u351?i actual\u259?. \par\pard\qj \li1420\ri9 35\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex112 Aceast\u259? structur\u 259? nou\u259? a gndirii se construie\u351?te n timpul preadolescen\u355?ei \line \up0 \expndtw0\charscalex117 \u351?i este important s-o descriem \u351?i s-o ana liz\u259?m ca structur\u259?, ceea ce autorii \line \up0 \expndtw0\charscalex116 \u8222?testelor\u8220? uit\u259? de prea multe ori, nesocotind caracteri sticile comune \u351?i \line \up0 \expndtw0\charscalex117 generale n favoarea d iversit\u259?\u355?ilor individuale. \u350?i nu exist\u259? dect un singur \line \up0 \expndtw0\charscalex110 mijloc de a cerceta structurile ca atare, ac ela de a le dezv\u259?lui aspectele \line \up0 \expndtw0\charscalex118 logi ce, ceea ce nu nseamn\u259? s\u259? c\u259?dem n logicism, ci pur \u351?i simplu, s\u259? ne \line \up0 \expndtw0\charscalex114 servim de o algebr\u259? general\u 259? \u351?i calitativ\u259?, mai curnd dect (sau nainte) de \line \up0 \expndtw0\c harscalex118 a recurge la cantificarea statistic\u259?. Avantajul acestei algebre \line \up0 \expndtw0\charscalex119 const\u259?, ndeosebi, n faptul c\u259? ea ne ofer\u259? un tablou al poten\u355?ialit\u259?\u355?ilor d e \line \up0 \expndtw0\charscalex113 care dispune un subiect normal, chiar dac\u 259? nu fiecare subiect le realizaz\u259? pe \line \up0 \expndtw0\charscalex118 toate \u351?i chiar dac\u259? actualizarea lor este supus\u259? unor ac celer\u259?ri sau \line \up0 \expndtw0\charscalex111 unor ntrzieri, n func\u355?ie de mediile \u351?colare sau sociale. \par\pard\qj \li1420\ri934\sb1\sl-280\slmu lt0\fi283 \up0 \expndtw0\charscalex119 Examinarea acestei structuri sau a acestor substructuri proprii \line \up0 \expndtw0\charscalex114 preadole scen\u355?ei este cu att mai necesar\u259?, pentru un tablou de ansamblu al \line \up0 \expndtw0\charscalex114 psihologiei copilului, cu ct ele constituie d

e fapt o mplinire fireasc\u259? a \line \up0 \expndtw0\charscalex114 dezvolt\ u259?rii structurilor sensori-motorii \up0 \expndtw0\charscalex114 (cap. I) \u351?i a grup\u259?rilor de opera\u355?ii \par\pard\qj \li1420\ri935\sb1\sl -280\slmult0 \up0 \expndtw0\charscalex115 concrete (cap. IV). De\u351?i aceste noi transform\u259?ri duc ntr-un sens la cap\u259?tul \up0 \expndtw0\charscalex11 3 copil\u259?riei, este totu\u351?i de o importan\u355?\u259? esen\u355?ial\u259 ? s\u259? le analiz\u259?m aici, deoarece \up0 \expndtw0\charscalex115 deschiz\u 259?nd noi perspective pentru vrstele ulterioare, ele reprezint\u259? n \u p0 \expndtw0\charscalex112 acela\u351?i timp o des\u259?vr\u351?ire n raport cu pe rioadele precedente. ntr-adev\u259?r, nu \up0 \expndtw0\charscalex118 e vorba de un simplu etaj care se suprapune unui edificiu, f\u259?r\u259? a fi o parte \up0 \expndtw0\charscalex111 indispensabil\u259? a acestuia, ci de un ansamblu de si nteze sau de structuri care, \up0 \expndtw0\charscalex119 de\u351?i noi, prelu ngesc n mod direct \u351?i necesar structurile precedente, \up0 \expndtw0\c harscalex111 completnd unele lacune existente n cadrul lor. \par\pard\ql \li5975\s b0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0 \sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\s l-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb176\sl276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 71 \par\pa rd\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart Pg72}{\bkm kend Pg72}\par\pard\ql \li3460\sb0\sl-276\slmult0 \par\pard\ql\li3460\sb0\sl-276 \slmult0 \par\pard\ql\li3460\sb0\sl-276\slmult0 \par\pard\ql\li3460\sb0\sl-276\s lmult0 \par\pard\ql\li3460\sb88\sl-276\slmult0 \up0 \expndtw0\charscalex117 \ul0 \nosupersub\cf2\f3\fs24 I. Gndirea formal\u259? \u351?i combinatoric\u259 ? \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex114 Caracteristica opera\u355?iilor concrete este de a se aplica direct la obiecte sau \line \up0 \expndtw0\charscalex116 la reuniunile lor (clase), la rela\u355?i ile dintre ele sau la enumerarea lor. Foema \line \up0 \expndtw0\charscalex112 l ogic\u259? a judec\u259?\u355?ilor \u351?i a ra\u355?ionamentelor nu se organizeaz\u259? n acest caz \line \up0 \expndtw0\charscalex119 dect n leg\u259?t ur\u259? mai mult sau mai pu\u355?in indisociabil\u259? cu con\u355?inuturile lo r, \line \up0 \expndtw0\charscalex113 ceea ce nseamn\u259? c\u259? opera\u355?iil e func\u355?ioneaz\u259? numai n leg\u259?tur\u259? cu constat\u259?ri \line \up0 \expndtw0\charscalex116 sau cu reprezent\u259?ri considerate adev\u259?rate \u351?i nu n leg\u259?tur\u259? cu simple \line \up0 \expndtw0\charscalex10 9 ipoteze. Marea noutate a nivelului de care vom vorbi n cele ce urmea z\u259? \line \up0 \expndtw0\charscalex114 const\u259? dimpotriv\u259?, n faptul c\u259?, printr-o diferen\u355?iere a formei \u351?i a con\u355?inutului, \line \up0 \expndtw0\charscalex116 subiectul devine capabil s\u259? ra\u355?ioneze cor ect, despre propozi\u355?iuni n care nu \line \up0 \expndtw0\charscalex114 crede sau nu crede nc\u259?, adic\u259? pe care le consider\u259? drept simple ipoteze. El \line \up0 \expndtw0\charscalex115 devine devine deci capabil s\u259? trag\u 259? concluziile necesare din adev\u259?ruri care \line \up0 \expndtw0\charscale x117 nu sunt dect posibile, ceea ce constituie nceputul gndirii ipotetico-\ line \up0 \expndtw0\charscalex111 deductive sau formale. \par\pard\ql \li1703\sb 264\sl-276\slmult0\tx2350 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf11\f12 \fs24 1. \tab \up0 \expndtw0\charscalex116 \ul0\nosupersub\cf2\f3\fs24 Combinato rica. Primul rezultat al acestei desprinderi a gndirii de \par\pard\qj \li2350\ ri934\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex113 obiecte const\u259? n elibe rarea rela\u355?iilor \u351?i a clasific\u259?rilor de leg\u259?turile lor \line \up0 \expndtw0\charscalex114 concrete sau intuitive. Pn\u259? aici aceste rela\u355?ii \u351?i clasific\u259?ri erau \line \up0 \expndtw0\charscalex116 supuse condi\u355?iei, de natur\u259? esen\u355?ialmente concret\u259 ?. A unei \line \up0 \expndtw0\charscalex110 desf\u259?\u351?ur\u259?ri din aproape n aproape, n func\u355?ie de asem\u259?n\u259?ri graduale, \line \up0 \exp ndtw0\charscalex112 \u351?i chiar ntr-o clasificare zoologic\u259? (clasific\u259 ?rile de acest fel r\u259?mnnd \line \up0 \expndtw0\charscalex112 la nivelul \up0 \expndtw0\charscalex112 \u8222?grup\u259?rii\u8220?) nu pot fi extrase dou

\u259? clase care s\u259? nu fie \line \up0 \expndtw0\charscalex121 contigu e, cum ar fi stridia \u351?i c\u259?mila, pentru a face din ele o nou\u259? \lin e \up0 \expndtw0\charscalex113 clas\u259? \u8222?natural\u259?\u8220?. Or, od at\u259? cu eliberarea formei de con\u355?inutul ei, \line \up0 \expndtw0\ charscalex117 devine posibil s\u259? construim orice rela\u355?ii \u351?i orice clase, reunind unul \line \up0 \expndtw0\charscalex114 cte unul, sau dou\u259? cu cte dou\u259?, sau trei cu cte trei etc. elemente \line \up0 \expndtw0\charscalex 113 oarecare. Aceast\u259? generalizare a opera\u355?iilor de clasificare sau a \line \up0 \expndtw0\charscalex111 rela\u355?iilor de ordine duce la ceea ce se nume\u351?te o combinatoric\u259?, \line \up0 \expndtw0\charsc alex114 (combin\u259?ri, permut\u259?ri etc,), n cadrul c\u259?reia cea mai simpl \u259? opera\u355?ie \line \up0 \expndtw0\charscalex113 const\u259? din combi n\u259?ri propriu-zise, sau din clasificarea tuturor \line \up0 \expnd tw0\charscalex113 clasific\u259?rilor. \par\pard\qj \li1420\ri936\sb1\sl-280\slm ult0\fi674 \up0 \expndtw0\charscalex116 Aceast\u259? combinatoric\u259? are o importan\u355?\u259? primordial\u259? n l\u259?rgirea \u351?I \up0 \expndtw0 \charscalex114 nt\u259?rirea posibilit\u259?\u355?ilor gndirii, deoarece de nd at\u259? ce s-a constituit, ea \up0 \expndtw0\charscalex113 permite s\u259? combin\u259?m ntre ele obiecte sau factori (fizici etc) sau chiar idei ori \up0 \ expndtw0\charscalex111 propozi\u355?iuni (ceea ce genereaz\u259? o nou\u259? log ic\u259?), \u351?i prin urmare, s\u259? ra\u355?ion\u259?m n \up0 \expndtw0\chars calex116 fiecare caz asupra realit\u259?\u355?ii sale (un sector al realului fi zic, sau o explica\u355?ie \up0 \expndtw0\charscalex116 bazat\u259? pe factori, sau, n sfr\u351?it, o teorie n sensul simplu al unui ansamblu \up0 \expndtw0\charsc alex113 de propozi\u355?iuni legate ntre ele), ne mai considernd aceast\u25 9? realitate n \up0 \expndtw0\charscalex117 aspectele ei limitate \u351?i concre te ci n func\u355?ie de un num\u259?r oarecare sau de \up0 \expndtw0\charscalex11 3 toate combin\u259?rile posibile, ceea ce nt\u259?re\u351?te considera bil posibilit\u259?\u355?ile \up0 \expndtw0\charscalex113 deductive ale inteli gen\u355?ei. \par\pard\ql \li1703\sb0\sl-276\slmult0 \par\pard\ql\li1703\sb28\sl -276\slmult0\tx2350 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf11\f12\fs24 2. \tab \up0 \expndtw0\charscalex114 \ul0\nosupersub\cf2\f3\fs24 Combin\u259?ri de obiecte. n ceea ce prive\u351?te combin\u259?rile de obiecte, \par\pard\qj \li2350\ri935\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex113 putem cere, de pi ld\u259?, copilului, s\u259? combine dou\u259? cte dou\u259?, cte trei \line \up0 \expndtw0\charscalex119 etc. jetoane colorate sau s\u259? le permute ntr-o ordine posibil\u259?. \line \up0 \expndtw0\charscalex113 Constat\u259?m c\u2 59?, dac\u259? aceste combin\u259?ri etc., r\u259?mn tptdeauna \line \up0 \expndtw0\charscalex114 incomplete la nivelul opera\u355?iilor concrete, de oarece subiectul adopt\u259? \line \up0 \expndtw0\charscalex115 o metod\u259? di n aproape n aproape f\u259?r\u259? a generaliza, el reu\u351?e\u351?te cu \par\pa rd\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb148\sl-276\slmult0 \up0 \ expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 72 \par\pard\sect\sectd\fs24 \paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart Pg73}{\bkmkend Pg73}\par\par d\li2350\sb0\sl-276\slmult0\par\pard\li2350\sb0\sl-276\slmult0\par\pard\li2350\s b0\sl-276\slmult0\par\pard\li2350\sb0\sl-276\slmult0\par\pard\li2350\sb90\sl-276 \slmult0\fi0\tx3513\tx4000 \up0 \expndtw0\charscalex115 \ul0\nosupersub\cf2\f3\f s24 u\u351?urin\u355?\u259?\tab \up0 \expndtw0\charscalex115 (la\tab \up0 \expnd tw0\charscalex115 12 ani pentru combin\u259?ri \u351?i ceva mai trziu pen tru\par\pard\qj \li2350\ri935\sb0\sl-280\slmult0 \up0 \expndtw0\charscalex112 pe rmut\u259?ri) s\u259? g\u259?seasc\u259? o metod\u259? exhaustiv\u259? la nivelul pe care-l \up0 \expndtw0\charscalex111 consider\u259?m acum, f\u259?r \u259? a descoperi, binen\u355?eles, formula (ceea ce nu \up0 \expndtw0\charscale x115 i se cere), dar, degajnd un sistem, care \u355?ine seama de toate \up0 \expndtw0\charscalex115 posibilit\u259?\u355?ile\ul0\super\cf5\f6\fs22\ul0 \super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par\pard\qj \li1420\ri936\sb2 80\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex116 3. Combin\u259?ri propor\ u355?ionale. Vom vorbi despre combinarea factorilor n \line \up0 \expndtw0\char scalex113 paragraful IV. n ceea ce prive\u351?te ideile sau propozi\u355?iunile, este indispensabil \line \up0 \expndtw0\charscalex119 s\u259? ne referim la logi

ca simbolic\u259? sau algoritmic\u259? modern\u259?, care este mult \line \up0 \ expndtw0\charscalex113 mai aproape de activitatea real\u259? a gndirii, dect silog istica lui Aristotel\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nosupersu b\cf2\f3\fs24 . \par\pard\qj \li1420\sb0\sl-233\slmult0 \par\pard\qj\li1420\ri96 7\sb106\sl-233\slmult0 \up0 \expndtw0\charscalex113 \ul0\super\cf6\f7\fs18\ul0\s uper\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 De \ul0\nosupersub\cf8\f9\fs20 exemplu, s\u259? prezent\u259?m copilului 5 pahare A-E care con\u355?in lichide incolore. Din acestea \up0 \expndtw0\charscalex114 A, C \u351?i E fiind amesteca te face s\u259? apar\u259? culoarea galben\u259?, B este un decolorant, iar D es te \up0 \expndtw0\charscalex118 ap\u259? pur\u259? (B. Inhelder \u351?i J. Piag et, De la logique de l\ul0\nosupersub\cf17\f18\fs20 \u8217?\ul0\nosupersub\cf8\ f9\fs20 enfant la logique de l\ul0\nosupersub\cf17\f18\fs20 \u8217?\ul0\nosupers ub\cf8\f9\fs20 adolescent, \up0 \expndtw0\charscalex108 Presses Universitaires d e France, 1955) . \par\pard\qj \li1420\ri966\sb8\sl-232\slmult0\fi731 \up0 \expn dtw0\charscalex113 Problema pus\u259? ( mpreun\u259? cu G. Noelting) copilului du p\u259? ce a v\u259?zut culoarea, dar nu \up0 \expndtw0\charscalex112 modul cum a fost ob\u355?inut\u259? const\u259? n reg\u259?sirea culorii printr-o combinare adecvat\u259? \u351?i n \up0 \expndtw0\charscalex112 prezicerea rolul ui pe care-l au lichidele B \u351?i D. La nivelul de 7 - 11 ani, copilul procede az\u259?, n \up0 \expndtw0\charscalex112 general, prin combin\u259?ri de dou\u259 ? cte dou\u259? apoi sare la ncercarea de a le amesteca pe toete \up0 \expndtw0\ch arscalex112 cinci. Cam de la vrsta de 12 ani el procedeaz\u259? metodic, ncercnd to ate asocia\u355?iile posibile, \up0 \expndtw0\charscalex112 cu 1, 2, 3, 4 \u351? i 5 elemente \u351?i reu\u351?e\u351?te s\u259? rezolve problema. \par\pard\ql \ li1420\sb86\sl-138\slmult0 \up0 \expndtw-1\charscalex100 \ul0\super\cf6\f7\fs18\ ul0\super\cf6\f7\fs17 2 \par\pard\li1420\sb32\sl-230\slmult0\fi190\tx3696\tx5302 \up0 \expndtw0\charscalex105 \ul0\nosupersub\cf7\f8\fs20 Fie \ul0\nosupersub\cf 8\f9\fs20 p o propozi\u355?ie,\tab \up0 \expndtw0\charscalex109 \ul0\nosuper sub\cf19\f20\fs20 \u8216?\ul0\nosupersub\cf8\f9\fs20 p nega\u355?ia ei,\tab \u p0 \expndtw0\charscalex109 \ul0\nosupersub\cf19\f20\fs20 \u8216?\ul0\nosupersub\ cf8\f9\fs20 q o alt\u259? propozi\u355?ie \u351?i q nega\u355?ia ei. Le pu tem grupa\par\pard\li1420\sb16\sl-230\slmult0\fi0 \up0 \expndtw0\charscalex110 m ultiplicativ, ceea ce ne d\u259? p k q (de exemplu> acest animal este o leb\u2 59?d\u259? \u351?i aste alb)<\par\pard\ql \li1420\sb0\sl-230\slmult0 \par\pard\q l\li1420\sb8\sl-230\slmult0 \up0 \expndtw0\charscalex110 \ul0\nosupersub\cf19\f2 0\fs20 \u8216?\ul0\nosupersub\cf8\f9\fs20 p l q (nu este o leb\u259?d\u259?, dar este alb) \u351?i nou \par\pard\ql \li1420\sb0\sl-240\slmult0 \par\pard\ql\li14 20\ri3170\sb22\sl-240\slmult0 \up0 \expndtw0\charscalex108 p l \ul0\nosupersub\c f19\f20\fs20 \u8216?\ul0\nosupersub\cf8\f9\fs20 q\ul0\nosupersub\cf7\f8\fs20 \ ul0\nosupersub\cf8\f9\fs20 (este o leb\u259?d\u259?, dar nu este alb\u259?) \u3 51?i \line \up0 \expndtw0\charscalex61 m m \par\pard\qj \li1420\ri970\sb6\sl -233\slmult0\tx2168 \up0 \expndtw0\charscalex120 p l q \tab \up0 \expndtw0\char scalex114 (nu este nici leb\u259?d\u259?, nici alb). Aceasta nu este ns\u25 9? o combinatoric\u259? ci o simpl\u259? \line\up0 \expndtw0\charscalex115 \u8 222?grupare\u8220? multiplicativ\u259?, accesibil\u259? la 7 sau 8 ani (cap. IV, 1 - 4). Din aceste asocia\u355?ii \line \up0 \expndtw0\charscalex113 mul tiplicative se pot ob\u355?ine ns\u259? 16 combin\u259?ri, lundu-le 0,1 cu 1 sau2 cu 2, 3 cu 3 sau toate \up0 \expndtw0\charscalex113 4 deodat\u259?. Dac\u259? se mnul (l) exprim\u259? conjunc\u355?ia \u351?i (V) disjunc\u355?ia, vom \par\pard \li1420\sb8\sl-230\slmult0\fi3493\tx5711\tx6764\tx8678\tx10084\tx10629 \up0 \exp ndtw-1\charscalex100 m\tab \up0 \expndtw-1\charscalex100 m\tab \up0 \expndtw-1\c harscalex100 m m\tab \up0 \expndtw-1\charscalex100 m m\tab \up0 \expndtw -1\charscalex100 m\tab \up0 \expndtw-1\charscalex100 m\par\pard\li1420\sb2\sl-23 0\slmult0\fi0\tx4515\tx5729\tx6943\tx8223\tx10219 \up0 \expndtw-1\charscalex100 avea ntr-adev\u259?r> 1) p l q<\tab \up0 \expndtw-1\charscalex100 2) p l q<\tab \up0 \expndtw-1\charscalex100 3) p l q<\tab \up0 \expndtw-1\charscale x100 4) p l q<\tab \up0 \expndtw-1\charscalex100 5) p l q V p l q<\tab \up0 \expndtw-1\charscalex100 6) p\par\pard\ql \li1420\sb0\sl-230\slmult0 \ up0 \expndtw0\charscalex102 l q V p l q< 7) p l q V p l q< \par\pard \ql \li2816\sb1\sl-217\slmult0 \up0 \expndtw0\charscalex80 m \par\pard\qj \li142

