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On the Social Development of the Intellect

  • Chapter
The Future of Piagetian Theory

Abstract

Why and how do children of the human species become intelligent, at least generally, during the first years of their existence? In the first part of this paper, we would like to show how the response to this question has been formulated in terms of social psychology, but without applying social psychological investigative methods to explicate the response. As it were, the social role in cognitive development is frequently accepted as a postulate. In the second part of this chapter, we would like to show that psychological experimentation permits illustrating, if not verifying, some characteristics of the manner in which social factors intervene in cognitive development.

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Author information

Authors and Affiliations

  1. Faculty of Psychology and the Educational Sciences, University of Geneva, CH-1211, Geneva 4, Switzerland

    Willem Doise

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  1. Willem Doise
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Editor information

Editors and Affiliations

  1. Fordham University, New York, New York, USA

    Valerie L. Shulman (Director of Special Projects) (Director of Special Projects)

  2. School of Education, Fordham University, New York, New York, USA

    Lillian C. R. Restaino-Baumann  & Loretta Butler  & 

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© 1985 Plenum Press, New York

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Doise, W. (1985). On the Social Development of the Intellect. In: Shulman, V.L., Restaino-Baumann, L.C.R., Butler, L. (eds) The Future of Piagetian Theory. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-4925-9_5

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  • DOI: https://doi.org/10.1007/978-1-4684-4925-9_5

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4684-4927-3

  • Online ISBN: 978-1-4684-4925-9

  • eBook Packages: Springer Book Archive

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