0\ri971\sb13\sl-230\slmult0 \up0 \expndtw0\charscalex118 8) p l q V p l q etc. respectiv o asocia\u355?ie cu 0,4 cu 1,6 cu 2,4 cu 3 \u351?i 1 cu 4 asoci a\u355?ii. \line \up0 \expndtw0\charscalex111 Constat\u259?m c\u259? aceste 1 6 combin\u259?ri (sau 256 n cazul a trei propozi\u355?iuni etc) constit uie \line \up0 \expndtw0\charscalex111 opera\u355?ii noi, cu totul distincte , pe care le putem numi \up0 \expndtw0\charscalex111 \u8222?propozi\u355?io nale\u8220?, deoarece ele \par\pard\qj \li1420\ri967\sb8\sl-233\slmult0 \up0 \ expndtw0\charscalex114 constau n a combina propozi\u355?iuni numai din punctul de vedere al adev\u259?rului sau al falsit\u259?\u355?ii \up0 \expndtw0\charscalex 116 lor . De exemplu, dac\u259? cele patru asocia\u355?ii indicate sunt toate a dev\u259?rate, nseamn\u259? c\u259? nu \up0 \expndtw0\charscalex117 exist\u259? u n raport necesar ntre lebede \u351?i culoarea alb\u259?. Dar nainte de a fi fost d escoperite \up0 \expndtw0\charscalex111 lebedele negre din Australiam se putea \ par\pard\ql \li1420\sb10\sl-230\slmult0\tx3455\tx5617 \up0 \expndtw0\charscalex1 11 afirma c\u259? asocia\u355?ia \tab \up0 \expndtw0\charscalex112 \u8222?p l\ul 0\nosupersub\cf19\f20\fs20 \u8216?\ul0\nosupersub\cf8\f9\fs20 q \u8220? este f als\u259?> \tab \up0 \expndtw0\charscalex101 :n acest caz r\u259?mnea \u8222?p \ul0\nosupersub\cf19\f20\fs20 \u-3881?\ul0\nosupersub\cf8\f9\fs20 q sau \ul0 \nosupersub\cf19\f20\fs20 \u8216?\ul0\nosupersub\cf8\f9\fs20 p k q sau \ul0\ nosupersub\cf19\f20\fs20 \u8216?\ul0\nosupersub\cf8\f9\fs20 p k \ul0\nosupersub \cf19\f20\fs20 \u8216? \par\pard\ql \li1420\ri966\sb27\sl-234\slmult0\tx1758 \up 0 \expndtw0\charscalex114 \ul0\nosupersub\cf8\f9\fs20 q\u8220?, adic\u259? o imp lica\u355?ie (leb\u259?da implic\u259? albul , deoarece dac\u259? este i leb\u25 9?d\u259?, ea eate alb\u259?< dar \line \up0 \expndtw0\charscalex109 un obiect p oate fi alb f\u259?r\u259? a fi o leb\u259?d\u259? (\ul0\nosupersub\cf19\f20\fs2 0 \u8216?\ul0\nosupersub\cf8\f9\fs20 p k q) sau s\u259? nu fie nici leb\u259?d \u259?, nici alb (\ul0\nosupersub\cf19\f20\fs20 \u8216?\ul0\nosupersub\cf8\f9\fs 20 p k \ul0\nosupersub\cf19\f20\fs20 \u8216?\ul0\nosupersub\cf8\f9\fs20 q ). \li ne\tab \up0 \expndtw0\charscalex115 Remarc\u259?m c\u259? aceste opera\u355?ii p ropozi\u355?ionale nu se reduc ctu\u351?i de pu\u355?in doar la o nou\u259? \line \up0 \expndtw0\charscalex120 manier\u259? de a nota faptele. Dimpotriv\u259?, e le constituie o adev\u259?rat\u259? logic\u259? a subiectului \u351?i \line \up0 \expndtw0\charscalex113 anume o logic\u259? mult mai bogat\u259? dect cea a oper a\u355?iilor concrete. :ntr-adev\u259?r, pe de o parte, \line \up0 \expndtw0\cha rscalex117 numai ele permit un ra\u355?ionament formal, care ia n considerare ipo tezele enun\u355?ate verbal, \line \up0 \expndtw0\charscalex117 cum este cazul n orice discu\u355?ie mai adncit\u259? sau n orice expunere coerent\u259?. :n al doi lea \line \up0 \expndtw0\charscalex114 rnd, ele pot fi aplicate datelor experimen tale \u351?i fizice, a\u351?a cum vom vedea n III \u351?i IV, \u351?i \line \up0 \ expndtw0\charscalex115 numai ele permit o disociere a factorilor (o combinatoric \u259?), deci excluderea ipotezelor false \line \up0 \expndtw0\charscalex113 (IV) \u351?i construc\u355?ia schemelor explicative complexe ( III). :n al treilea rnd , ele constituie de \line \up0 \expndtw0\charscalex115 fapt o prelungire \u35 1?i o generalizare a opera\u355?iilor concrete, fiind ele nsele incomplet e, \line \up0 \expndtw0\charscalex115 deoarece o combinatoric\u259? nu este altc eva dect o clasificare de clasific\u259?ri, iar grupul a dou\u259? \par\pard\ql \ li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb156\sl-276\slmult0 \up0 \expndtw -3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 73 {\shp {\*\shpinst\shpleft1418\shptop4496\shpright3756\shpbottom4516\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4429\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P

g74}{\bkmkend Pg74}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri934 \sb69\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 \ul0\nosupersub\cf2\f3\f s24 Se n\u355?elege de la sine c\u259? la 12 -15 ani copilul nu desprinde nc\u259? din aceste \line \up0 \expndtw0\charscalex115 combin\u259?ri propozi\u355?ional e legile dup\u259? cum nici nu caut\u259? formula combin\u259?rilor \line \up0 \ expndtw0\charscalex116 pentru a combina ni\u351?te jetoane. Este ns\u259? remarca bil faptul c\u259?, la nivelul la \line \up0 \expndtw0\charscalex113 care devin e capabil s\u259? combine obiectele printr-o metod\u259? exhaustiv\u259? \u351?i \line \up0 \expndtw0\charscalex115 sistematic\u259?, el se dovede\u351? te a fi apt s\u259? combine idei sau ipoteze sub form\u259? \line \up0 \expndtw0 \charscalex115 de afirma\u355?ii \u351?i nega\u355?ii \u351?i s\u259? utilizeze astfel opera\u355?ii propozi\u355?ionale, pe care \par\pard\li1420\sb6\sl-276\sl mult0\fi0\tx7514 \up0 \expndtw0\charscalex113 pn\u259? atunci nu le-a cun oscut: implica\u355?ia\tab \up0 \expndtw0\charscalex113 (dac\u259?\u8230?atunc i), disjunc\u355?ia\par\pard\li1420\sb4\sl-276\slmult0\fi0\tx3053\tx8852 \up0 \expndtw0\charscalex113 neexclusiv\u259?\tab \up0 \expndtw0\charscalex113 (sau\u 8230?sau\u8230?amndou\u259?), disjunc\u355?ia exclusiv\u259?\tab \up0 \expndtw0 \charscalex113 (sau\u8230?sau) sau\par\pard\qj \li1420\ri941\sb0\sl-280\slmult0 \up0 \expndtw0\charscalex113 incompatibilitatea (sau\u8230?sau\u8230?sau nici u na nici cealalt\u259?), implica\u355?ia reciproc\u259? \line \up0 \expndtw0\char scalex113 etc. \par\pard\ql \li3652\sb0\sl-276\slmult0 \par\pard\ql\li3652\sb0\s l-276\slmult0 \par\pard\ql\li3652\sb0\sl-276\slmult0 \par\pard\ql\li3652\sb15\sl -276\slmult0\tx4087 \up0 \expndtw0\charscalex131 II. \tab \up0 \expndtw0\charsca lex131 \u8222? Grupul\u8220? celor dou\u259? reversibilit\u259?\u355?i \par\pard \qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\ qj\li1420\ri937\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex115 Eliberarea mecanismelor formale ale gndirii n raport cu con\u355?inutul ei, nu \up0 \expndtw 0\charscalex113 duce numai la constituirea unei combinatorici, a\u351?a c um am v\u259?zut ceva \up0 \expndtw0\charscalex110 mai nainte, dar la elabo rarea unei structuri destul de fundamentale, care \up0 \expndtw0\charscale x117 marcheaz\u259? n acela\u351?i timp sinteza structurilor anterioare ale \u82 22?grupurilor\u8220? \u351?i \up0 \expndtw0\charscalex117 punctul de pornire al unei serii de noi progrese. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex116 Grup\u259?rile de opera\u355?ii concrete despre car e am amintit n linii mari n II, \up0 \expndtw0\charscalex120 cap. IV, sunt de dou \u259? feluri \u351?i atest\u259? existen\u355?a a dou\u259? forme esen\u355?ial e de \up0 \expndtw0\charscalex114 recersibilitate, care la acest nivel de 7 - 11 ani constituie deja rezultatul unei \up0 \expndtw0\charscalex114 lungi evolu\u 355?ii avnd drept punct de plecare schemele sensori-motorii \u351?i \up0 \expndtw0\charscalex114 regl\u259?rile reprezentative properatorii. \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex114 Prima dintr e aceste forme de reversibilitate este inversarea sau nega\u355?ia, a \line \up0 \expndtw0\charscalex113 c\u259?rei caracteristic\u259? este faptul c\u259? opera\u355?ia invers\u259? mpreun\u259? cu opera\u355?ia \line \up0 \expndtw0 \charscalex116 direct\u259? corespondent\u259? are ca rezultat o anulare: hA n A f O. Or, nega\u355?ia \u351?i \line \up0 \expndtw0\charscalex113 are obr\u351?ia printre formele cele mai primitive de conduit\u259?: un sugar poate s\u259? \lin e \up0 \expndtw0\charscalex120 pun\u259? n fa\u355?a lui un obiect, apoi s\u259?l ia. ndat\u259? ce va vorbi, va fi capabil s\u259? \line \up0 \expndtw0\charscal ex117 spun\u259? \u8222?nu\u8220?, chiar nainte de a spune \u8222?da\u8220? etc. La nivelul primelor clasific\u259?ri \line \up0 \expndtw0\charscalex113 preopera torii, el va \u351?ti deja s\u259? reuneasc\u259? un obiect cu altele sau s\u259 ? le separe \line \up0 \expndtw0\charscalex115 etc. Tocmai generalizarea \u351?i mai ales structurarea exact\u259? a unor asemenea \line \up0 \expndtw0\charscal ex115 conduite de inversare vor caracteriza toate opera\u355?i ileini\u355?iale cu \line \up0 \expndtw0\charscalex117 reversibilitatea lor s trict\u259?. n aceast\u259? privin\u355?\u259?, inversarea caracterizeaz\u259? fi e \line \up0 \expndtw0\charscalex117 \u8222?grup\u259?ri\u8220? de clase, fie ad

itive (suprimarea unui obiect sau a unuiansamblu \line \up0 \expndtw0\charscale x117 de obiecte), fie multiplicarea \up0 \expndtw0\charscalex117 (inversa mu ltiplic\u259?rii a dou\u259? clase este \par\pard\ql \li1420\sb4\sl-276\slmu lt0 \up0 \expndtw0\charscalex113 \u8222?abstrac\u355?ia\u8220? sau suprimarea un ei intersec\u355?ii)\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersu b\cf2\f3\fs24 . \par\pard\qj \li1420\ri936\sb0\sl-285\slmult0\fi283 \up0 \expndt w0\charscalex117 A doua form\u259? de reverzibilitate este, dimpotriv\u259 ?, reciprocitatea, sau \line \up0 \expndtw0\charscalex118 simetria, a c\u259?r ei caracteristic\u259? este faptul c\u259? opera\u355?ia ini\u355?ial\u259?, com pus\u259? cu \line \up0 \expndtw0\charscalex113 reciproca ei, conduce la o echivalen\u355?\u259?. Dac\u259?, de pild\u259?, opera\u355?ia ini\u355?ial \u259? \line \up0 \expndtw0\charscalex113 const\u259? n a introduce o diefern\u35 5?\u259? ntre A \u351?i B sub forma A\ul0\nosupersub\cf18\f19\fs24 \u-4036?\ul0\n osupersub\cf2\f3\fs24 B \u351?i dac\u259? opera\u355?ia \line \up0 \expndtw0\ch arscalex113 reciproc\u259? const\u259? n a anula aceast\u259? diferen\u355?\u259? sau n a o parcurge n sens \par\pard\ql \li1420\sb218\sl-230\slmult0\tx2859 \up0 \ expndtw0\charscalex115 \ul0\nosupersub\cf8\f9\fs20 reversibilit\u259?\u355?i \ta b \up0 \expndtw0\charscalex113 ( II) nu este altceva dect sinteza tuturor grup\u25 9?rilor> opera\u355?iile propozi\u355?ionale \par\pard\qj \li1420\ri974\sb0\sl-2 40\slmult0 \up0 \expndtw0\charscalex120 reprezint\u259? deci, de fapt, opera\u35 5?ii la puterea a doua, dar referindu-se la opera\u355?ii concrete \line \up0 \e xpndtw0\charscalex113 (deoarece fiecare propozi\u355?ie constituie deja n con\u35 5?inutul ei rezultatul unei opera\u355?ii concrete). \par\pard\ql \li1420\sb211\ sl-230\slmult0 \up0 \expndtw0\charscalex111 \ul0\super\cf6\f7\fs18\ul0\super\cf6 \f7\fs17 1\ul0\nosupersub\cf8\f9\fs20 De exemplu, mierlele albe, abstrac\u355 ?ie f\u259?cnd de culoarea alb\u259?, r\u259?mn totu\u351?i mierle. \par\pard\ql \ li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb156\sl-276\slmult0 \up0 \expndtw -3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 74 {\shp {\*\shpinst\shpleft1418\shptop14186\shpright3756\shpbottom14206\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3208\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g75}{\bkmkend Pg75}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri934\sb89\sl-280\slmult0 \up0 \expndtw0\cha rscalex113 \ul0\nosupersub\cf2\f3\fs24 contrar, se ajunge la achivalen\u355?a A\ ul0\nosupersub\cf18\f19\fs24 \u-4035?\ul0\nosupersub\cf2\f3\fs24 A (sau dac\u25 9? A\ul0\nosupersub\cf18\f19\fs24 \ul0\nosupersub\cf2\f3\fs24 B \u351?i B\ul0\nos upersub\cf18\f19\fs24 \u8225?\ul0\nosupersub\cf2\f3\fs24 A, ob\u355?inem A\ul0\n osupersub\cf18\f19\fs24 \u-4035?\ul0\nosupersub\cf2\f3\fs24 B). \line \up0 \expn dtw0\charscalex114 Reciprocitatea este forma de reversibilitate care caracterize az\u259? grup\u259?rile de \line \up0 \expndtw0\charscalex121 rela\u355?ie, dar \u351?i ea \u351?i are izvorul n conduite mult anterioare, sub form\u259? de \line \up0 \expndtw0\charscalex114 simetrii. Exist\u259? astfel simetrii spa\u355?ial e, perceptive sau reprezentative, simetrii \line \up0 \expndtw0\charscalex113 mo torii etc. La nivelul regl\u259?rilor reprezentative preoperatorii, un c opil va \line \up0 \expndtw0\charscalex115 spune c\u259? un bo\u355? de toc\u25 9?tur\u259? transformat ntr-un crn\u259?cior con\u355?ine mai mult\u259? \line \up 0 \expndtw0\charscalex116 past\u259?, deoarece crn\u259?ciorul este mai lung, dar dac\u259? lungim crn\u259?ciorul din \line \up0 \expndtw0\charscalex113 ce n ce m ai mult, el va ajunge prin reciprocitate (reglatoare \u351?i nu operatorie) \lin e \up0 \expndtw0\charscalex118 la ideea c\u259? totu\u351?i crn\u259?ciorul con\u

355?ine mai pu\u355?in\u259? past\u259?, deoarece este mai \line \up0 \expndtw0\ charscalex118 sub\u355?ire. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex116 Dar, la nivelul grup\u259?rilor de opera\u355?ii co ncrete, aceste dou\u259? forme posibile \line \up0 \expndtw0\charscalex116 de re versibilitate guverneaz\u259? fiecare domeniul s\u259?u, sistemele de clase sau \line \up0 \expndtw0\charscalex114 sistemele de rela\u355?ii, f\u259?r\u259? construirea unui sistem de ansamblu care s\u259? \line \up0 \expndtw0\cha rscalex113 permit\u259? trecerea deductiv\u259? de la un ansamblu de grup\u259?r i, la un alt ansamblu \line \up0 \expndtw0\charscalex116 \u351?i compunerea ntre ele a transform\u259?rilor inverse \u351?i reciproce. Cu alte \line \up 0 \expndtw0\charscalex116 cuvinte, structurile de opera\u355?ii concrete, oricar e ar fi progresele lor n raport \line \up0 \expndtw0\charscalex113 cu regl\u259?r ile preoperatorii, r\u259?mnincomplete sau nencheiate \u351?i am v\u259?zut deja \ line \up0 \expndtw0\charscalex113 cum inventarea combinatoricii permite nl\u259?t urarea uneia dintre lacunele lor. \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0\ fi283 \up0 \expndtw0\charscalex116 O achizi\u355?ie analog\u259? \u351?i, n treac \u259?t fie spus, solidar\u259? cu cea de mai sus are \up0 \expndtw0\charscalex1 18 loc \u351?i n ceea ce prive\u351?te gruparea ntr-un singur sistem a invers\u259 ?rilor \u351?i a \up0 \expndtw0\charscalex112 reciprocit\u259?\u355?ilor. \par\p ard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex114 Pe de o parte, desprinderea mecanismelor formale, care se elibereaz\u259? de \line \u p0 \expndtw0\charscalex115 con\u355?inuturile lor, conduce n mod natural \u351?i la eliberarea de grup\u259?rile care o \line \up0 \expndtw0\charscalex114 ac\u35 5?ioneaz\u259? din aproape n aproape \u351?i la ncercarea de a combina invers\u259 ?rile \line \up0 \expndtw0\charscalex113 \u351?i reciprocit\u259?\u355?ile. Pe d e alt\u259? parte, combinatorica duce la suprapunerea peste \line \up0 \expndtw0 \charscalex111 opera\u355?iile elementare aunui nou sistem de opera\u355?i i asupra opera\u355?iilor sau \line \up0 \expndtw0\charscalex114 opera\u355?i i propozi\u355?ionale (al c\u259?ror con\u355?inut const\u259? n opera\u355?ii cu clase, cu rela\u355?ii \line \up0 \expndtw0\charscalex113 sau cu numere, n ti mp ce forma lor constituie o combinatoric\u259? care le \line \up0 \expn dtw0\charscalex117 transcende; rezult\u259? de aici c\u259? noile opera\u355?ii, fiind de natur\u259? combinatoric\u259?, \line \up0 \expndtw0\charscalex117 con \u355?in toate combin\u259?rile, inclusiv, n special, invers\u259?rile \u351?i re ciprocit\u259?\u355?ile. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up 0 \expndtw0\charscalex114 Dar, frumuse\u355?ea noului sistem care se impune n ace st moment \u351?i care \u351?i \line \up0 \expndtw0\charscalex114 demonstreaz\u25 9? caracterul de sintez\u259? sau de des\u259?vr\u351?ire \up0 \expnd tw0\charscalex114 (a\u351?teptnd, \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0 \ up0 \expndtw0\charscalex113 binen\u355?eles, s\u259? fie integrat n sisteme mai la rgi), const\u259? n faptul c\u259? nu are loc \line \up0 \expndtw0\charscalex120 pur \u351?i simplu o juxtapunere a invers\u259?rilor \u351?i reciprocit\u259?\u3 55?ilor, ci o contopire \line \up0 \expndtw0\charscalex117 operatorie ntr-un to t unic, n sensul c\u259? fiecare opera\u355?ie va fi de \line \up 0 \expndtw0\charscalex112 acum ncolo n acela\u351?i timp inversa unei alte opera\u 355?ii \u351?i reciproca unei a treia, \line \up0 \expndtw0\charscalex113 ceea ce face \u351?i transform\u259?ri; direct\u259?, invers\u259?, reciproc\u2 59? \u351?i invers\u259? celei \line \up0 \expndtw0\charscalex113 reciproce f iind n acela\u351?i timp corelativa (sau duala) primei opera\u355?ii. \par\pard\q l \li1703\sb24\sl-276\slmult0\tx6652 \up0 \expndtw0\charscalex116 S\u259? lu\u2 59?m de exemplu implica\u355?ia p \tab \up0 \expndtw0\charscalex119 \ul0\ nosupersub\cf18\f19\fs24 \u-3895?\ul0\nosupersub\cf2\f3\fs24 q \u351?i s-o aplic\u259?m la situa\u355?ia \par\pard\qj \li1420\ri934\sb15\sl-287\slmult0 \ up0 \expndtw0\charscalex115 experimental\u259? n care un copil de 12 - 15 ani caut\u259? s\u259? n\u355?eleag\u259? leg\u259?turile \line \up0 \expndtw0\charsc alex110 dintre fenomenele pe care nu le cunoa\u351?te, dar pe care le analizeaz\u259? cu \line \up0 \expndtw0\charscalex112 ajutorul opera\u355?iil or propozi\u355?ionale noi de care dispune \u351?i nu prin taton\u259?r i \line \up0 \expndtw0\charscalex109 f\u259?cute la ntmplare. S\u259? presupune m c\u259? el asist\u259? la un anumit num\u259?r de \line \up0 \expndtw0

\charscalex120 mi\u351?c\u259?ri \u351?i de opriri ale unui mobil, opriri le p\u259?rnd s\u259? fie nso\u355?ite de \line \up0 \expndtw0\charscalex115 a prinderea unui bec. Prima ipotez\u259? pe care o va face copilul va fi c\u259? l umina \line \up0 \expndtw0\charscalex116 este cauza (sau indiciul cauzei) oprir ilor: fie p \ul0\nosupersub\cf18\f19\fs24 \u-3895?\ul0\nosupersub\cf2\f3\fs24 q (lumina implic\u259? oprire). \line \up0 \expndtw0\charscalex111 Pentru a c ontrola ipoteza nu exist\u259? dect un mijloc: subiectul trebuie s\u259? \line \up0 \expndtw0\charscalex111 verifice dac\u259? exist\u259? sau nu aprind ere f\u259?r\u259? oprire; fie p \ul0\nosupersub\cf18\f19\fs24 \u-3881?\u8216?\u l0\nosupersub\cf2\f3\fs24 q \up0 \expndtw0\charscalex111 (opera\u355?ia invers\u 259? \par\pard\ql \li1420\sb23\sl-276\slmult0 \up0 \expndtw0\charscalex113 sau n egarea implica\u355?iei p \ul0\nosupersub\cf18\f19\fs24 \u-3895?\ul0\nosupersub\ cf2\f3\fs24 q). Dar el se poate ntreba, de asemenea, dac\u259? \par\pard\ql \l i5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5 975\sb12\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs2 4 75 \par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstar t Pg76}{\bkmkend Pg76}\par\pard\qj \li1420\sb0\sl-310\slmult0 \par\pard\qj\li142 0\sb0\sl-310\slmult0 \par\pard\qj\li1420\sb0\sl-310\slmult0 \par\pard\qj\li1420\ ri874\sb234\sl-310\slmult0 \up0 \expndtw0\charscalex111 \ul0\nosupersub\cf2\f3\f s24 aprinderea n loc s\u259? provoace oprirea, nu este declan\u351?at\u259? de ac easta, adic\u259? q \line \up0 \expndtw0\charscalex116 \ul0\nosupersub\cf18\f19\ fs24 \u-3895?\ul0\nosupersub\cf2\f3\fs24 p, ceea ce este de data aceasta recipr oca \u351?i nu inversa implica\u355?iei p \ul0\nosupersub\cf18\f19\fs24 \u-3895? \ul0\nosupersub\cf2\f3\fs24 q. \line \up0 \expndtw0\charscalex110 Pentru a co ntrola ipoteza q \ul0\nosupersub\cf18\f19\fs24 \u-3895?\ul0\nosupersub\cf2\f3 \fs24 p (oprirea implic\u259? lumina), el va c\u259?uta un \line \up0 \ expndtw0\charscalex110 contraexemplu adic\u259? o oprire f\u259?r\u259? aprinder e \ul0\nosupersub\cf18\f19\fs24 \u8216?\ul0\nosupersub\cf2\f3\fs24 p \ul0\nosupe rsub\cf18\f19\fs24 \u-3881?\ul0\nosupersub\cf2\f3\fs24 q (inversa ipotezei q \ul0\nosupersub\cf18\f19\fs24 \u-3895?\ul0\nosupersub\cf2\f3\fs24 p pe \line \up0 \expndtw0\charscalex117 care o va exclude, dac\u259? exist\u259? oprire f\u 259?r\u259? aprindere. Or, \ul0\nosupersub\cf18\f19\fs24 \u8216?\ul0\nosupersub \cf2\f3\fs24 p \ul0\nosupersub\cf18\f19\fs24 \u-3881?\ul0\nosupersub\cf2\f3\fs2 4 q, care este \line \up0 \expndtw0\charscalex115 inversa lui q \ul0\nosupersub \cf18\f19\fs24 \u-3895?\ul0\nosupersub\cf2\f3\fs24 p, este n acela\u351?i timp c orelativa lui p \ul0\nosupersub\cf18\f19\fs24 \u-3895?\ul0\nosupersub\cf2\f3\fs2 4 q, deoarece dac\u259? de \line \up0 \expndtw0\charscalex113 cte ori are loc o aprindere are loc \u351?i o aprire ( p \ul0\nosupersub\cf18\f19\fs24 \u-3895?\ul 0\nosupersub\cf2\f3\fs24 q), pot exista \u351?i opriri f\u259?r\u259? \line \up 0 \expndtw0\charscalex113 aprindere. De semenea p \ul0\nosupersub\cf18\f19\fs24 \u-3881?\ul0\nosupersub\cf2\f3\fs24 q care este inversa lui p \ul0\nosupersub\c f18\f19\fs24 \u-3881?\ul0\nosupersub\cf2\f3\fs24 q este \u351?i corelativa lui q \line \up0 \expndtw0\charscalex113 \ul0\nosupersub\cf18\f19\fs24 \u-3895?\ul0\ nosupersub\cf2\f3\fs24 p, deoarece dac\u259? ori de cte ori are loc o oprire are loc \u351?i o aprindere (q \ul0\nosupersub\cf18\f19\fs24 \u-3895?\u-4064? \par\ pard\ql \li1420\ri936\sb25\sl-293\slmult0\tx1703 \up0 \expndtw0\charscalex115 \u l0\nosupersub\cf2\f3\fs24 p), pot exista n acest caz \u351?i aprinderi f\u259?r\u 259? opriri. De asemenea, dac\u259? q \ul0\nosupersub\cf18\f19\fs24 \u-3895?\ul0 \nosupersub\cf2\f3\fs24 p \line \up0 \expndtw0\charscalex110 este reciproca lui p \ul0\nosupersub\cf18\f19\fs24 \u-3895?\ul0\nosupersub\cf2\f3\fs24 q, atunci \u351?i \ul0\nosupersub\cf18\f19\fs24 \u8216?\ul0\nosupersub\cf2\f3\fs24 p \ul0\ nosupersub\cf18\f19\fs24 \u-3881?\ul0\nosupersub\cf2\f3\fs24 q este, de asemene a reciproca lui p \ul0\nosupersub\cf18\f19\fs24 \u-3881?\u8216?\ul0\nosupersub\c f2\f3\fs24 q. \line\tab \up0 \expndtw0\charscalex112 Vom vedea astfel c\u259?, d ac\u259? f\u259?r\u259? a cunoa\u351?te vreo formul\u259? logic\u259? sau formul a \line \up0 \expndtw0\charscalex112 \u8222?grupurilor\u8220?, n sens matematic \up0 \expndtw0\charscalex112 (a\u351?a cum sugerul nu o cunoa\u351?te cnd \par\pard\ql \li1420\ri942\sb0\sl-286\slmult0\tx1703 \up0 \expndtw0\charscalex11 6 descoper\u259? grupul practic al deplas\u259?rilor), preadolescentul de 12 - 1 5 ani va \up0 \expndtw0\charscalex114 fi n stare s\u259? manipuleze transform\u25

9?rile potrivit celor patru posibilit\u259?\u355?i. \line \tab \up0 \expndtw-3\c harscalex100 I \up0 \expndtw0\charscalex111 (treansformarea identic\u259?), N (invers\u259?), R (reciproca) \u351?i C (cprelativ\u259?), \line \up0 \exp ndtw0\charscalex111 respectiv n cazul lui p \ul0\nosupersub\cf18\f19\fs24 \u-3895 ?\ul0\nosupersub\cf2\f3\fs24 q: \par\pard\qj \li3613\ri2837\sb296\sl-300\slmult 0 \up0 \expndtw-3\charscalex100 I \ul0\nosupersub\cf18\f19\fs24 \u-4035?\ul0\nos upersub\cf2\f3\fs24 p \ul0\nosupersub\cf18\f19\fs24 \u-3895?\ul0\nosupersub\cf2 \f3\fs24 q; N \ul0\nosupersub\cf18\f19\fs24 \u-4035?\ul0\nosupersub\cf2\f3\ fs24 p \ul0\nosupersub\cf18\f19\fs24 \u-3881?\ul0\nosupersub\cf2\f3\fs24 q; R \ul0\nosupersub\cf18\f19\fs24 \u-4035?\ul0\nosupersub\cf2\f3\fs24 q \ul0\no supersub\cf18\f19\fs24 \u-3895?\ul0\nosupersub\cf2\f3\fs24 p \u351?i C \ul0 \nosupersub\cf18\f19\fs24 \u-4035?\ul0\nosupersub\cf2\f3\fs24 p \ul0\nosupersub \cf18\f19\fs24 \u-3881?\u8216?\ul0\nosupersub\cf2\f3\fs24 q \line \up0 \expndtw8\charscalex100 Or, N \ul0\nosupersub\cf18\f19\fs24 \u-4035?\ul0\nosupersub\ cf2\f3\fs24 RC; R \ul0\nosupersub\cf18\f19\fs24 \u-4035?\ul0\nosupersub\cf2 \f3\fs24 MC; C \ul0\nosupersub\cf18\f19\fs24 \u-4035?\ul0\nosupersub\cf2\f3 \fs24 NR \u351?i I \ul0\nosupersub\cf18\f19\fs24 \u-4035?\ul0\nosupersub\cf 2\f3\fs24 NRC\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\ f3\fs24 , \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri939\sb17 \sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 ceea ce constituie un grup de patru transform\u259?ri sau o cvaternalitate, care \line \up0 \expndtw0\charsca lex113 une\u351?te ntr-un singur sistem invers\u259?rile \u351?i reciprocit \u259?\u355?ile, realiznd astfel \line \up0 \expndtw0\charscalex118 sinteza st ructurilor per\u355?iale construite pn\u259? acum la nivelul opera\u355?ii lor \line \up0 \expndtw0\charscalex111 concrete. \par\pard\ql \li4046\sb0\sl-276 \slmult0 \par\pard\ql\li4046\sb0\sl-276\slmult0 \par\pard\ql\li4046\sb0\sl-276\s lmult0 \par\pard\ql\li4046\sb0\sl-276\slmult0 \par\pard\ql\li4046\sb20\sl-276\sl mult0 \up0 \expndtw0\charscalex123 III. Schemele operatorii formale \par\pard\ qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri936\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex116 Pe la 11 - 12 ani apare o serie de csheme opara torii noi, a c\u259?ror form\u259? \up0 \expndtw0\charscalex112 aproape sincron\ u259? pare s\u259? indice c\u259? ntre ele exist\u259? o leg\u259?tur\u259?, f\u2 59?r\u259? ns\u259? s\u259? se \up0 \expndtw0\charscalex115 poat\u259? constata nr udirealor structural\u259?, dac\u259? ne uit\u259?m pe punctul de vedere \up0 \e xpndtw0\charscalex115 al con\u351?tii\u355?ei subiectului: acestea sunt no\u355? iunile de propor\u355?ie, sistemele duble \up0 \expndtw0\charscalex118 de refe rin\u355?\u259?, n\u355?elegerea echilibrului hidrostatic, animite form e de \up0 \expndtw0\charscalex118 probabilitate etc. \par\pard\qj \li1420\ri93 4\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex117 Analiza arat\u259? c \u259? fiecare dintre aceste scheme comport\u259? fie o \up0 \expn dtw0\charscalex113 combinatoric\u259? (rare ori singur\u259?) fie, mai ales un s istem de patru transform\u259?ri, \up0 \expndtw0\charscalex117 care \u355?ine de grupul de cvaternalitate precedent \u351?i demonstreaz\u259? \u p0 \expndtw0\charscalex114 generalitatea foosirii lui, cu toate c\u259? subiectu l nu are, binen\u355?eles, con\u351?tiin\u355?a \up0 \expndtw0\charscalex114 exis ten\u355?ei unei asemenea structuri ca atare. \par\pard\qj \li1420\sb0\sl-280\sl mult0 \par\pard\qj\li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscal ex116 1. Propor\u355?iile. Rela\u355?ia dintre grupul matematic de cv aternalitate \u351?I \line \up0 \expndtw0\charscalex116 propor\u355?iile numer ice sau metrice este bine cinoscut\u259?, dar ceea ce se \par\pard\qj \ li1420\ri1648\sb234\sl-240\slmult0 \up0 \expndtw0\charscalex108 \ul0\super\cf6\f 7\fs18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 A\ul0\nosupersub\cf8 \f9\fs20 ceatsa nseamn\u259? c\u259? N \ul0\nosupersub\cf19\f20\fs20 \u-4035?\ul0 \nosupersub\cf8\f9\fs20 (p \ul0\nosupersub\cf19\f20\fs20 \u-3881?\ul0\nosupersu b\cf8\f9\fs20 q) este reciproca R a lui C \ul0\nosupersub\cf19\f20\fs20 \u-4035 ?\ul0\nosupersub\cf8\f9\fs20 (\ul0\nosupersub\cf19\f20\fs20 \u8216?\ul0\nosuper sub\cf8\f9\fs20 p \ul0\nosupersub\cf19\f20\fs20 \u-3881?\ul0\nosupersub\cf8\f9\f s20 q)< c\u259? R \ul0\nosupersub\cf19\f20\fs20 \u-4035?\ul0\nosupersub\cf8\f 9\fs20 (q \ul0\nosupersub\cf19\f20\fs20 \u-3881?\ul0\nosupersub\cf8\f9\fs20 p) este \up0 \expndtw0\charscalex108 inversa N a corelativei \par\pard\ql \li1483\

sb29\sl-230\slmult0 \up0 \expndtw0\charscalex110 (p \ul0\nosupersub\cf19\f20\fs2 0 \u-3881?\ul0\nosupersub\cf8\f9\fs20 q) \u351?.a.m.d. \par\pard\ql \li5975\sb0 \sl-276\slmult0 \par\pard\ql\li5975\sb156\sl-276\slmult0 \up0 \expndtw-3\charsca lex100 \ul0\nosupersub\cf4\f5\fs24 76 {\shp {\*\shpinst\shpleft1418\shptop14598\shpright3756\shpbottom14618\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3186\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g77}{\bkmkend Pg77}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri937\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex117 \ul0\nosupersub\cf2\f3\fs24 cunoa\u351?te mai pu\u355?in nainte de cer cet\u259?rile referitoare la dezoltarea logicii la \line \up0 \expndtw0\charscal ex118 copil este pe de o parte, grupul de cvaternalitate ca structur\u259? \line \up0 \expndtw0\charscalex113 interpropozi\u355?ional\u259? iar, pe de alt\u259? parte, faptul c\u259? no\u355?iunea de propor\u35 5?ie \line \up0 \expndtw0\charscalex113 apare totdeauna sub o form\u259? cal itativ\u259? \u351?i logic\u259? nainte de a se structura \line \up0 \expndtw0 \charscalex113 cantitativ. \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \ up0 \expndtw0\charscalex114 La vrsta de 11 - 12 ani, vedem ap\u259?rnd no\u355?iun ea de propor\u355?ie n domenii \line \up0 \expndtw0\charscalex117 foarte diferite \u351?i de fiecare dat\u259? sub aceea\u351?i form\u259?, ini\u355?ial calitati v\u259?. Aceste \line \up0 \expndtw0\charscalex114 domenii sunt, ntre altele: propor\u355?iile spa\u355?iale \up0 \expndtw0\charscalex117 (figuri asemenea), vitezele \par\pard\qj \li1420\ri937\sb21\sl-280\slmult0 \up0 \expndtw0\charsca lex113 metrice (sot \ul0\nosupersub\cf18\f19\fs24 \u-4035?\ul0\nosupersub\cf2\ f3\fs24 neonr) probalit\u259?\u355?ile (xoy \ul0\nosupersub\cf18\f19\fs24 \u4035?\ul0\nosupersub\cf2\f3\fs24 nxony), rela\u355?iile dintre greutatea \u351? i \up0 \expndtw0\charscalex113 lungimea bra\u355?elor unei balan\u355?e etc. \pa r\pard\qj \li1420\ri934\sb0\sl-281\slmult0\fi283 \up0 \expndtw0\charscalex115 n c azul balan\u355?ei, de exemplu, subiectul ajunge mai nti s\u259? constate pe o \li ne \up0 \expndtw0\charscalex112 cale ordinal\u259? c\u259?, cu ct cre\u351?t e greutatea, cu att bra\u355?ul se nclin\u259? \u351?i se \line \up0 \expnd tw0\charscalex114 dep\u259?rteaz\u259? de linia de echilibru. Aceste constat\u25 9?ri l conduc la descoperirea \line \up0 \expndtw0\charscalex121 unei func\u355? ii liniare \u351?i la n\u355?elegerea unei prime condi\u355?ii a echilibr ului \line \up0 \expndtw0\charscalex114 (egalitatea greut\u259?\u355?ilor la dis tan\u355?e egale de mijloc). El descoper\u259? tot pe o cale \line \up0 \expndtw 0\charscalex116 ordinal\u259?, c\u259? aceea\u351?i greutate G face s\u259? se nc line balan\u355?a, cu att mai mult \line \up0 \expndtw0\charscalex111 cu ct o d ep\u259?rt\u259?m de punctul median al bra\u355?elor. El deduce de aici de \line \up0 \expndtw0\charscalex109 asemenea o func\u355?ie liniar\u259? \u351?i constant\u259? c\u259? pentru dou\u259? greut\u259?\u355?i egale se \line \up0 \expndtw0\charscalex119 ob\u355?ine echilibrul dac\u259? se men\u 355?in egale distan\u355?ele lor L, orict de mari ar fi \line \up0 \expndtw0\char scalex114 acestea. Descoparirea propor\u355?ionalit\u259?\u355?ii inverse dintre greutate \u351?i lungime se \line \up0 \expndtw0\charscalex116 ob\u355?ine atun ci de asemenea printr-o stabilire a rela\u355?iei calitative ntre aceste \line \u p0 \expndtw0\charscalex113 dou\u259? func\u355?ii ini\u355?iale ordinale. n\u3 55?elegerea apare atunci cnd copilul \u351?i d\u259? \line \up0 \expndtw0\cha rscalex108 seama c\u259? are loc echivalen\u355?a de rezultate de fiecar e dat\u259?, cnd pe de o \line \up0 \expndtw0\charscalex117 parte, el m\u259

?re\u351?te greutatea f\u259?r\u259? s\u259? schimbe lungimea, iar pe de alt\u25 9? parte, \line \up0 \expndtw0\charscalex113 m\u259?re\u351?te lungimea, f\u259? r\u259? s\u259? schimbe greutatea. De aici el deduce apoi ipoteza \line \up0 \ex pndtw0\charscalex118 (pe care o verific\u259? pe cale ordinal\u259?), c\u259? po rnind de la dou\u259? greut\u259?\u355?i egale, \line \up0 \expndtw0\charscalex1 13 situate la aceea\u351?i distan\u355?\u259? de centru, se p\u259?streaz\u259? echilibrul. Dac\u259? mic\u351?or\u259?m \line \up0 \expndtw0\charscalex116 una din greut\u259?\u355?i dar o dep\u259?rt\u259?m, \u351?i m\u259?rim cealalt\u259 ? greutate dar o apropiem \line \up0 \expndtw0\charscalex113 de centru. De-abi a n acest moment copilul ajunge la propor\u355?ia metric\u259? \line \up0 \expndtw0\charscalex110 simpl\u259? PoL \ul0\nosupersub\cf18\f19\fs24 \u-4035?\ ul0\nosupersub\cf2\f3\fs24 2 Po2 etc., dar el nu descoper\u259? aceste propor\u 355?ii dect pornind de \line \up0 \expndtw0\charscalex118 la propor\u355?ia cal itativ\u259? precedent\u259?, care poate fi exprimat\u259? dup\u259? cum \line \up0 \expndtw0\charscalex113 urmeaz\u259?: mic\u351?orarea greut\u259?\u35 5?ii o dat\u259? cu m\u259?rirea lungimii este echivalent\u259? cu \line \up0 \e xpndtw0\charscalex113 m\u259?rirea greut\u259?\u355?ii o dat\u259? cu mic\u351?o rarea lungimii\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\ f3\fs24 . \par\pard\qj \li1420\ri937\sb280\sl-280\slmult0\fi283 \up0 \expndtw0\c harscalex121 2. Sistemele duble de referin\u355?\u259?. La fel se petrec luc rurile n ceea ce \line \up0 \expndtw0\charscalex110 prive\u351?te sistemele dub le de referin\u355?\u259?. Dac\u259? un melc se deplaseaz\u259? pe o \l ine \up0 \expndtw0\charscalex111 plan\u351?et\u259? ntr-un sens sau n altul, iar plan\u351?eta ns\u259?\u351?i se mi\u351?c\u259? nainte \line \up0 \e xpndtw0\charscalex117 sau napoi n raport cu un punct de referin\u355?\u259? exteri or, copilul aflat la nivelul \line \up0 \expndtw0\charscalex116 opera\u355?iilor concrete n\u355?elege bine aceste dou\u259? perechi de opera\u355?ii directe \u3 51?i \line \up0 \expndtw0\charscalex116 inverse, dar nu reu\u351?e\u351?te s\u25 9? le compun\u259? ntr ele \u351?i s\u259? anticipeze de exemplu, \par\pard\qj \l i1420\ri967\sb247\sl-248\slmult0 \up0 \expndtw0\charscalex113 \ul0\super\cf6\f7\ fs18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 Se \ul0\nosupersub\cf 8\f9\fs20 constat\u259? astfel c\u259? schema de propor\u355?ionalitate este ded us\u259? n mod direct din grupul de \line \up0 \expndtw0\charscalex114 cvaternali tate. Subiectul porne\u351?te de la dou\u259? transform\u259?ri, f iecare comportnd o \line \up0 \expndtw0\charscalex112 transformare invers\u25 9?> m\u259?rirea sau mic\u351?orarea greut\u259?\u355?ii sau a lungimii (deci \u l0\nosupersub\cf19\f20\fs20 \u-4053?\ul0\nosupersub\cf8\f9\fs20 G \u351?i \ul0\n osupersub\cf19\f20\fs20 \u-4053?\ul0\nosupersub\cf8\f9\fs20 L), apoi el \line \u p0 \expndtw0\charscalex116 descoper\u259? c\u259? inversarea uneia (mic\u351?or area greut\u259?\u355?ii> G) poate fi nlocuit\u259? prin inversarea \line \up0 \e xpndtw0\charscalex113 celeilalte (mic\u351?orarea lungimii> \ul0\nosupersub\cf19 \f20\fs20 -\ul0\nosupersub\cf8\f9\fs20 L), care nu este deci identic\u259? cu p rima invers\u259?, dar duce la \line \up0 \expndtw0\charscalex113 acela\u351?i r ezultat prin compensare \u351?i nu numai prin anulare> dac\u259? \ul0\nosupersub \cf19\f20\fs20 \u-4053?\ul0\nosupersub\cf8\f9\fs20 G este opera\u355?ia ini\u355 ?ial\u259? I \u351?i \line \up0 \expndtw0\charscalex113 \ul0\nosupersub\cf19\f20 \fs20 -\ul0\nosupersub\cf8\f9\fs20 G, opera\u355?ia invers\u259? N, atunci \ul0\ nosupersub\cf19\f20\fs20 -\ul0\nosupersub\cf8\f9\fs20 L este reciproca ( R ) lui \ul0\nosupersub\cf19\f20\fs20 \u-4053?\ul0\nosupersub\cf8\f9\fs20 G, iar \ul0\n osupersub\cf19\f20\fs20 \u-4053?\ul0\nosupersub\cf8\f9\fs20 L este corelativa ( C ). Prin \line \up0 \expndtw0\charscalex118 simplul fapt c\u259? ne afl\u259?m n prezen\u355?a a dou\u259? cupluri de transform\u259?ri directe \u351?i inverse \u351?i a \line \up0 \expndtw0\charscalex115 unei rela\u355?ii de echivalen\u355 ?\u259? (dar nu de identitate), sistemul de propr\u355?ii \u355?ine de cvaternal itatea \line \up0 \expndtw0\charscalex108 sub forma IoR \ul0\nosupersub\cf19\f20 \fs20 \u-4035?\ul0\nosupersub\cf8\f9\fs20 CoN (de unde produsele mediilor \u351 ?i extremelor dau IN \ul0\nosupersub\cf19\f20\fs20 \u-4035?\ul0\nosupersub\cf8\f 9\fs20 RC ). \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb153\ sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 77

{\shp {\*\shpinst\shpleft1418\shptop12882\shpright3756\shpbottom12902\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4148\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g78}{\bkmkend Pg78}\par\pard\qj \li1420\sb0\sl-288\slmult0 \par\pard\qj\li1420\s b0\sl-288\slmult0 \par\pard\qj\li1420\sb0\sl-288\slmult0 \par\pard\qj\li1420\sb0 \sl-288\slmult0 \par\pard\qj\li1420\ri936\sb31\sl-288\slmult0 \up0 \expndtw0\cha rscalex117 \ul0\nosupersub\cf2\f3\fs24 faptul c\u259? melcul, n timp ce nainteaz\u 259?, poate s\u259? r\u259?mn\u259? totu\u351?i nemi\u351?cat n \up0 \expndtw0\cha rscalex115 raport cu punctul exterior, deoarece mi\u351?carea plan\u351?etei com penseaz\u259?, f\u259?r\u259? \up0 \expndtw0\charscalex116 s\u259? anuleze, mi\u351?carea animalului. ndat\u259? ce se realizeaz\u259? structura \u p0 \expndtw0\charscalex113 cvaternalit\u259?\u355?ii, solu\u355?ia devine u\u 351?oar\u259?, prin interven\u355?ia acestei compens\u259?ri \up0 \expndtw0\ charscalex112 f\u259?r\u259? anulare, care este reciprocitatea ( R ). Avem deci \u351?i de data aceasta I \ul0\nosupersub\cf18\f19\fs24 \u-3881?\ul0\nosupersub\ cf2\f3\fs24 R \up0 \expndtw0\charscalex107 \ul0\nosupersub\cf18\f19\fs24 \u-403 5?\ul0\nosupersub\cf2\f3\fs24 N \ul0\nosupersub\cf18\f19\fs24 \u-3881?\ul0\no supersub\cf2\f3\fs24 C. (unde (I) este, de pild\u259?, deplasarea melcu lui spre dreapta, ( R ) \up0 \expndtw0\charscalex112 deplasarea plan\u351?e tei spre stnga, (N) deplasarea melcului spre stnga \u351?i ( C) \up0 \expndtw0\cha rscalex112 deplasarea plan\u351?etei spre dreapta). \par\pard\qj \li1420\ri935\s b279\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex114 3. Echilibrul hidrost atic. ntr-o pres\u259? hidraulic\u259? sub form\u259? de U se \line \up 0 \expndtw0\charscalex120 introduce n una din ramuri un piston a c\u259?rui greut ate poate fi m\u259?rit\u259? sau \line \up0 \expndtw0\charscalex116 mic\u351?or at\u259?, ceea ce modific\u259? nivelul lichidului n cealalt\u259? ramur\u259?. P utem, pe \line \up0 \expndtw0\charscalex116 de alt\u259? parte, s\u259? modific\ u259?m greutatea specific\u259? a lichidului (alcool, ap\u259? sau \line \up0 \e xpndtw0\charscalex113 glicerin\u259?), care se ridic\u259? la o n\u259?l\u355?ime cu att mai mare, cu ct este mai u\u351?or. \line \up0 \expndtw0\charscalex114 Pro blema const\u259? aici n a n\u355?elege c\u259? greutatea lichidului ac\u355?ionea z\u259? n sens \line \up0 \expndtw0\charscalex114 contrargreut\u259?\u355?ii pist onului, ca reac\u355?ie la ac\u355?iunea lui. Este interesant de notat \line \up 0 \expndtw0\charscalex114 c\u259?, pn\u259? la \up0 \expndtw0\charscalex114 9 - 10 ani, aceast\u259? reac\u355?ie sau rezisten\u355?\u259? a lichidulu i nu \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex114 este n\u355?eleas\u259? ca atare, ci greutatea lichidului este conceput\u259? ca ceva ce se \up0 \expndtw0\charscalex114 adaug\u259? greut\u259?\u355?ii pistonu lui \u351?i ac\u355?ioneaz\u259? n acela\u351?i sens. \u350?i de data aceasta \up 0 \expndtw0\charscalex115 mecanismul ajunge s\u259? fie n\u355?eles numai n func\u355?ie de structura de \up0 \expndtw0\charscalex111 cvaternalita te; dac\u259? (I) este cre\u351?terea greut\u259?\u355?ii pistonului \u35 1?i N mic\u351?orarea \up0 \expndtw0\charscalex116 acestei greut\u259?\u355?i , atunci cre\u351?terea greut\u259?\u355?ii specifice a lichidului este o \up0 \expndtw0\charscalex110 reciproc\u259? R n raport cu I, iar descre\u351?te rea este o corelativ\u259? ( C ). \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\p ard\qj\li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex118 4. No\u355?iunile probabiliste. Un ansamblu fundamental de scheme \line \ up0 \expndtw0\charscalex112 operatorii care devine de asemenea posibil prin oper a\u355?ii formale este acela al \line \up0 \expndtw0\charscalex115 no\u355?iunil or probabiliste care rezult\u259? dintr-o asimilare a ntmpl\u259?rii prin aceste \ line \up0 \expndtw0\charscalex113 opera\u355?ii. ntr-adev\u259?r, pentru a judeca

, de exemplu, despre probabilitatea unei \line \up0 \expndtw0\charscalex116 pere chi sau a unor triplete extrase la ntmplare dintr-o urn\u259? n care se afl\u259? \ line \up0 \expndtw0\charscalex113 15 bile ro\u351?ii, 10 bile albastre, 8 bile v erzi etc., copilul trebuie s\u259? fie capabil de \line \up0 \expndtw0\charscale x114 opera\u355?ii dintre care cel pu\u355?in dou\u259? sunt propr ii nivelului actual: o \line \up0 \expndtw0\charscalex115 combinatoric\u25 9?, care permite s\u259? se \u355?in\u259? cont de toate asocierile posibile ntre \line \up0 \expndtw0\charscalex116 elementele n joc; \u351?i un calcul de propor \u355?ii, orict de elementar ar fi el, care \line \up0 \expndtw0\charscalex111 s\ u259? permit\u259? subiectului s\u259? sesizeze ceva \up0 \expndtw0\charsca lex116 (care scap\u259? copiilor la nivelele \par\pard\ql \li1420\sb4\sl-276 \slmult0\tx7932\tx9074 \up0 \expndtw0\charscalex113 anterioare) \u351?i anume, c\u259? probabilit\u259?\u355?ile de genul \tab \up0 \expndtw0\charscalex10 3 3o9 sau \tab \up0 \expndtw0\charscalex109 2o6 etc. sunt \par\pard\ql \li142 0\sb4\sl-276\slmult0\tx9052 \up0 \expndtw0\charscalex114 egale ntre ele. Iat\u2 59? de ce abia n stadiul care ncepe la \tab \up0 \expndtw0\charscalex120 11 - 12 ani, \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0 \up0 \expndtw0\charsc alex115 sunt n\u355?elese aceste probabilit\u259?\u355?i combinatorii sau no \u355?iuni ca: fluctua\u355?ia, \line \up0 \expndtw0\charscalex113 corela\u355 ?ia sau chiar aceea de compens\u259?ri probabile o dat\u259? cu cre\u3 51?terea \line \up0 \expndtw0\charscalex115 numerelor. n leg\u259?tur\u259? cu ac easta, este izbitor caracterul tardiv al n\u355?elegerii \line \up0 \expndtw0\cha rscalex119 \u8222?legii numerelor mari\u8220?; micii subiec\u355?i nu prev\u259? d uniformizarea distribu\u355?iilor \line \up0 \expndtw0\charscalex119 dect pn\u25 9? la o anumit\u259? limit\u259? ( care ar putea fi numit\u259? a \u8222?micilor numere \line \up0 \expndtw0\charscalex119 mari\u8220?). \par\pard\ql \li3436\sb 0\sl-276\slmult0 \par\pard\ql\li3436\sb0\sl-276\slmult0 \par\pard\ql\li3436\sb0\ sl-276\slmult0 \par\pard\ql\li3436\sb0\sl-276\slmult0 \par\pard\ql\li3436\sb0\sl -276\slmult0 \par\pard\ql\li3436\sb24\sl-276\slmult0 \up0 \expndtw0\charscalex12 4 IV. Induc\u355?ia legilor \u351?i disocierea factorilor \par\pard\ql \li5975 \sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\s b0\sl-276\slmult0 \par\pard\ql\li5975\sb96\sl-276\slmult0 \up0 \expndtw-3\charsc alex100 \ul0\nosupersub\cf4\f5\fs24 78 \par\pard\sect\sectd\fs24\paperw11900\pap erh16840\pard\sb0\sl-240{\bkmkstart Pg79}{\bkmkend Pg79}\par\pard\qj \li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\s l-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri934\s b69\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex112 \ul0\nosupersub\cf2\f3\fs2 4 Opera\u355?iile propozi\u355?ionale sunt n mod natural legate ntr-o m\u2 59?sur\u259? mai \up0 \expndtw0\charscalex115 mare dect opera\u355?iile \u8222?c oncrete\u8220? de o mnuire suficient de precis\u259? \u351?i mobil\u259? \up0 \ex pndtw0\charscalex114 a limbajului, deoarece pentru a putea manipula propo zi\u355?iuni \u351?i ipoteze, \up0 \expndtw0\charscalex116 subiectul trebuie s \u259? fie n stare s\u259? le combine verbal. Ar fi ns\u259? gre\u351?it s\u259? n e \up0 \expndtw0\charscalex119 nchipuim c\u259? progresele intelectuale a le preadolescentului \u351?i ale \up0 \expndtw0\charscalex116 adolescentul ui sunt acelea pe care le invedereaz\u259? aceast\u259? perfec\u355?ionare a \up 0 \expndtw0\charscalex110 vorbirii. Exemplele alese n paragrafele precedente arat\u259? de pe acum c\u259? \up0 \expndtw0\charscalex116 efectele combin atoricii \u351?i ale dublei reversibilit\u259?\u355?I se fac sim\u355?ite n cucer irea \up0 \expndtw0\charscalex116 realului, ct \u351?i n cucerirea formul\u259?rii . \par\pard\qj \li1420\ri937\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex1 09 Dar exist\u259? un aspect remarcabil al gndirii n aceast\u259? perioad \u259?, asupra \up0 \expndtw0\charscalex116 c\u259?ruia s-a insistat prea pu\u3 55?in, deoarece instruc\u355?ia \u351?colar\u259? uzual\u259? neglijeaz\u259? \u p0 \expndtw0\charscalex116 aproape total cultivarea lui (n pofida celor mai evide nte cerin\u355?e \u351?tiin\u355?ifice \u351?i \up0 \expndtw0\charscalex110 tehn ice ale societ\u259?\u355?ii moderne). Este vorba de formarea spontan\u2 59? a unui \up0 \expndtw0\charscalex116 spirit experimental care nu se poate c onstitui la nivelul opera\u355?iilor concrete, \up0 \expndtw0\charscalex116 dar pe care combinatorica \u351?i structurile propozi\u355?ionale l fac accesibil acu

m \up0 \expndtw0\charscalex110 copiilor dac\u259? li se ofer\u259? ocazia. \par\ pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri935\sb1\sl-280\slmult0\ fi283 \up0 \expndtw0\charscalex114 1. Elasticitatea. Procedeul tehnic fol osit de B. Inhelder const\u259? n a \line \up0 \expndtw0\charscalex109 prez enta copiilor dispozitive fizice cerndu-le s\u259? descopere legile pe b aza \line \up0 \expndtw0\charscalex112 c\u259?rora func\u355?ioneaz\u259?; dar s itua\u355?iile alese sunt de a\u351?a natur\u259? c\u259? n func\u355?ionarea \li ne \up0 \expndtw0\charscalex118 lor interfereaz\u259? mai mul\u355?i factori, di ntre care trebuie ale\u351?i aceia care au un \line \up0 \expndtw0\charscalex117 rol efectiv. O dat\u259? ce copilul s-a angajat pe calea acestei induc\u355?ii, mai mult \line \up0 \expndtw0\charscalex115 sau mai pu\u355?in complexe, i se cere s\u259? fac\u259? n mod am\u259?nun\u355?it dovada \line \up0 \ex pndtw0\charscalex120 afirma\u355?iilor sale \u351?i anume dovada rolului pozitiv sau nul al fiec\u259?ruia dintre \line \up0 \expndtw0\charscalex114 factorii e numera\u355?i spontan. Putem astfel s\u259? apreciem direct, observnd \lin e \up0 \expndtw0\charscalex117 succesiv comportamentul inductiv \u351?i conduita de verificare, dac\u259? subiectul \line \up0 \expndtw0\charscalex114 ajunge la o metod\u259? experimental\u259? satisf\u259?c\u259?toare prin disocierea facto rilor \u351?i \line \up0 \expndtw0\charscalex114 varierea respectiv\u259? a fiec \u259?ruia dintre ei, o dat\u259? cu neutralizarea celorlal\u355?i. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 De pild\u2 59?, prezent\u259?m subiectului mai multe vergele metalice, pe care le \up0 \expndtw0\charscalex115 poate fixa singur la una dintre extremit\u259?\u355?ile lor, problema constnd n a g\u259?si \up0 \expndtw0\charscalex114 explica\u355?ia diferen\u355?elor flexibilit\u259?\u355?ii lor. Factorii care ac\u355?ione az\u259? n aceast\u259? \up0 \expndtw0\charscalex118 experien\u355?\u259? sunt: lungimea vergelelor, grosimea lor, forma sec\u355?iunii \u351?i \up0 \ex pndtw0\charscalex117 materialul din care sunt f\u259?cute ( n spe\u355?\u259?, o \u355?el \u351?i alam\u259? care au module de \up0 \expndtw0\charscalex114 elast icitate net diferite). La nivelul opera\u355?iilor concrete, subiectul nu ncearc\ u259? \up0 \expndtw0\charscalex113 s\u259? alc\u259?tuiasc\u259? un inventar pre alabil al factorilor, ci trece direct la ca\u355?iune prin \up0 \expndtw0\charsc alex112 metoda serierii \u351?i a coesponden\u355?ei seriale: examineaz\u259? ve rgelele din ce n ce \up0 \expndtw0\charscalex112 mai lungi \u351?i vede dac\u 259? ele sunt din ce n ce mai flexibile etc. n cazul \up0 \expndtw0\char scalex120 interferen\u355?ei a doi factori, cel de al doilea este analizat la rnd ul s\u259?u prin \up0 \expndtw0\charscalex111 aceea\u351?i metod\u259?, dar f\u2 59?r\u259? o disociere sistematic\u259?. \par\pard\qj \li1420\ri935\sb1\sl-280\s lmult0\fi283 \up0 \expndtw0\charscalex112 La nivelul dovezii ns\u259?\u351?i se m ai vede cum copiii de 9 - 10 ani aleg o vergea \line \up0 \expndtw0\charscalex11 3 lung\u259? \u351?i sub\u355?ire, apoi una scurt\u259? \u351?i groas\u259?, pen tru a demonstra rolul lungimii, \line \up0 \expndtw0\charscalex118 deoarece, cum ne spune un copil de 9e ani, n felul acesta \u8222?se vede mai \line \up0 \exp ndtw0\charscalex114 bine diferen\u355?a\u8220?! Dimpotriv\u259?, ncepnd de la vrsta de 11 - 12 ani (cu un nivel \line \up0 \expndtw0\charscalex118 de echilibru de 14 - 15 ani)subiectul, dup\u259? cteva taton\u259?ri, face o list\u259? a \lin e \up0 \expndtw0\charscalex113 factorilor ipotetici, apoi i studiaz\u259? unul cte unul, dar disociindu-i ntre ei, \line \up0 \expndtw0\charscalex110 adic\u2 59? face s\u259? varieze un singur factor la un moment dat, toate ce lelalte \line \up0 \expndtw0\charscalex117 condi\u355?ii r\u259?mnnd neschimbate. El va alege, de exemplu, dou\u259? vergele de \line \up0 \expndtw0\charscalex114 aceea\u351?i grosime, avnd aceea\u351?i form\u259? p\u259?trat\u259?, dreptunghi ular\u259? sau rotund\u259? \line \up0 \expndtw0\charscalex116 a sec\u355?iunii , f\u259?cute din aceea\u351?i substan\u355?\u259? \u351?i va face s\u25 9? varieze numai \line \up0 \expndtw0\charscalex116 lungimea lor. Aceast\u259? metod\u259? care se generalizeaz\u259? la 13 - 14 ani este cu \par\pard\ql \l i5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb148\sl-276\slmult0 \up0 \expndtw3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 79 \par\pard\sect\sectd\fs24\paperw1 1900\paperh16840\pard\sb0\sl-240{\bkmkstart Pg80}{\bkmkend Pg80}\par\pard\qj \li 1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li14

20\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420 \ri937\sb69\sl-280\slmult0 \up0 \expndtw0\charscalex115 \ul0\nosupersub\cf2\f3\f s24 att mai remarcabil\u259? cu ct copiii examina\u355?i pn\u2 59? acum nu \line \up0 \expndtw0\charscalex117 o nv\u259?\u355?aser\u259?. n truct ea nu a fost transmis\u259? prin metode \u351?colare (\u351?i chiar \line \up0 \expndtw0\charscalex117 dac\u259? ar fi fost astfel transmis\u259? mai treb uia s\u259? fie asimilat\u259? prin instrumente \line \up0 \expndtw0\charscalex1 17 logice necesare) constat\u259?m c\u259? ea rezult\u259? direct din st ructurile proprii \line \up0 \expndtw0\charscalex115 opera\u355?iilor propozi\ u355?ionale. Pe de o parte, n general vorbind, disocierea \line \up0 \expn dtw0\charscalex114 factorilor presupune o cimbinatoric\u259?: trebuie s\u259?-i facem s\u259? varieze cte unul \line \up0 \expndtw0\charscalex118 (ceea ce este s ufieient n acest caz, unde to\u355?i factorii joac\u259? un rol pozitiv), \line \ up0 \expndtw0\charscalex112 cte doi etc. \par\pard\qj \li1420\ri935\sb1\sl-280\sl mult0\fi283 \up0 \expndtw0\charscalex117 Pe de alt\u259? parte, pentru un sistem complex de influen\u355?e, opera\u355?iile \line \up0 \expndtw0\chars calex119 concrete de clasific\u259?ri, serieri, coresponden\u355?e, m\u259? sur\u259?ri etc. nu sunt \line \up0 \expndtw0\charscalex113 suficiente \u351? i este necesar s\u259? introducem leg\u259?turi noi de implica\u355?ie, disjunc\ u355?ie, \line \up0 \expndtw0\charscalex115 excluderi, etc.,care \u355?in de ope ra\u355?ii propozi\u355?ionale \u351?i presupun n acela\u351?i timp \line \up0 \e xpndtw0\charscalex115 o combinatoric\u259? \u351?i coordon\u259?ri ale invers\u2 59?rii \u351?i reciprocit\u259?\u355?ii (cvaternalitate). \par\pard\ql \li1703\s b0\sl-281\slmult0 \par\pard\ql\li1703\ri936\sb19\sl-281\slmult0\tx2350\tx2350\tx 2350\tx2350\tx2350\tx2350\tx2350\tx2350\tx2350\tx2350\tx2350\tx2350\tx2350\tx235 0 \up0 \expndtw0\charscalex115 \ul0\nosupersub\cf16\f17\fs28 3.\ul0\nosupersub\c f2\f3\fs24 Pendulul. Un al doilea exemplu ne va permite s\u259? n\u355?elege m aceast\u259? \line\tab \up0 \expndtw0\charscalex113 inevitabil\u259? complexit ate logic\u259?, care apare de ndat\u259? ce experimentul \line \tab \up0 \expndt w0\charscalex117 face s\u259? intervin\u259? un amestec de factori reali \u351?i factori aparen\u355?i (nu \line \tab \up0 \expndtw0\charscalex119 este ntmpl\u25 9?tor faptul c\u259? fizica experimental\u259? a fost timp de vreo \line \tab \u p0 \expndtw0\charscalex115 dou\u259?zeci de secole n urma dezvolt\u259?rii matema ticii \u351?i a logicii). Este \line \tab \up0 \expndtw0\charscalex117 vorba de un pendul c\u259?ruia i putem varia frecven\u355?a oscila\u355?iilor, \li ne \tab \up0 \expndtw0\charscalex115 modificnd lungimea firului, n timp ce gr eutatea suspendat\u259? la \line \tab \up0 \expndtw0\charscalex117 extremitate a firului, n\u259?l\u355?imea de c\u259?dere \u351?i impulsul ini\u355?ial nu au nici \line \tab \up0 \expndtw0\charscalex113 un rol. \u350?i n acest caz copiii a fla\u355?i la nivelul opera\u355?iilor concrete fac s\u259? \line \tab \up0 \exp ndtw0\charscalex116 varieze to\u355?i factorii deodat\u259?, \u351?i fiind convi n\u351?i c\u259? varia\u355?ia greut\u259?\u355?ii are \line \tab \up0 \expndtw0 \charscalex118 rol (gre\u351?al\u259? pe care de altfel o fac \u351?i to\u355 ?i adul\u355?ii nefizicieni), ei nu \line \tab \up0 \expndtw0\charscalex116 reu \u351?esc de loc sau reu\u351?esc foarte greu s\u259? exclud\u259?, deo arece \line \tab \up0 \expndtw0\charscalex114 modificnd n acela\u351?i timp lungim ea firului \u351?i greutatea, ei g\u259?sesc n \line \tab \up0 \expndtw0\charscal ex120 general ra\u355?iuni suficiente, dup\u259? p\u259?rerea lor, pentru a justifica \line \tab \up0 \expndtw0\charscalex113 ac\u355?iunea greut\u259?\ u355?ii. Dimpotriv\u259?, disociind factorii, a\u351?a cum s-a v\u259?zut ( \par\ pard\qj \li2350\ri934\sb0\sl-280\slmult0 \up0 \expndtw0\charscalex110 1), pread olescentul constat\u259? c\u259? greutatea poate s\u259? varieze f\u259?r \u259? a \up0 \expndtw0\charscalex115 modifica frecven\u355?a oscila\u355?i ilor \u351?i invers, ceea ce antreneaz\u259? \up0 \expndtw0\charscalex 116 excluderea factorilor greutate. La aceea\u351?i concluzie se ajunge \u351?i n \up0 \expndtw0\charscalex115 ceea ce prive\u351?te n\u259?l\u355?imea de c\u259? dere \u351?i impulsul imprimat mobilului \up0 \expndtw0\charscalex116 la pornire \ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f3\fs24 . \par \pard\qj \li1420\ri967\sb220\sl-232\slmult0\tx1666 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1 \tab \up0 \expndtw0\charscalex11

5 \ul0\nosupersub\cf8\f9\fs20 Conservarea mi\u351?c\u259?rii. Este de prisos s\u259? cit\u259?m alte fapte analoge dar poate c\u259? nu este \line\up0 \expnd tw0\charscalex113 lipsit de interes s\u259? semnal\u259?m c\u259? nceputuril e induc\u355?iei experimentale conduc, p\u259?strnd \line \up0 \expndtw0\char scalex112 propor\u355?iile, la ra\u355?ionamentele asem\u259?n\u259?toare ce lor legate de nceputurile fizicii galineene. \line \up0 \expndtw0\charscalex1 12 Aristotel concepea induc\u355?ia ca o simpl\u259? generalizare amplificatoare , ceea ce nu i-a permis s\u259? \line \up0 \expndtw0\charscalex116 dezvolte fizi ca sa att de departe ca \u351?i logica (el a r\u259?mas, n ceea ce prive\u351?te n o\u355?iunea de \line \up0 \expndtw0\charscalex115 vitez\u259?, la opera\u355?ii pur concrete). Empiri\u351?tii l-au urmat, v\u259?znd n induc\u355?ie o pur\u259? nregistrare \line \up0 \expndtw0\charscalex116 a datelor experien\u355?ei, f\u25 9?r\u259? a n\u355?elege rolul fundamental al structurii realului pe care l joac\u 259? \line \up0 \expndtw0\charscalex115 opea\u355?iile logico-matematice \u351?i n special structurile formale, caracteristice nivelelor de care \line \up0 \expn dtw0\charscalex119 ne ocup\u259?m aici. Or, aceast\u259? structurare, merge de l a bun nceput att de departe, \ul0\nosupersub\cf17\f18\fs20 \u8216?\ul0\nosupersub \cf8\f9\fs20 nct \line \up0 \expndtw0\charscalex115 permite unor subiec\u355?i (n u putem spune tuturor, dar, a\u351?a cum au ar\u259?tat observa\u355?iile noastr e, \line \up0 \expndtw0\charscalex119 unui num\u259?r destul de mare), s\u2 59? ntrevad\u259? acea form\u259? de conservare imposibil de \line \up0 \ex pndtw0\charscalex118 constatat, n stare pur\u259?, n fapte, care este princi piul iner\u355?iei, model de interpretare \line \up0 \expndtw0\charscalex114 deductiv\u259? \u351?i teoretic\u259?. Analiznd mi\u351?c\u259?rile pe un plan orizontal ale diferitelor bile, de \line \up0 \expndtw0\charscalex119 greut\u259?\u355?i \u351?i de volume variabile, ace\u351?ti subiec\u355?i const at\u259? c\u259? opririle lor au loc n func\u355?ie de \line \up0 \expndtw0\chars calex110 rezisten\u355?a aerului, de frecare etc.> dac\u259? peste afirma rea opririi, f, r, s. . . \up0 \expndtw0\charscalex112 afirmarea \par\pard \qj \li1420\ri968\sb0\sl-250\slmult0 \up0 \expndtw0\charscalex117 factorilor de ac\u355?iune \u351?i V simbolul disjunc\u355?iei avem> (p) (q, V r, V s). . . De aici subiec\u355?ii \line \up0 \expndtw0\charscalex115 conchid c\u259? dup\ u259? suprimarea acesto factori, nu va mai avea loc o oprire> (\ul0\nosupersub\c f19\f20\fs20 \u8216?\ul0\nosupersub\cf8\f9\fs20 p,\ul0\nosupersub\cf19\f20\fs20 \u8216?\ul0\nosupersub\cf8\f9\fs20 r,\ul0\nosupersub\cf19\f20\fs20 \u8216?\ul0\n osupersub\cf8\f9\fs20 s . . . )\ul0\nosupersub\cf19\f20\fs20 \u-3895?\ul0\nosupe rsub\cf8\f9\fs20 p. \line \up0 \expndtw0\charscalex115 Aici avem deci un ncepu t de intui\u355?ie a mi\u351?c\u259?rii iner\u355?iale, datorat simplei reversibilit\u259?\u355?i a \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\q l\li5975\sb127\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\ f5\fs24 80 {\shp {\*\shpinst\shpleft1418\shptop11130\shpright3756\shpbottom11150\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz4234\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g81}{\bkmkend Pg81}\par\pard\ql \li4418\sb0\sl-322\slmult0 \par\pard\ql\li4418\s b0\sl-322\slmult0 \par\pard\ql\li4418\sb0\sl-322\slmult0 \par\pard\ql\li4418\sb0 \sl-322\slmult0 \par\pard\ql\li4418\sb0\sl-322\slmult0 \par\pard\ql\li4418\sb0\s l-322\slmult0 \par\pard\ql\li4418\sb82\sl-322\slmult0 \up0 \expndtw0\charscalex1 06 \ul0\nosupersub\cf16\f17\fs28 V. Transform\u259?rile afective \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri935\sb13\sl-280\slmult0\fi283 \ up0 \expndtw0\charscalex111 \ul0\nosupersub\cf2\f3\fs24 Noile fenomene afective

proprii adolescen\u355?ei \u351?i care se preg\u259?tesc ncepnd \line \up0 \expndt w0\charscalex115 cu faza de 12 - 15 ani au fost mult timp considerate ca legate n primul rnd \line \up0 \expndtw0\charscalex114 de mecanisme nn\u259?scute \u351?i cvasiinstinctive, ceea ce mai admit nc\u259? adesea \line \up0 \expndtw0\charscal ex114 psihanali\u351?tii, atunci cnd \u351?i centreaz\u259? interpret\u259?ril e referitoare la aceste \line \up0 \expndtw0\charscalex113 nivele pe ipotez a unei \u8222?reedit\u259?ri a complexului Oedip\u8220?. n realitate, rolu l \line \up0 \expndtw0\charscalex116 factorilor sociali ( n sensul dublu al socia liz\u259?rii \u351?i al transmiterilor culturale) \line \up0 \expndtw0\charscale x116 este mult mai important \u351?i este favorizat, ntr-o m\u259?sur\u259? mai m are dect s-a \line \up0 \expndtw0\charscalex116 b\u259?nuit, de transform\u259?ri le intelectuale despre care am vorbit mai sus. \par\pard\qj \li1420\ri936\sb1\sl -280\slmult0\fi283 \up0 \expndtw0\charscalex118 ntr-adev\u259?r, diferen\u355?a esen\u355?ial\u259? dintre gndirea formal\u259? \u351?i opera\u355?iile \li ne \up0 \expndtw0\charscalex116 concrete const\u259? n faptul c\u259? acestea sunt centrate pe real, n timp ce \line \up0 \expndtw0\charscalex116 gndirea formal\u259? atinge transform\u259?rile posibile \u351?i nu asimileaz\u2 59? realul \line \up0 \expndtw0\charscalex110 dect n func\u355?ie de aceste d esf\u259?\u351?ur\u259?ri imaginate sau deduse. Or, aceast\u259? \line \up0 \expndtw0\charscalex114 schimbare de perspectiv\u259? este tot att de fundamenta l\u259? din punct de vedere \line \up0 \expndtw0\charscalex113 afectiv ct \u351?i din punct de vedere cognitiv, deoarece lumea valorilor poate s\u259? \line \up0 \expndtw0\charscalex112 r\u259?mn\u259? \u351?i ea interioar\u259? frontiere lor realit\u259?\u355?ii concrete \u351?i perceptibile sau, \line \up0 \exp ndtw0\charscalex114 dimpotriv\u259?, poate s\u259? se deschid\u259? spre toate p osibilit\u259?\u355?ile interindividuale sau \line \up0 \expndtw0\charscalex114 sociale. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi438 \up0 \expndtw0\char scalex114 Adolescen\u355?a (15 - 18 ani), fiind mai ales vrsta intr\u259 ?rii individului n \up0 \expndtw0\charscalex113 societatea celor vrstnici ntr-o m\u259?sur\u259? mai mare dect vrsta pubert\u259?\u355?ii \up0 \expndtw0\cha rscalex115 (ast\u259?zi, la aproximativ 12 ani la fete \u351?i 15 ani la b\u259? ie\u355?i), preadolescen\u355?a este \up0 \expndtw0\charscalex115 caracterizat\u 259? n acela\u351?i timp printr-o accelerare a cre\u351?terii fiziologice \u351?i \up0 \expndtw0\charscalex110 somatice \u351?i prin acea sensibilita te la valori deschise ntre noile posibilit\u259?\u355?i \up0 \expndtw0\chars calex115 pentru care subiectul se preg\u259?te\u351?te deja, deoarece parvine s\ u259? le anticipeze \up0 \expndtw0\charscalex115 datorit\u259? noilor sale instr umente deductive. \par\pard\qj \li1420\ri936\sb1\sl-280\slmult0\fi283 \up0 \expn dtw0\charscalex114 Este important, ntr-adev\u259?r, s\u259? remarc\u259?m c\u 259? fiecare structur\u259? mintal\u259? \line \up0 \expndtw0\charscalex116 n ou\u259?, integrnd structurile precedente, reu\u351?e\u351?te n acela\u3 51?i timp s\u259? \line \up0 \expndtw0\charscalex111 elibereze n parte indi vidul de trecutul s\u259?u \u351?i s\u259? inaugureze activit\u259?\u355? i noi, \line \up0 \expndtw0\charscalex115 care, la nivelul de care vorbim, sunt ele nsele orientate esen\u355?ialmente spre \line \up0 \expndtw0\charscalex115 v iitor. Or, psihologia clinic\u259? \u351?i mai ales psihanaliza care este la mod \u259? acum, \line \up0 \expndtw0\charscalex112 nu v\u259?d adesea n afectivita te dect un joc de repet\u259?ri sau de analogii cu \line \up0 \expndtw0\ch arscalex112 trecutul (reeditarea complexului Oedip sau a narcisismului etc.). \p ar\pard\ql \li1703\sb4\sl-276\slmult0\tx2410 \up0 \expndtw-3\charscalex100 \ul0\ nosupersub\cf4\f5\fs24 A. \tab \up0 \expndtw0\charscalex115 \ul0\nosupersub\cf2\ f3\fs24 Freud\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 1\ul0\nosupersub\cf2\f 3\fs24 \u351?i E. Erikson\ul0\super\cf5\f6\fs22\ul0\super\cf5\f6\fs21 2\ul0\nos upersub\cf2\f3\fs24 au insistat asupra \u8222?identific\u259?rilor succesive\u8 220? cu \par\pard\qj \li2410\ri936\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex1 14 adul\u355?ii lua\u355?i drept model, care eliberndu-i de alegerile inf antile, \up0 \expndtw0\charscalex112 prezint\u259? de altfel pericolul unei \u8222?difuziuni de identitate\u8220? (Erikson), \up0 \expndtw0\charscalex11 0 dar ceea ce au v\u259?zut ntr-o m\u259?sur\u259? redus\u259? este rolu l autonomiei \up0 \expndtw0\charscalex110 concrete dobndite n timpul celei de-a d

oua copil\u259?rii (cap. IV, V) \u351?i \up0 \expndtw0\charscalex114 mai ales rolul construc\u355?iilor cognitive, care permit aceast\u259? anticipare \up0 \e xpndtw0\charscalex111 a viitorului \u351?i aceast\u259? orientare spre val orile noi despre care am \up0 \expndtw0\charscalex111 vorbit ceva mai nainte. \par\pard\qj \li1420\ri938\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex11 5 Autonomia moral\u259?, care apare pe plan interindividual la nivelul vrstei de \line \up0 \expndtw0\charscalex115 7 ani la \up0 \expndtw0\charscalex115 12 a ni, dobnde\u351?te ntr-adev\u259?r, o dat\u259? cu gndirea formal\u259?, o \ par\pard\ql \li1420\sb0\sl-230\slmult0 \par\pard\ql\li1420\sb152\sl-230\slmult0 \up0 \expndtw0\charscalex112 \ul0\nosupersub\cf8\f9\fs20 opera\u355?iilor propoz i\u355?ionale pe cale de apari\u355?ie. \par\pard\qj \li1420\ri2596\sb0\sl-240\s lmult0 \up0 \expndtw-3\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs1 7 1\ul0\nosupersub\cf7\f8\fs20 A. F r e u d\ul0\nosupersub\cf10\f11\fs20 , Le moi et les M\ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf10\f11\fs20 ca niosmes de d\ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf10\f11\fs20 fense\ul0 \nosupersub\cf7\f8\fs20 , Presses Universitaires de France. \up0 \expndtw-3\ charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2\ul0\nosupersub\cf7\ f8\fs20 E. E r i k s o n, \ul0\nosupersub\cf10\f11\fs20 Enfance et soc i\ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf10\f11\fs20 t\ul0\nosupersub\cf8\f 9\fs20 \ul0\nosupersub\cf7\f8\fs20 , Delachaux \ul0\nosupersub\cf8\f9\fs20 &\ul 0\nosupersub\cf7\f8\fs20 Niestl\ul0\nosupersub\cf8\f9\fs20 \ul0\nosupersub\cf7\ f8\fs20 . \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb137\sl-2 76\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 81 {\shp {\*\shpinst\shpleft1418\shptop14652\shpright3756\shpbottom14672\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3268\shplid0 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g82}{\bkmkend Pg82}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri934\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex113 \ul0\nosupersub\cf2\f3\fs24 dimensiune n plus n mnuirea a ceea ce s-ar p utea numi valorile ideale sau \up0 \expndtw0\charscalex114 supraindividuale. Un ul dintre noi, studiind mai de mult, cu A. M. Weil\ul0\super\cf5\f6\fs 22\ul0\super\cf5\f6\fs21 1 \up0 \expndtw0\charscalex119 \ul0\nosupersub\cf2\f3\f s24 dezvoltarea ideii de patrie a constatat c\u259? ea nu cap\u259?t\u259? o val oare afectiv\u259? \up0 \expndtw0\charscalex111 adecvat\u259? dect de la 12 ani n sus. Acela\u351?i lucru se poate spune despre ideea \up0 \expndtw0\charscalex110 de justi\u355?ie social\u259?, sau despre idealurile ra\u355?ionale, est etice sau sociale. n \up0 \expndtw0\charscalex111 func\u355?ie de asemenea v alori, deciziile care trebuie luate n opozi\u355?ie sau n \up0 \expndtw0\cha rscalex119 acord cu adultul \u351?i n special n via\u355?a \u351?colar\u259?, au o anvergur\u259? cu totul alta \up0 \expndtw0\charscalex112 dect n micile grupuri s ociale la nivelul opera\u355?iilor concrete. \par\pard\qj \li1420\ri936\sb1\sl-2 80\slmult0\fi283 \up0 \expndtw0\charscalex113 Ct despre posibilit\u259?\u355?ile pe care le deschid aceste valori noi, ele sunt clare \up0 \expndtw0\charscalex11 3 la adolescent, care, n compara\u355?ie cu copilul, prezint\u259? dubl\u259? dif eren\u355?\u259?, de a fi \up0 \expndtw0\charscalex112 capabil s\u259? construia sc\u259? teorii \u351?i s\u259? se preocupe de alegerea unei cariere care \up0 \ expndtw0\charscalex109 s\u259? corespund\u259? unei voca\u355?ii \u351?i ca re s\u259?-i permit\u259? s\u259?-\u351?i satisfac\u259? nevoile de \up0 \ expndtw0\charscalex117 reformare social\u259? \u351?i de creare de idei noi. Pre adolescentul nu atinge acest \up0 \expndtw0\charscalex115 nivel, dar numeroase i

ndicii arat\u259? n aceast\u259? faz\u259? de tranzi\u355?ie apari\u355?ia acelui \up0 \expndtw0\charscalex120 joc al construc\u355?iilor de idei sau al structur ii valorilor legate de proiecte de \up0 \expndtw0\charscalex112 viitor. Din p\u2 59?cate asupra acestui subiect exist\u259? pu\u355?ine studii\ul0\super\cf5\f6\f s22\ul0\super\cf5\f6\fs21 2 \par\pard\ql \li5477\sb0\sl-276\slmult0 \par\pard\ql \li5477\sb0\sl-276\slmult0 \par\pard\ql\li5477\sb0\sl-276\slmult0 \par\pard\ql\l i5477\sb16\sl-276\slmult0 \up0 \expndtw0\charscalex107 \ul0\nosupersub\cf2\f3\fs 24 CONCLUZIE \par\pard\ql \li3912\sb0\sl-276\slmult0 \par\pard\ql\li3912\sb8\sl276\slmult0 \up0 \expndtw0\charscalex103 FACTORII DEZVOLT\u258?RII MINTA LE \par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult 0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\ri936\sb1\sl-280\sl mult0\fi283 \up0 \expndtw0\charscalex114 Dezvoltarea mintal\u259? a copilului ap are, n concluzie, ca o succesiune a trei \line \up0 \expndtw0\charscalex114 mari construc\u355?ii, fiecare dintre ele continund-o pe cea precedent\u259?, mai nti \l ine \up0 \expndtw0\charscalex114 reconstruid-o pe un nou plan, pentru a o dep\u2 59?\u351?i apoi ntr-o m\u259?sur\u259? din ce n \line \up0 \expndtw0\charscalex112 ce mai mare. Aceast\u259? afirma\u355?ie este adev\u259?rat\u259? chiar pentru prima faz\u259?, \line \up0 \expndtw0\charscalex113 deoarece constru irea schemelor sensori-motorii continu\u259? \u351?i dep\u259?\u351?e\u3 51?te \line \up0 \expndtw0\charscalex115 construc\u355?ia structurilor organic e realizate n cursul embriogenezei. Apoi, \line \up0 \expndtw0\charscalex116 construirea rela\u355?iilor semiotice, a gndirii \u351?i a conexiunilor interi ndividuale \line \up0 \expndtw0\charscalex117 interiorizeaz\u259? aceste scheme de ac\u355?iune reconstruindu-le pe planul nou al \line \up0 \expndtw0\charscale x113 reprezent\u259?rii \u351?i le dep\u259?\u351?e\u351?te pn\u259? la con struirea ansamblului opera\u355?iilor \line \up0 \expndtw0\charscalex114 concr ete \u351?i a structurilor de cooperare. n sfr\u351?it, ncepnd cu nivelul de 11 -\li ne \up0 \expndtw0\charscalex111 12 ani, gndirea formal\u259? n curs de a se na\u351?te, restructureaz\u259? opera\u355?iile \line \up0 \expndtw0\charsca lex111 concrete, subordonndu-le structurilor noi, a c\u259?ror dezvoltare va cont inua n \par\pard\ql \li1420\sb142\sl-230\slmult0 \up0 \expndtw-1\charscalex100 \u l0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 1\ul0\nosupersub\cf7\f8\fs20 \ul0\ nosupersub\cf8\f9\fs20 J. P i a g e t, \u351?i A. M. W e I l, Le dveloppement chez l\ul0\nosupersub\cf17\f18\fs20 \u8217?\ul0\nosupersub\c f8\f9\fs20 enfant de l\ul0\nosupersub\cf17\f18\fs20 \u8217?\ul0\nosupersub\c f8\f9\fs20 ide de patrie \par\pard\qj \li1420\ri1004\sb19\sl-220\slmult0 \up0 \expndtw0\charscalex104 et des relations avec l\ul0\nosupersub\cf17\f18\f s20 \u8217?\ul0\nosupersub\cf8\f9\fs20 tranger. Bull. informational des Sci ences sociales UNESCO, t. II, \up0 \expndtw0\charscalex104 1951, p. 605-62 1. \par\pard\ql \li1420\sb12\sl-230\slmult0\tx1668 \up0 \expndtw-2\charscalex100 \ul0\super\cf6\f7\fs18\ul0\super\cf6\f7\fs17 2 \tab \up0 \expndtw0\charscalex11 3 \ul0\nosupersub\cf8\f9\fs20 Explica\u355?ia, este dat\u259?, ntre altele, de fa ptul c\u259? \u351?tim ast\u259?zi bine n ce m\u259?sur\u259? sunt relative \par\ pard\ql \li1420\ri976\sb9\sl-232\slmult0 \up0 \expndtw0\charscalex112 la societ\ u259?\u355?ile noastre ba chiar la anumite clase sociale, rezultatele studiilor cunoscute asupra \line \up0 \expndtw0\charscalex110 adolescen\u355?ei (Stanley H all, Mendousse, Spranger, Ch. Bhler, Debesse etc.) astefl nct \line \up0 \expndtw0\ charscalex112 putem s\u259? ne ntreb\u259?m dac\u259? \u8222?crizele\u8220? adese a descrise nu sunt un fel de artefacte sociale. M. \line \up0 \expndtw0\charscal ex110 Mead n Samoa \u351?i Malinovski la Trobienii din Noua Guinee nu au g\u259?s it acelea\u351?i manifest\u259?ri \line \up0 \expndtw0\charscalex109 afective, i ar Schlsky n ancheta sa despre Die skaptische Generation (Genera\u355?ia sc eptic\u259?) \line \up0 \expndtw0\charscalex113 arat\u259? transform\u259?rile p e care le sufer\u259? manifest\u259?rile afective n propriile noastre societ\u259 ?\u355?i. Un \line \up0 \expndtw0\charscalex112 factor sociologic esen\u355?ial este, pe de alt\u259? parte, valorizarea de c\u259?tre societatea adult\u259? ns\ u259?\u351?i \line \up0 \expndtw0\charscalex113 a adolescentului \u351?i a pread olescentului> cantit\u259?\u355?i neglijabile n societ\u259?\u355?ile conservatoa re, \line \up0 \expndtw0\charscalex112 adolescentul sau preadolescentul reprezin t\u259? omul de mine n \u355?\u259?rile n plin\u259? evolu\u355?ie \u351?i este \li

ne \up0 \expndtw0\charscalex112 de la sine n\u355?eles c\u259? ace\u351?ti factor i, ad\u259?ugndu-se la valoriz\u259?rile familiale, au un rol esen\u355?ial n \lin e \up0 \expndtw0\charscalex112 aceast\u259? evolu\u355?ie complex\u259?. \par\pa rd\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb156\sl-276\slmult0 \up0 \ expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 82 {\shp {\*\shpinst\shpleft1420\shptop9226\shpright3020\shpbottom9226\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1568\shplid0{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft5147\shptop9226\shpright7924\shpbottom9226\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1626\shplid1{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1418\shptop11856\shpright3756\shpbottom11876\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3294\shplid2 {\sp{\sn shapeType}{\sv 0}}{\sp{\sn fFlipH}{\sv 0}}{\sp{\sn fFlipV}{\sv 0}}{\sp{ \sn geoRight}{\sv 2338}}{\sp{\sn geoBottom}{\sv 20}} {\sp{\sn pVerticies}{\sv 8;4;(0,20);(2338,20);(2338,0);(0,0)}} {\sp{\sn pSegmentInfo}{\sv 2;10;16384;45824;1;45824;1;45824;1;45824;24577;32768} } {\sp{\sn fFillOK}{\sv 1}}{\sp{\sn fFilled}{\sv 1}}{\sp{\sn fillColor}{\sv 0}}{\s p{\sn fLine}{\sv 0}}{\sp{\sn lineType}{\sv 0}}{\sp{\sn fArrowheadsOK}{\sv 1}}{\s p{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g83}{\bkmkend Pg83}\par\pard\li1420\sb0\sl-276\slmult0\par\pard\li1420\sb0\sl-27 6\slmult0\par\pard\li1420\sb0\sl-276\slmult0\par\pard\li1420\sb0\sl-276\slmult0\ par\pard\li1420\sb90\sl-276\slmult0\fi0\tx7792 \up0 \expndtw0\charscalex117 \ul0 \nosupersub\cf2\f3\fs24 timpul adolescen\u355?ei \u351?i a ntregii vie\u355?i ulterioare\tab \up0 \expndtw0\charscalex117 (o dat\u259? cu multe alte\par \pard\li1420\sb4\sl-276\slmult0\fi0 \up0 \expndtw0\charscalex117 transform\u259? ri).\par\pard\qj \li1420\ri935\sb0\sl-280\slmult0\fi283 \up0 \expndtw0\charscale x109 Aceast\u259? integrare de structuri succesive, dintre care fiecare conduce la \line \up0 \expndtw0\charscalex115 construirea urm\u259?toarei, perm ite s\u259? se mpart\u259? dezvoltarea n mari perioade \line \up0 \expndtw0\charsc alex115 sau stadii \u351?i n subperioade sau substadii, care respect\u259? urm\u2 59?toarele criterii: \par\pard\qj \li1420\ri936\sb0\sl-280\slmult0 \up0 \expndtw 0\charscalex118 1) ordinea succesiunilor este constant\u259?, cu toate c\u259? vr stele medii care le \line \up0 \expndtw0\charscalex110 caracterizeaz\u259? pot varia de la un individ la altul, potrivit gradului s\u259?u de \line \up0 \expndtw0\charscalex115 inteligen\u355?\u259?, sau de la un mediu social la altul. Dezvoltarea stadiilor poate da \line \up0 \expndtw0\charscalex110 deci loc la acceler\u259?ri sau la ntrzieri, dar ordinea de succesiune r\u259? mne \line \up0 \expndtw0\charscalex110 constant\u259?, n domeniile \up0 \expndtw0 \charscalex110 (opera\u355?iile etc.) n care se poate vorbi despre \par\par d\qj \li1420\ri934\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex112 asemenea sta dii; 2) fiecare stadiu este caracterizat printr-o structur\u259? de \up0 \expndtw0\charscalex117 ansamblu, n func\u355?ie de care pot fi explicate princi palele reac\u355?ii particulare. \up0 \expndtw0\charscalex114 Nu putem deci s\u2 59? ne mul\u355?umim cu o referire la acestea sau s\u259? ne limit\u259?m s\u259 ? \up0 \expndtw0\charscalex113 facem apel la predominarea cut\u259?rui sau cut\u 259?rui caracter (ca n cazul stadiilor \up0 \expndtw0\charscalex115 lui Freud sau Wallon); 3) aceste structuri de ansamblu sunt integrative \u351?i nu \up0 \expn dtw0\charscalex113 se substituie unele celorlalte: fiecare rezult\u259? din cea precedent\u259?, integrnd-o \up0 \expndtw0\charscalex116 ca structur\u259? subord onat\u259? \u351?i preg\u259?te\u351?te pe urm\u259?toarea, integrndu-se n ea \up0 \expndtw0\charscalex116 mai devreme sau mai trziu. \par\pard\qj \li1420\ri934\sb 1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex111 Marea problem\u259? pe car

e o ridic\u259? existen\u355?a unei asemenea dezvolt\u259?ri \u351?i \line \up0 \expndtw0\charscalex117 direc\u355?ia integrativ\u259? care poate fi recuno scut\u259? n ea a posteriori, const\u259? n a \line \up0 \expndtw0\charscalex113 n\ u355?elege mecanismul acestei dezvolt\u259?ri. Aceast\u259? problem\u259? este o continuare \line \up0 \expndtw0\charscalex118 aceleia pe care \u351?i-o pun emb riologii atunci cnd se ntreab\u259? n ce m\u259?sur\u259? \line \up0 \expndtw0\char scalex113 organizarea ontogenetic\u259? rezult\u259? dintr-o preformare sau dint r-o epigenez\u259? \u351?i \line \up0 \expndtw0\charscalex112 care sunt procesel e de ordin cauzal ale acestei dezvolt\u259?ri. Se poate spune c\u259? \line \up0 \expndtw0\charscalex115 ne afl\u259?m deocamdat\u259? n faza solu\u355?iilor pro vizorii \u351?i c\u259? teoriile explicative ale \line \up0 \expndtw0\charscalex 110 viitorului nu vor fi satisf\u259?c\u259?toare dect dac\u259? vor reu\ u351?i s\u259? integreze ntr-o \line \up0 \expndtw0\charscalex117 totalitate a rmonioas\u259? interpret\u259?rile embriogenezei, ale cre\u351?terii organice \u 351?i \line \up0 \expndtw0\charscalex117 ale dezvolt\u259?rii mintale. \par\pard \ql \li1420\ri935\sb1\sl-280\slmult0\fi283\tx1703\tx2424\tx2424\tx2424\tx2424\tx 2424\tx2424\tx2424\tx2424 \up0 \expndtw0\charscalex111 Pn\u259? atunci trebuie s\u259? ne mul\u355?umim cu examinarea celor patru factori \up0 \expndtw 0\charscalex111 generali, pe seama c\u259?rora a fost pus\u259? pn\u259? acum evo lu\u355?ia mintal\u259?. \line \tab \up0 \expndtw-3\charscalex100 \ul0\nosupersu b\cf4\f5\fs24 1. \up0 \expndtw0\charscalex110 \ul0\nosupersub\cf2\f3\fs24 Cre\u3 51?terea organic\u259? \u351?i n special maturarea complexului format de \line \tab \up0 \expndtw0\charscalex113 sistemul nervos \u351?i sistemele endocr ine. ntr-adev\u259?r, este n afar\u259? de \line \tab \up0 \expndtw0\charscalex115 ndoial\u259? c\u259? un anumit num\u259?r de conduite depind, mai mult sau mai \ line \tab \up0 \expndtw0\charscalex118 pu\u355?in direct, de nceputurile func \u355?ion\u259?rii anumitor aparate sau \line \tab \up0 \expndtw0\charscalex1 13 circuite. Este cazul coordon\u259?rii vederii \u351?i a apuc\u259?rii pe la p atru luni \u351?i \line \tab \up0 \expndtw0\charscalex112 jum\u259?tate (Tourna y). Condi\u355?iile organice ale percep\u355?iei nu sunt pe \line \tab \u p0 \expndtw0\charscalex116 deplin realizate dect n faza adolescen\u355?ei, n timp c e func\u355?ionarea \line \tab \up0 \expndtw0\charscalex114 retinian\u259? este foarte precoce (cap. II, I, n not\u259?). Maturarea are un \line \tab \up0 \expnd tw0\charscalex114 rol n tot cursul cre\u351?terii mintale. \par\pard\qj \li1420\r i936\sb1\sl-280\slmult0\fi676 \up0 \expndtw0\charscalex117 Dar care este aces t rol? Trebuie s\u259? ar\u259?t\u259?m, n primul rnd c\u259?, \line \up0 \expndtw0\charscalex116 deocamdat\u259?, n aceast\u259? privin\u355?\u259? cu noa\u351?tem ntr-o foarte mic\u259? m\u259?sur\u259? \line \up0 \expndtw0\cha rscalex115 am\u259?nunte \u351?i n special nu \u351?tim aproape nimic despre cond i\u355?iile de maturare \line \up0 \expndtw0\charscalex116 care fac posibil\u259 ? constituirea marilor structuri operatori. n al doilea rnd, n \line \up0 \expndtw0 \charscalex117 m\u259?sura n care suntem informa\u355?i, vedem c\u259? maturarea const\u259? n esen\u355?\u259? n \line \up0 \expndtw0\charscalex112 deschiderea u nor posibilit\u259?\u355?i noi \u351?i constituie deci o condi\u355?ie n ecesar\u259? a \line \up0 \expndtw0\charscalex118 apari\u355?iei anumitor condu ite dar f\u259?r\u259? a asigura condi\u355?ii suficiente, deoarece \line \up0 \ expndtw0\charscalex113 r\u259?mne n egal\u259? m\u259?sur\u259? necesar ca p osibilit\u259?\u355?ile astfel deschise s\u259? se \line \up0 \expndtw0\char scalex110 realizeze, iar pentru ca aceasta s\u259? se ntmple, maturarea t rebuie s\u259? fie \line \up0 \expndtw0\charscalex110 dublat\u259? de un ex erci\u355?iu func\u355?ional \u351?i de un minimum de experien\u355?\u259 ?. n al \line \up0 \expndtw0\charscalex110 treilea rnd, cu ct achizi\u355?iile se dep\u259?rteaz\u259? de originea lor sensori-motorie \par\pard\ql \li5975\sb0\s l-276\slmult0 \par\pard\ql\li5975\sb148\sl-276\slmult0 \up0 \expndtw-3\charscale x100 \ul0\nosupersub\cf4\f5\fs24 83 {\shp {\*\shpinst\shpleft9229\shptop4466\shpright10773\shpbottom4466\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz868\shplid0{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }}

{\shp {\*\shpinst\shpleft10773\shptop4466\shpright10845\shpbottom4466\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz884\shplid1{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop4746\shpright2595\shpbottom4746\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz902\shplid2{\sp{\sn shapeType}{\ sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn line Width}{\sv 10558}} }} {\shp {\*\shpinst\shpleft7033\shptop4746\shpright10697\shpbottom4746\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz992\shplid3{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft8159\shptop5586\shpright10087\shpbottom5586\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1272\shplid4{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10470\shptop5586\shpright10774\shpbottom5586\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1300\shplid5{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop5586\shpright10791\shpbottom5586\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1316\shplid6{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop5866\shpright2951\shpbottom5866\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1336\shplid7{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft8531\shptop8106\shpright10771\shpbottom8106\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2006\shplid8{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop8106\shpright10777\shpbottom8106\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2022\shplid9{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop8386\shpright10764\shpbottom8386\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2106\shplid10{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop8386\shpright10791\shpbottom8386\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2122\shplid11{\sp{\sn shapeTyp e}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop8666\shpright10771\shpbottom8666\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2206\shplid12{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }}

{\shp {\*\shpinst\shpleft10773\shptop8666\shpright10833\shpbottom8666\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2222\shplid13{\sp{\sn shapeTyp e}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop8946\shpright10767\shpbottom8946\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2296\shplid14{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop8946\shpright10817\shpbottom8946\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2312\shplid15{\sp{\sn shapeTyp e}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop9226\shpright4173\shpbottom9226\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2332\shplid16{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g84}{\bkmkend Pg84}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri940\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex114 \ul0\nosupersub\cf2\f3\fs24 cu att cronologia lor este mai variabil\u2 59? nu n ordinea succesiunii, ci n ceea \up0 \expndtw0\charscalex121 ce prive\u351 ?te datele apari\u355?iei; faptul acesta este suficient pentru a ar\u259?ta c\u2 59? \up0 \expndtw0\charscalex112 maturarea este din ce n ce mai pu\u355?in unicul factor care ac\u355?ioneaz\u259?, deoarece \up0 \expndtw0\charscalex112 cre\u35 1?te importan\u355?a influen\u355?elor mediului fizic \u351?i social. \par\pard\ qj \li1420\ri941\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex117 Pe scurt, dac\u259? maturarea organic\u259? constituie desigur un factor necesar, \up0 \e xpndtw0\charscalex109 avnd f\u259?r\u259? ndoial\u259? un rol indispensabil n special n ordinea invariant\u259? a \up0 \expndtw0\charscalex113 succesiuni i stadiilor, ea nu explic\u259? ntreaga dezvoltare \u351?i nu reprezint\u259? dect \up0 \expndtw0\charscalex113 un factor printre al\u355?ii. \par\pard\qj \li1420 \ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex116 2. Un al doilea f actor fundamental este rolul exerci\u355?iului \u351?i al experien\u355?ei \line \up0 \expndtw0\charscalex116 dobndite n ac\u355?iunea efectuat\u259? asupra obiec telor n opozi\u355?ie cu experien\u355?a \line \up0 \expndtw0\charscalex113 socia l\u259?. Acest factor este de asemenea esen\u355?ial \u351?i necesar pn\u259? la formarea \line \up0 \expndtw0\charscalex113 structurilor logico-matematice. Dar aceasta este un factor complex \u351?i care nu \line \up0 \expndtw0\charscalex11 3 explic\u259? totul, orice ar spune empiri\u351?tii. El este complex deparece e xist\u259? dou\u259? \line \up0 \expndtw0\charscalex118 tipuri de experien\u355? \u259?: a) experien\u355?a fizic\u259?, care const\u259? n a mnui obiecte \line \up0 \expndtw0\charscalex115 pentru a abstrage propriet\u259?\u355?ile lor (de exemplu, compararea a dou\u259? greut\u259?\u355?i \line \up0 \expndtw0\charscal ex114 independente de volumele lor); b) experien\u355?a logico-matemati c\u259?, care \line \up0 \expndtw0\charscalex117 const\u259? n a mnui obiectel e pentru a cunoa\u351?te rezultatele coordon\u259?rii \line \up0 \expndtw0\ charscalex116 ac\u355?iunilor (de exemplu, experien\u355?a prin care un copil de 5 - 6 ani descoper\u259? \line \up0 \expndtw0\charscalex113 empiric c\u259? s uma unei mul\u355?imi este independent\u259? de ordinea spa\u355?ial\u259 ? a \line \up0 \expndtw0\charscalex112 elementelor sau de enumerarea lor). n ace st din urm\u259? caz, cunoa\u351?terea este \line \up0 \expndtw0\charscalex112 a bstras\u259? din ac\u355?iune (care ordoneaz\u259? sau une\u351?te) \u351?i nu d in obiecte, n a\u351?a fel \line \up0 \expndtw0\charscalex113 nct experien\u355?a c onstituie pur \u351?i simplu faza practic\u259? \u351?i cvasi-motorie a ceea \li ne \up0 \expndtw0\charscalex115 ce va fi deduc\u355?ia operatorie ulterioar\u259 ?: aceasta nu mai are nici o leg\u259?tur\u259? cu \line \up0 \expndtw0\charscal

ex114 experien\u355?a, n sensul unei ac\u355?iuni a mediului exterior, fiind vorb a, dimpotriv\u259?, \line \up0 \expndtw0\charscalex114 de o ac\u355?iune constru ctiv\u259? exercitat\u259? de subiect asupra obiectelor exterioare. \line \up0 \ expndtw0\charscalex114 Ct despre experien\u355?a fizic\u259?, ea nu are nimic com un cu simpla nregistrare a \line \up0 \expndtw0\charscalex114 datului, ci const ituie o structurare activ\u259?, fiind totdeauna o asimilare la \line \u p0 \expndtw0\charscalex115 cadrele logico-matemetice (astfel, compararea a dou\u 259? greut\u259?\u355?i presupune o \line \up0 \expndtw0\charscalex114 stabilire de \u8222?rela\u355?ii\u8220?, deci construirea unei forme logice). Or, ntreaga noastr\u259? \line \up0 \expndtw0\charscalex113 lucrare demonstreaz\u259? o d at\u259? mai mult c\u259? elaborarea structurilor logico-\line \up0 \expnd tw0\charscalex115 matematice (de la nivelul sensori-motor pn\u259? la gndirea for mal\u259?) preced\u259? \line \up0 \expndtw0\charscalex115 cunoa\u351?terea fiz ic\u259?: obiectul permanent \up0 \expndtw0\charscalex115 (cap. I, II) este deja solidar cu \par\pard\ql \li1420\sb4\sl-276\slmult0\tx8602 \up0 \expndtw 0\charscalex114 \u8222?grupul\u8220? deplas\u259?rilor, a\u351?a cum varia\u 355?ia factorilor fizicii \tab \up0 \expndtw0\charscalex110 (cap. V, IV) es te \par\pard\ql \li1420\sb4\sl-276\slmult0\tx5962 \up0 \expndtw0\charscalex112 s olidar\u259? cu o combinatoric\u259? \u351?i cu \tab \up0 \expndtw0\charsca lex115 \u8222?grupul\u8220? de cvaternalitate. Structurile \par\pard\qj \li14 20\ri937\sb1\sl-280\slmult0 \up0 \expndtw0\charscalex116 logico-matematice se datoreaz\u259? coordon\u259?rii ac\u355?iunilor subiectului \u351?i \u p0 \expndtw0\charscalex116 presiunilor exercitate de obiectul fizic. \par\pard\q j \li1420\ri934\sb1\sl-280\slmult0\fi366 \up0 \expndtw0\charscalex113 3. Al tr eielea factor fundamental, dar la rndul s\u259?u insuficient dac\u259? e luat \up 0 \expndtw0\charscalex116 singur, este acela al interac\u355?iunilor \u351?i tra nsmiterilor sociale. De\u351?i necesar \u351?i \up0 \expndtw0\charscalex113 esen \u355?ial, acest factor este insuficient din acelea\u351?i motive pe ca re le-am \up0 \expndtw0\charscalex117 expus n leg\u259?tur\u259? cu experien\u35 5?a fizic\u259?. Pe de o parte, sociabilizarea este o \up0 \expndtw0\charscalex1 14 structurare la care individul contribuie n aceea\u351?i m\u259?sur\u259? n care o prime\u351?te. \up0 \expndtw0\charscalex117 De aici solidaritatea \u351?i izo morfismul dintre \u8222?opera\u355?ii\u8220? \u351?i \u8222?coopera\u355?ie\u8 220? (scris \up0 \expndtw0\charscalex120 ntr-un cuvnt sau dou\u259?). Pe de alt\u 259? parte, chiar n cazul transmiterilor n \up0 \expndtw0\charscalex110 care subi ectul pare n cel mai nalt grad receptiv, cum este transmiterea \up0 \exp ndtw0\charscalex116 \u351?colar\u259?, ac\u355?iunea social\u259? este ineficien t\u259? f\u259?r\u259? o asimilare activ\u259? a copilului, \up0 \expndtw0\chars calex116 ceea ce presupune instrumentele operatorii adecvate. \par\pard\qj \li14 20\ri938\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 4. Dar cei trei factori dipara\u355?i nu dau na\u351?tere unei evolu\u355?ii dirijate \u351?i a vnd \line \up0 \expndtw0\charscalex111 o direc\u355?ie att de simpl\u259? \u3 51?i regulat\u259? ca aceea a celor trei mari structuri \line \up0 \expn dtw0\charscalex115 succesive ale noastre. Dat fiind rolul subiectului \u351?i al coordon\u259?rilor generale \line \up0 \expndtw0\charscalex115 ale ac\u355?iuni i, n aceast\u259? evolu\u355?ie, ne-am putea gndi la un plan prestabilit ntr-\par\p ard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb148\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 84 {\shp {\*\shpinst\shpleft5305\shptop6146\shpright10773\shpbottom6146\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1170\shplid0{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop6146\shpright10895\shpbottom6146\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1186\shplid1{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop6426\shpright2543\shpbottom6426\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1204\shplid2{\sp{\sn shapeType}{

\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10258\shptop6986\shpright10774\shpbottom6986\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1434\shplid3{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop6986\shpright10775\shpbottom6986\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1450\shplid4{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop7266\shpright3883\shpbottom7266\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1478\shplid5{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft4041\shptop12025\shpright8707\shpbottom12025\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2760\shplid6{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft8247\shptop12585\shpright10773\shpbottom12585\shpfhdr0\ shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2950\shplid7{\sp{\sn shapeTyp e}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop12585\shpright10813\shpbottom12585\shpfhdr0 \shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2966\shplid8{\sp{\sn shapeTy pe}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop12866\shpright10697\shpbottom12866\shpfhdr0\ shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3048\shplid9{\sp{\sn shapeTyp e}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft7395\shptop13986\shpright10695\shpbottom13986\shpfhdr0\ shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3370\shplid10{\sp{\sn shapeTy pe}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g85}{\bkmkend Pg85}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri936\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex114 \ul0\nosupersub\cf2\f3\fs24 un fel a priori sau dup\u259? o finalitat e intern\u259?. Dar un plan a priori nu s-ar putea \line \up0 \expndtw0\charscal ex112 realiza n domeniul biologic dect prin mecanismele caracterelor nn\u259?scute \u351?i \line \up0 \expndtw0\charscalex120 ale matur\u259?rii. Or, am v\u259?zut c\u259? ele sunt insuficiente pentru a explica toate \line \up0 \expndtw0\chars calex112 faptele. Ct despre finalitate, ea este o no\u355?iune subiectiv\ u259? \u351?i o evolu\u355?ie \line \up0 \expndtw0\charscalex116 dirijat\u259 ? \up0 \expndtw0\charscalex114 (adic\u259? una care urmeaz\u259? o direc\u3 55?ie, att \u351?i nimic mai mult) nu \line \up0 \expndtw0\charscalex115 pr esupune n mod necesar un plan prestabilit: un exemplu este mersul spre \line \up0 \expndtw0\charscalex116 echilibrul entropiei n termodinamic\u259?. n cazul dezvol t\u259?rii copilului, nu avem \line \up0 \expndtw0\charscalex115 de-a face cu un plan prestabilit ci o construc\u355?ie progresiv\u259?, de asemenea \line \ up0 \expndtw0\charscalex113 natur\u259? nct fiecare inova\u355?ie nu devine

posibil\u259? dect n func\u355?ie de cea \line \up0 \expndtw0\charscalex113 pr ecedent\u259?. \par\pard\qj \li1420\ri934\sb1\sl-280\slmult0\fi283 \up0 \expndtw 0\charscalex115 S-ar putea spune c\u259? planul prestabilit este dat de modelul gndirii adulte, \up0 \expndtw0\charscalex112 dar copilul nu o n\u355?elege nain te de a o fi reconstruit, \u351?i ea ns\u259?\u351?i este \up0 \expndtw0 \charscalex116 rezultanta unei construc\u355?ii nentrerupte, datorate u nei succesiuni a \up0 \expndtw0\charscalex113 genera\u355?iilor, care cu toate au trecut prin copil\u259?rie: explicarea dezvolt\u259?rii \up0 \exp ndtw0\charscalex116 trebuie s\u259? \u355?in\u259? deci seama de aceste dou\u259 ? dimensiuni, una ontogenetic\u259? \u351?i \up0 \expndtw0\charscalex111 cealalt \u259? social\u259?, n sensul transmiterii operei succesive a genera\u355? iilor, dar \up0 \expndtw0\charscalex113 problema se pune n termeni par\u355? ial analogi n ambele cazuri, deoarece \up0 \expndtw0\charscalex110 \u351?i ntr -un caz \u351?i n cel\u259?lalt chestiunea central\u259? este aceea a mec anismului \up0 \expndtw0\charscalex110 intern al oric\u259?rui constructivism. \ par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex115 Or, un asemenea mecanism intern (dar f\u259?r\u259? posibilitatea reducerii num ai \line \up0 \expndtw0\charscalex112 la caracterele nn\u259?scute \u351?i f\u259?r\u259? plan presatbilit, deoarece are loc o \line \up0 \expn dtw0\charscalex115 construc\u355?ie real\u259?), este ntr-adev\u259?r observabil\ u259? cu prilejul fiec\u259?rei construc\u355?ii \line \up0 \expndtw0\charscalex 120 par\u355?iale \u351?i a fiec\u259?rei treceri de la un stadiu la cel urm\u25 9?tor: acesta este un \line \up0 \expndtw0\charscalex116 proces de echilibru, nu n sensul unei simple balan\u355?e a for\u355?elor, ca n \line \up0 \exp ndtw0\charscalex116 mecanic\u259? sau al unei cre\u351?teri a entropiei ca n term odinamic\u259?, ci n sensul, \line \up0 \expndtw0\charscalex117 ast\u259?zi preci zat datorit\u259? ciberneticii, al autoregl\u259?rii, adic\u259? al unei succesi uni \line \up0 \expndtw0\charscalex117 de compens\u259?ri active ale subiectului , ca r\u259?spuns la perturba\u355?iile exterioare \line \up0 \expndtw0\charscal ex118 \u351?i n sensul unui reglaj n acela\u351?i timp retroactiv (sisteme cu buc le sau cu \line \up0 \expndtw0\charscalex114 feed-back-uri) \u351?i anticipator, constituind un sistem permanent, de asemenea \line \up0 \expndtw0\charscalex114 compens\u259?ri. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expn dtw0\charscalex115 S-ar putea crea impresia c\u259? ace\u351?ti patru fac tori mari explic\u259? esen\u355?a \up0 \expndtw0\charscalex110 evolu\u355?ie i intelectuale \u351?i cognitive a copilului \u351?i c\u259? acum n-ave m dect s\u259? \up0 \expndtw0\charscalex116 consider\u259?m separat dezvoltarea afectivit\u259?\u355?ii \u351?i a motiva\u355?iei. Unii vor sus\u355?ine \up0 \ expndtw0\charscalex115 chiar, poate, c\u259? ace\u351?ti factori dinamici ofer\u 259? cheia ntregii dezvolt\u259?ri mintale \up0 \expndtw0\charscalex112 \u351?i c \u259?, n ultim\u259? instan\u355?\u259?, nevoia de a cre\u351?te, de a se afirma , de a iubi \u351?i de a fi \up0 \expndtw0\charscalex119 pre\u355?uit constitui e motoarele inteligen\u355?ei ns\u259?\u351?i ca \u351?i ale conduitelor n \ up0 \expndtw0\charscalex112 totalitatea lor \u351?i n complexitatea lor crescnd\u2 59?. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscal ex114 Dup\u259? cum am v\u259?zut n repetate rnduri, afectivitatea constituie ener getica \line \up0 \expndtw0\charscalex118 conduitelor, al c\u259?ror aspect cogn itiv se refer\u259? numai la structuri. Nu exist\u259? \line \up0 \expndtw0\char scalex110 deci nici o conduit\u259? orict de intelectual\u259? ar fi ea, care s\u259? nu aib\u259? drept \line \up0 \expndtw0\charscalex116 mobiluri factori afectivi; dar, reciproc, nu pot exista st\u259?ri afective f\ u259?r\u259? \line \up0 \expndtw0\charscalex121 interven\u355?ia percep\u355?ii lor sau a n\u355?elegerii care constituie structura lor \line \up0 \expndt w0\charscalex112 cognitiv\u259?. Conduita este deci unitar\u259?, chiar dac\u259 ?, invers, aceasta din urm\u259? nu \line \up0 \expndtw0\charscalex115 explic\u2 59? structurile: cele dou\u259? aspecte - afectiv \u351?i cognitiv - sunt insepa rabile \line \up0 \expndtw0\charscalex115 \u351?i ireductibile. \par\pard\qj \li 1420\ri938\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex113 Tocmai aceast\u 259? unitate a conduitei face ca factorii evolu\u355?iei s\u259? fie comuni \l ine \up0 \expndtw0\charscalex117 celor dou\u259? aspecte, cognitiv \u351?i afect

iv, \u351?i ireductibilitatea lor nu exclude de \line \up0 \expndtw0\charscalex1 17 loc un paralelism func\u355?ional, destul de izbitor chiar n am\u259?nunte (a m v\u259?zut \line \up0 \expndtw0\charscalex117 aceasta cnd ne-am ocupat de \up0 \expndtw0\charscalex117 \u8222?rela\u355?iile obiectuale\u8220?, de leg\u259?turile \par\pard\ql \li1420\sb4\sl-276\slmult0 \up0 \expndtw0\charsca lex111 interindividuale sau de aentimentele morale). Sentimentele comport\ u259? ntr-\par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb148\sl-2 76\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosupersub\cf4\f5\fs24 85 {\shp {\*\shpinst\shpleft9594\shptop3346\shpright10771\shpbottom3346\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz574\shplid0{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10771\shptop3346\shpright10797\shpbottom3346\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz590\shplid1{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop3626\shpright10767\shpbottom3626\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz664\shplid2{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop3626\shpright10825\shpbottom3626\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz680\shplid3{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1417\shptop3906\shpright2209\shpbottom3906\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz706\shplid4{\sp{\sn shapeType}{\ sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn line Width}{\sv 10558}} }} {\shp {\*\shpinst\shpleft2210\shptop3906\shpright2285\shpbottom3906\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz732\shplid5{\sp{\sn shapeType}{\ sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn line Width}{\sv 10558}} }} {\shp {\*\shpinst\shpleft2285\shptop3906\shpright8403\shpbottom3906\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz788\shplid6{\sp{\sn shapeType}{\ sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn line Width}{\sv 10558}} }} {\shp {\*\shpinst\shpleft8403\shptop3906\shpright8480\shpbottom3906\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz814\shplid7{\sp{\sn shapeType}{\ sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn line Width}{\sv 10558}} }} {\shp {\*\shpinst\shpleft8479\shptop3906\shpright10771\shpbottom3906\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz854\shplid8{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop3906\shpright10870\shpbottom3906\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz870\shplid9{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop4186\shpright2786\shpbottom4186\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz892\shplid10{\sp{\sn shapeType}{

\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft4263\shptop4466\shpright10698\shpbottom4466\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz988\shplid11{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft9041\shptop4746\shpright9337\shpbottom4746\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1104\shplid12{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft9335\shptop4746\shpright9411\shpbottom4746\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1130\shplid13{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft9411\shptop4746\shpright10771\shpbottom4746\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1164\shplid14{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop4746\shpright10861\shpbottom4746\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1180\shplid15{\sp{\sn shapeTyp e}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop5026\shpright10770\shpbottom5026\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1238\shplid16{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop5026\shpright10957\shpbottom5026\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1254\shplid17{\sp{\sn shapeTyp e}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop5306\shpright7890\shpbottom5306\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1314\shplid18{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft8340\shptop5586\shpright10773\shpbottom5586\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1420\shplid19{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop5586\shpright10801\shpbottom5586\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1436\shplid20{\sp{\sn shapeTyp e}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop5866\shpright3337\shpbottom5866\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1460\shplid21{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft6643\shptop12025\shpright10774\shpbottom12025\shpfhdr0\ shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3144\shplid22{\sp{\sn shapeTy

pe}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop12025\shpright10775\shpbottom12025\shpfhdr0 \shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3160\shplid23{\sp{\sn shapeT ype}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\s n lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop12305\shpright10767\shpbottom12305\shpfhdr0\ shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3248\shplid24{\sp{\sn shapeTy pe}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop12305\shpright10810\shpbottom12305\shpfhdr0 \shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3264\shplid25{\sp{\sn shapeT ype}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\s n lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop12585\shpright10767\shpbottom12585\shpfhdr0\ shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3348\shplid26{\sp{\sn shapeTy pe}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop12585\shpright10827\shpbottom12585\shpfhdr0 \shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3364\shplid27{\sp{\sn shapeT ype}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\s n lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop12866\shpright10770\shpbottom12866\shpfhdr0\ shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3442\shplid28{\sp{\sn shapeTy pe}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop12866\shpright10871\shpbottom12866\shpfhdr0 \shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3458\shplid29{\sp{\sn shapeT ype}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\s n lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop13146\shpright10771\shpbottom13146\shpfhdr0\ shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3524\shplid30{\sp{\sn shapeTy pe}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop13146\shpright10921\shpbottom13146\shpfhdr0 \shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3540\shplid31{\sp{\sn shapeT ype}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\s n lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop13426\shpright2519\shpbottom13426\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3558\shplid32{\sp{\sn shapeTyp e}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft3753\shptop13706\shpright10769\shpbottom13706\shpfhdr0\ shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3670\shplid33{\sp{\sn shapeTy pe}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop13706\shpright10783\shpbottom13706\shpfhdr0 \shpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3686\shplid34{\sp{\sn shapeT

ype}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\s n lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop13986\shpright3103\shpbottom13986\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz3708\shplid35{\sp{\sn shapeTyp e}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g86}{\bkmkend Pg86}\par\pard\qj \li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\s b0\sl-280\slmult0 \par\pard\qj\li1420\sb0\sl-280\slmult0 \par\pard\qj\li1420\sb0 \sl-280\slmult0 \par\pard\qj\li1420\ri934\sb69\sl-280\slmult0 \up0 \expndtw0\cha rscalex113 \ul0\nosupersub\cf2\f3\fs24 adev\u259?r indiscutabile r\u259?d\u259?c ini ereditare (sau instinctive) supuse matur\u259?rii. Ele \up0 \expndtw0\charsc alex113 se diversific\u259? n cursul experien\u355?ei tr\u259?ite. Ele se mbog\u25 9?\u355?esc fundamental prin \up0 \expndtw0\charscalex117 schimbul interindivid ual sau social. Dar, dincolo de ace\u351?ti factori, ele \up0 \expndtw0\ charscalex118 comport\u259? cu siguran\u355?\u259? conflictele sau crize \u351?i restabiliri ale \up0 \expndtw0\charscalex114 echilibrul ui, ntreaga formare a personalit\u259?\u355?ii fiind dominat\u259? de c\u259?utar ea unei \up0 \expndtw0\charscalex113 anumite coeren\u355?e \u351?i a unei o rganiz\u259?ri a valorilor care exclude sf\u351?ierile \up0 \expndtw0\charsc alex117 interioare (sau care le caut\u259? doar pentru a extrage din ele noi pe rspective \up0 \expndtw0\charscalex116 sistematice ca acea a \u8222?ambiguit\u25 9?\u355?ii\u8220? a altor sinteze subiective ). A\u351?adar, \up0 \expndtw0\char scalex118 f\u259?r\u259? a trebui s\u259? reamintim func\u355?ionarea sentimente lor morale, cu echilibrul \up0 \expndtw0\charscalex116 lor normativ att de nve cinat cu structurile operatorii, este exclus s\u259? \up0 \expndtw0\charsc alex114 interpret\u259?m dezvoltarea vie\u355?ii afective \u351?i a motiva\u355? iilor l\u259?snd de o parte rolul \up0 \expndtw0\charscalex115 capital al autor egl\u259?rilor, a c\u259?ror importan\u355?\u259? au relevat-o de altfel toate \up0 \expndtw0\charscalex115 \u351?colile, de\u351?i sub denumiri diferit e. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\charscalex 120 Aceast\u259? interpretare ne permite s\u259? p\u259?trundem destul de adnc n \up0 \expndtw0\charscalex112 mul\u355?imea faptelor cunoscute, n primul rnd, deoarece o echilibrare este \up0 \expndtw0\charscalex114 necesar\u259? pentru a mbina contribu\u355?iile matur\u259?rii, ale experien\u355?ei cu obiect ele \up0 \expndtw0\charscalex113 \u351?i ale experien\u355?ei sociale. Am v \u259?zut apoi n paragraful III al capit. I c\u259? \up0 \expndtw0\charsca lex114 structurile sensori-motorii se dezvolt\u259? trecnd de la ritmurile ini\u3 55?iale la regl\u259?ri \up0 \expndtw0\charscalex112 \u351?i de la acestea l a o schi\u355?\u259? de reversibilitate. Or, regl\u259?rile \u355?in dir ect de \up0 \expndtw0\charscalex118 modalitatea considerat\u259? aici, \u351?i orice evolu\u355?ie ulterioar\u259? (fie c\u259? e vorba de \up0 \expndtw0\char scalex110 gndire sau de reciprocitate moral\u259? fie de echilibrarea pro prie cooper\u259?rii) \up0 \expndtw0\charscalex120 este un proces continuu, car e conduce de la regl\u259?ri la reversibilitate \u351?i la \up0 \expndtw0\charsc alex112 extinderea nentrerupt\u259? a acesteia din urm\u259?. Ct despre reversibil itate, ea nu \up0 \expndtw0\charscalex117 este altceva dect un sistem comple t, adic\u259? n ntregime echilibrat de \up0 \expndtw0\charscalex110 compensa\u3 55?ii, n a\u351?a fel c\u259? fiec\u259?rei transform\u259?ri i corespunde posibilitatea \up0 \expndtw0\charscalex110 unei transform\u259?ri inverse sau reciproce. \par\pard\qj \li1420\ri935\sb1\sl-280\slmult0\fi283 \up0 \expndtw0\ch arscalex116 Echilibrarea prin autoreglare reprezint\u259? aici procesu l formator al \line \up0 \expndtw0\charscalex113 structurilor pe care leam descris, iar psihologia copilului ne permite s\u259? \line \up0 \expnd tw0\charscalex114 urm\u259?rim pas cu pas constituirea lor nu n mod abstract, ci n dialectica vie \u351?i \line \up0 \expndtw0\charscalex111 tr\u259?it\u259? a subiec\u355?ilor, care sunt confrunta\u355?i n fiecare genera\u355?ie cu p robleme \line \up0 \expndtw0\charscalex115 nencetat rennoite, pentru a ajunge uneo ri, pn\u259? n cele din urm\u259?, la solu\u355?ii \line \up0 \expndtw0\charscalex

115 care pot fi ntructva mai bune dect acelea ale genera\u355?iilor precedente. \pa r\pard\ql \li4632\sb0\sl-276\slmult0 \par\pard\ql\li4632\sb0\sl-276\slmult0 \par \pard\ql\li4632\sb0\sl-276\slmult0 \par\pard\ql\li4632\sb0\sl-276\slmult0 \par\p ard\ql\li4632\sb0\sl-276\slmult0 \par\pard\ql\li4632\sb0\sl-276\slmult0 \par\par d\ql\li4632\sb0\sl-276\slmult0 \par\pard\ql\li4632\sb0\sl-276\slmult0 \par\pard\ ql\li4632\sb0\sl-276\slmult0 \par\pard\ql\li4632\sb0\sl-276\slmult0 \par\pard\ql \li4632\sb0\sl-276\slmult0 \par\pard\ql\li4632\sb0\sl-276\slmult0 \par\pard\ql\l i4632\sb0\sl-276\slmult0 \par\pard\ql\li4632\sb0\sl-276\slmult0 \par\pard\ql\li4 632\sb0\sl-276\slmult0 \par\pard\ql\li4632\sb0\sl-276\slmult0 \par\pard\ql\li463 2\sb68\sl-276\slmult0 \up0 \expndtw0\charscalex108 BIBLIOGRAFIE SUMAR\u258? \p ar\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \pa r\pard\ql\li5975\sb152\sl-276\slmult0 \up0 \expndtw-3\charscalex100 \ul0\nosuper sub\cf4\f5\fs24 86 {\shp {\*\shpinst\shpleft6895\shptop2786\shpright10771\shpbottom2786\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz378\shplid0{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop2786\shpright10781\shpbottom2786\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz394\shplid1{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop3066\shpright10767\shpbottom3066\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz474\shplid2{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop3066\shpright10855\shpbottom3066\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz490\shplid3{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop3346\shpright2581\shpbottom3346\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz510\shplid4{\sp{\sn shapeType}{\ sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn line Width}{\sv 10558}} }} {\shp {\*\shpinst\shpleft6137\shptop5866\shpright7243\shpbottom5866\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1196\shplid5{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft7853\shptop5866\shpright10771\shpbottom5866\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1236\shplid6{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10771\shptop5866\shpright10781\shpbottom5866\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1252\shplid7{\sp{\sn shapeType }{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn l ineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft2301\shptop6146\shpright4657\shpbottom6146\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz1288\shplid8{\sp{\sn shapeType}{ \sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lin eWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1703\shptop8946\shpright10771\shpbottom8946\shpfhdr0\sh pbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2074\shplid9{\sp{\sn shapeType}

{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft10773\shptop8946\shpright10965\shpbottom8946\shpfhdr0\s hpbxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2090\shplid10{\sp{\sn shapeTyp e}{\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn lineWidth}{\sv 10558}} }} {\shp {\*\shpinst\shpleft1420\shptop9226\shpright2746\shpbottom9226\shpfhdr0\shp bxpage\shpbypage\shpwr3\shpwrk0\shpfblwtxt1\shpz2110\shplid11{\sp{\sn shapeType} {\sv 20}}{\sp{\sn fBehindDocument}{\sv 1}}{\sp{\sn lineColor}{\sv 0}}{\sp{\sn li neWidth}{\sv 10558}} }}\par\pard\sect\sectd\fs24\paperw11900\paperh16840\pard\sb0\sl-240{\bkmkstart P g87}{\bkmkend Pg87}\par\pard\ql \li1703\sb0\sl-276\slmult0 \par\pard\ql\li1703\s b0\sl-276\slmult0 \par\pard\ql\li1703\sb0\sl-276\slmult0 \par\pard\ql\li1703\sb0 \sl-276\slmult0 \par\pard\ql\li1703\sb0\sl-276\slmult0 \par\pard\ql\li1703\sb92\ sl-276\slmult0 \up0 \expndtw0\charscalex103 \ul0\nosupersub\cf2\f3\fs24 Trait de psychologie exprimentale, par P. Fraisse et J. Piaget: \par\pard\li2271\sb6\sl-276\slmult0\fi0\tx4213 \up0 \expndtw0\charscalex107 Fas cicule\tab \up0 \expndtw0\charscalex107 VI, La perception, Presses Univers itaires de France,\par\pard\qj \li2271\ri939\sb0\sl-280\slmult0 \up0 \expndtw0\c harscalex109 1963, Fascicule VII, L\ul0\nosupersub\cf3\f4\fs24 \u8217?\ul0\nosup ersub\cf2\f3\fs24 intelligence, Presses Universitaires de France, \up0 \exp ndtw0\charscalex109 1963. \par\pard\qj \li1703\ri940\sb0\sl-280\slmult0\tx2271 \ up0 \expndtw0\charscalex113 L. C a r m i c h a e l, Manuel de psychologi e de l\ul0\nosupersub\cf3\f4\fs24 \u8217?\ul0\nosupersub\cf2\f3\fs24 enfant, p rface p la \line\tab \up0 \expndtw0\charscalex113 traduction fanjaise, R. Zazzo, Presses Universitaires de France, 1952 \par\pard\ql \li1703\sb4\sl-276\slmult0\t x4026 \up0 \expndtw0\charscalex115 A. F r e u d, \tab \up0 \expndtw0\charscal ex102 Le moi et les mcanismes de dfence, Presses \par\pard\ql \li2271\sb4\sl-276\slmult0 \up0 \expndtw0\charscalex105 Universitaires de F rance, 1949. \par\pard\qj \li1703\ri960\sb1\sl-280\slmult0\tx2271 \up0 \expndtw0 \charscalex118 T h. G o u i n - D c a r i e, Intelligence et affectivit c hez le jeune \line\tab \up0 \expndtw0\charscalex104 enfant, Delachaux & Ni estl, 1962. \par\pard\qj \li1703\ri960\sb1\sl-280\slmult0\tx2271 \up0 \expndtw0 \charscalex107 B. I n h e l d e r et J. P i a g e t, De la logiq ue de l\ul0\nosupersub\cf3\f4\fs24 \u8217?\ul0\nosupersub\cf2\f3\fs24 enfant la logique \line\tab \up0 \expndtw0\charscalex107 de l\ul0\nosupersub\cf3\f4\fs24 \ u8217?\ul0\nosupersub\cf2\f3\fs24 adolescent, Presses Universitaires de France, 1963. \par\pard\qj \li1703\ri962\sb1\sl-280\slmult0\tx2271 \up0 \expndtw0\charsc alex111 M. L a u r e n d e a u et A. P i n a r d, La pense c ausale chez \line\tab \up0 \expndtw0\charscalex111 l\ul0\nosupersub\cf3\f4\fs24 \u8217?\ul0\nosupersub\cf2\f3\fs24 enfant, Presses Universitaires de France, 196 2. \par\pard\qj \li1703\ri937\sb1\sl-280\slmult0\tx2271 \up0 \expndtw0\charscale x104 G.-H. L u q u e t, Le dessin enfantin, Presses Universitaire s de France, \line\tab \up0 \expndtw0\charscalex104 1927. \par\pard\li1703\sb6\s l-276\slmult0\fi0\tx3832 \up0 \expndtw0\charscalex110 J. P i a g e t,\tab \up 0 \expndtw0\charscalex110 Le jugement moral chez l\ul0\nosupersub\cf3\f4\fs24 \u 8217?\ul0\nosupersub\cf2\f3\fs24 enfant, 1932, 2e d., Presses\par\pard\li1703\s b4\sl-276\slmult0\fi568 \up0 \expndtw0\charscalex110 Universitaires de France, 1 957.\par\pard\li1703\sb4\sl-276\slmult0\fi0\tx6605 \up0 \expndtw0\charscalex110 La construction de rel chez l\ul0\nosupersub\cf3\f4\fs24 \u8217?\ul0\nosupersub\c f2\f3\fs24 enfant,\tab \up0 \expndtw0\charscalex110 1937, Delachaux & Ni estl, 2e\par\pard\li1703\sb4\sl-276\slmult0\fi568 \up0 \expndtw0\charscalex110 d. 1950.\par\pard\li1703\sb4\sl-276\slmult0\fi0\tx6724 \up0 \expndtw0\charscalex110 La formation du symbole chez l\ul0\nosupersub\cf3\f4\fs24 \u8217?\ul0\nosupersu b\cf2\f3\fs24 enfant,\tab \up0 \expndtw0\charscalex110 1945, Delachaux & Niestle, 2e\par\pard\li1703\sb4\sl-276\slmult0\fi568 \up0 \expndtw0\charscalex1 10 d., 1964.\par\pard\li1703\sb4\sl-276\slmult0\fi0 \up0 \expndtw0\charscalex111 et B. I n h e l d e r, Le dveloppement des quantits physiques chez\par\p

ard\li1703\sb4\sl-276\slmult0\fi568\tx6318 \up0 \expndtw0\charscalex105 l\ul0\no supersub\cf3\f4\fs24 \u8217?\ul0\nosupersub\cf2\f3\fs24 enfant, Delachaux & Niestl,\tab \up0 \expndtw0\charscalex110 1941, 2e d., augmante, 1962.\par\p ard\li1703\sb4\sl-276\slmult0\fi0\tx5357\tx9867 \up0 \expndtw0\charscalex110 et B. I n h e l d e r,\tab \up0 \expndtw0\charscalex110 L\ul0\nosupersub \cf3\f4\fs24 \u8217?\ul0\nosupersub\cf2\f3\fs24 image mentale chez l\ul0\nosu persub\cf3\f4\fs24 \u8217?\ul0\nosupersub\cf2\f3\fs24 enfant,\tab \up0 \expndtw0 \charscalex110 Presses\par\pard\li1703\sb4\sl-276\slmult0\fi568 \up0 \expndtw0\c harscalex110 Universitaires de France, 1966.\par\pard\li1703\sb4\sl-276\slmult0\ fi0\tx3867 \up0 \expndtw0\charscalex110 R. S p i t z,\tab \up0 \expndtw0\ charscalex110 La premire anne de la vie de l\ul0\nosupersub\cf3\f4\fs24 \u8 217?\ul0\nosupersub\cf2\f3\fs24 enfant: Gense des\par\pard\li1703\sb4\sl-276\sl mult0\fi568\tx6642 \up0 \expndtw0\charscalex110 premires relations objectales,\ tab \up0 \expndtw0\charscalex110 Presses Universitaires de France,\par\pard\l i1703\sb4\sl-276\slmult0\fi568 \up0 \expndtw0\charscalex110 1958.\par\pard\li170 3\sb4\sl-276\slmult0\fi0\tx4183 \up0 \expndtw0\charscalex110 H. W a l l o n,\ tab \up0 \expndtw0\charscalex110 Les origines du caractre, Presses Universitai res de\par\pard\li1703\sb4\sl-276\slmult0\fi568\tx3452\tx4448 \up0 \expndtw0\cha rscalex110 France,\tab \up0 \expndtw0\charscalex101 2\ul0\nosupersub\cf5\f6\fs14 e\ul0\nosupersub\cf2\f3\fs24 d.,\tab \up0 \expndtw0\charscalex110 1949.\par\p ard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pa rd\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard \ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\q l\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\ li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li 5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li59 75\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975 \sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\s b0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0 \sl-276\slmult0 \par\pard\ql\li5975\sb218\sl-276\slmult0 \up0 \expndtw-3\charsca lex100 \ul0\nosupersub\cf4\f5\fs24 87 \par\pard\sect\sectd\fs24\paperw11900\pape rh16840\pard\sb0\sl-240{\bkmkstart Pg88}{\bkmkend Pg88}\par\pard\ql \li5555\sb0\ sl-276\slmult0 \par\pard\ql\li5555\sb0\sl-276\slmult0 \par\pard\ql\li5555\sb0\sl -276\slmult0 \par\pard\ql\li5555\sb0\sl-276\slmult0 \par\pard\ql\li5555\sb0\sl-2 76\slmult0 \par\pard\ql\li5555\sb0\sl-276\slmult0 \par\pard\ql\li5555\sb96\sl-27 6\slmult0 \up0 \expndtw-5\charscalex100 \ul0\nosupersub\cf2\f3\fs24 CUPRINSUL \p ar\pard\ql \li1703\sb0\sl-280\slmult0 \par\pard\ql\li1703\ri4215\sb1\sl-280\slmu lt0 \up0 \expndtw0\charscalex111 Introducere. . . \line \up0 \expndtw0\charscale x112 Capitolul I. \par\pard\ql \li2010\sb4\sl-276\slmult0 \up0 \expndtw0\charsca lex127 Nivelul sensori-motor . . . \par\pard\li1703\sb6\sl-276\slmult0\fi856\tx3 280 \up0 \expndtw0\charscalex113 I.\tab \up0 \expndtw0\charscalex113 Inteligen\u 355?a sensori-motorie . . .\par\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0\charscalex113 II.\tab \up0 \expndtw0\charscalex113 Construirea realul ui . . .\par\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0\charscal ex113 III.\tab \up0 \expndtw0\charscalex113 Aspectul cognitiv al reac\u355?iilor sensori-motorii . . .\par\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \exp ndtw0\charscalex113 IV.\tab \up0 \expndtw0\charscalex113 Aspectul afectiv al rea c\u355?iilor sensori-motorii . . .\par\pard\li1703\sb4\sl-276\slmult0\fi0 \up0 \ expndtw0\charscalex113 Capitolul II.\par\pard\li1703\sb4\sl-276\slmult0\fi306 \u p0 \expndtw0\charscalex113 Dezvoltarea percep\u355?iilor . . .\par\pard\li1703\s b4\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0\charscalex113 I.\tab \up0 \expndtw 0\charscalex113 Constan\u355?a \u351?i cauzalit\u259?\u355?i perceptive . . .\pa r\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0\charscalex113 II.\t ab \up0 \expndtw0\charscalex113 Efecte de cmp . . .\par\pard\li1703\sb4\sl-276\sl mult0\fi856\tx3280 \up0 \expndtw0\charscalex113 III.\tab \up0 \expndtw0\charscal ex113 Activit\u259?\u355?ile perceptive . . .\par\pard\li1703\sb4\sl-276\slmult0 \fi856\tx3280 \up0 \expndtw0\charscalex113 IV.\tab \up0 \expndtw0\charscalex113 Percep\u355?ii, no\u355?iuni \u351?i opera\u355?ii . . .\par\pard\li1703\sb4\sl276\slmult0\fi0 \up0 \expndtw0\charscalex113 Capitolul III.\par\pard\li1703\sb4\ sl-276\slmult0\fi306 \up0 \expndtw0\charscalex113 Func\u355?ia semiotic\u259? sa

u simbolic\u259? . . .\par\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \exp ndtw0\charscalex113 I.\tab \up0 \expndtw0\charscalex113 Func\u355?ia semiotic\u2 59? \u351?i imita\u355?ia . . .\par\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0\charscalex113 II.\tab \up0 \expndtw0\charscalex113 Jocul simbolic \par\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0\charscalex113 II I.\tab \up0 \expndtw0\charscalex113 Desenul . . .\par\pard\li1703\sb4\sl-276\slm ult0\fi856\tx3280 \up0 \expndtw0\charscalex113 IV.\tab \up0 \expndtw0\charscalex 113 Imaginile mintale . . .\par\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0\charscalex113 V.\tab \up0 \expndtw0\charscalex113 Memoria \u351?i str uctura amintirilor-imagini . . .\par\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0\charscalex113 VI.\tab \up0 \expndtw0\charscalex113 Limbajul . . .\par\pard\li1703\sb4\sl-276\slmult0\fi0 \up0 \expndtw0\charscalex113 Capitolul IV.\par\pard\li1703\sb4\sl-276\slmult0\fi334 \up0 \expndtw0\charscalex113 Opera\ u355?iile \u8222?concrete\u8220? ale gndirii \u351?i rela\u355?iile interindividu ale . . .\par\pard\li1703\sb0\sl-276\slmult0\par\pard\li1703\sb8\sl-276\slmult0\ fi856\tx3280 \up0 \expndtw0\charscalex113 I.\tab \up0 \expndtw0\charscalex113 Ce le trei nivele de trecere de la ac\u355?iune la opera\u355?ie . . .\par\pard\li1 703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0\charscalex113 II.\tab \up0 \e xpndtw0\charscalex113 Geneza opera\u355?iilor \u8222?concrte\u8220? . . .\par\pa rd\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0\charscalex113 III.\tab \up0 \expndtw0\charscalex113 Reprezentarea universului. Cauzalitate \u351?i ntmpla re . . .\par\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0\charscal ex113 IV.\tab \up0 \expndtw0\charscalex113 Interac\u355?iunile sociale \u351?i a fective . . .\par\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0\cha rscalex113 V.\tab \up0 \expndtw0\charscalex113 Sentimente \u351?i judec\u259?\u3 55?i morale . . .\par\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0 \charscalex113 VI.\tab \up0 \expndtw0\charscalex113 Concluzii . . .\par\pard\li1 703\sb4\sl-276\slmult0\fi0 \up0 \expndtw0\charscalex113 Capitolul V.\par\pard\li 1703\sb4\sl-276\slmult0\fi306 \up0 \expndtw0\charscalex113 Preadolescentul \u351 ?i opera\u355?iile propozi\u355?ionale . . .\par\pard\li1703\sb0\sl-276\slmult0\ par\pard\li1703\sb8\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0\charscalex113 I.\ tab \up0 \expndtw0\charscalex113 Gndirea formal\u259? \u351?i combinatorica . . . \par\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0\charscalex113 II .\tab \up0 \expndtw0\charscalex113 \u8222?Grupul\u8220? celor dou\u259? reversib ilit\u259?\u355?i . . .\par\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \ex pndtw0\charscalex113 III.\tab \up0 \expndtw0\charscalex113 Schemele operatorii f ormale . . .\par\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \expndtw0\char scalex113 IV.\tab \up0 \expndtw0\charscalex113 Induc\u355?ia legilor \u351?i dis ocierea factorilor . . .\par\pard\li1703\sb4\sl-276\slmult0\fi856\tx3280 \up0 \e xpndtw0\charscalex113 V.\tab \up0 \expndtw0\charscalex113 Transform\u259?rile af ective . . .\par\pard\ql \li2038\sb2\sl-276\slmult0 \up0 \expndtw0\charscalex128 Factorii dezvolt\u259?rii mintale . . . \par\pard\ql \li1703\sb0\sl-276\slmult0 \par\pard\ql\li1703\sb8\sl-276\slmult0 \up0 \expndtw0\charscalex111 Biliografie sumar\u259? . . . \par\pard\ql \li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\s b0\sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0 \sl-276\slmult0 \par\pard\ql\li5975\sb0\sl-276\slmult0 \par\pard\ql\li5975\sb0\s l-276\slmult0 \par\pard\ql\li5975\sb168\sl-276\slmult0 \up0 \expndtw-3\charscale x100 \ul0\nosupersub\cf4\f5\fs24 88 \par\pard\sect\sectd\fs24}