Quotes About Development

In order to have the next generation of modems, you would need to pour in even more R&D spending. We came to the conclusion that we're going to have a tough time to really see that we are going to succeed in the modems business.

The research clearly demonstrates high-quality early childhood opportunities help children succeed.

I guess change is good for any of us.

I read for growth, firmly believing that what you are today and what you will be in five years depends on two things: the people you meet and the books you read.

Our ability to grow is directly proportional to an ability to entertain the uncomfortable.

Venturing out of your comfort zone may be dangerous, yet do it anyways because our ability to grow is directly proportional to an ability to entertain the uncomfortable.

Like creativity, collaboration is a habit—and one I encourage you to develop.

get busy copying... travelling the paths of greatness, even in someone else's footprints, is a vital means of acquiring a skill.

Who you are at 20 will not be who you are at 40 and if it is, SOMETHING IS WRONG!

You cannot progress beyond you current state, with the same thoughts and actions and that brought you there.

Piaget subscribed to the ordering and organizing function of the mind, but he believed that the forms and categories are not a priori but undergo development as a result of the subject's interaction with the world (OI, pp. 376–395).

The three volumes on infancy focus on different aspects of infants' cognitive development. Whereas OI examines the coordination and differentiation of sensorimotor schemes of practical intelligence, CR studies how practical intelligence constructs the concepts of object, space, causality, and time. PDI, in turn, is mainly devoted to the emergence of symbols in the context of the development of imitation and play.

It is important to keep two key aspects of Piaget's account in mind. First, in Piaget's account, there are no innate modules with adultlike competencies that are suddenly switched on, nor is there any special processing mechanism that, out of the blue, comes online (see OI, p. 100; Piaget, 1967/1971, p. 327, fn.).

In general, for many scholars writing today, what is problematic about consciousness is its "phenomenal quality" or the fact that "there is something it is like" to be conscious (Nagel, 1974). Piaget does not address this issue head-on but rather through addressing the more important problem of how subjects develop a meaningful understanding of themselves and the world.

Chapman, M. (1988). Constructive evolution. Cambridge: Cambridge University Press.

For Piaget, psychological life begins with the use of hereditary reflexes (OI, pp. 39, 223). Reflexes are general action patterns such as sucking, looking, and touching (Piaget, 1975/1985, p. 69). Each reflex constitutes an "organized totality" (OI, p. 38) that comprises perceptions, coordinated movements, and a need; it is not just a "summation of movements" (OI, p. 38).

In J. I. Carpendale & U. Müller (Eds.), Social interaction and the development of knowledge: Critical evaluation of Piaget's contribution (pp. 67–85).

To my way of thinking, knowing an object does not mean copying it – it means acting upon it" (Piaget, 1970, p. 15; cf. Piaget & Inhelder, 1966/1971, pp. 385–386).

Many aspects of Piaget's theory of infant development have been severely criticized. I briefly cover three lines of criticism: (a) Piaget did not properly explain the process of interiorization and the emergence of symbolic representations, (b) Piaget largely ignored the importance of social interaction for the development of knowledge, and (c) Piaget severely underestimated infants' abilities.

Piaget also did not provide a detailed analysis of how communicative interaction leads to symbolic representation.

The central goals of Piaget's theory were to describe and explain the fecundity and rigor of thought (Piaget, 1936/1952, pp. 417–419; see Chapman, 1988, p. 144). Fecundity refers to the continuous construction of novel forms of thought in the course of development. Rigor refers to the reversibility (i.e., systemic coordination) and deductive necessity of thought (see Chapter 3, this volume).

In contrast to empiricist theories, in which knowledge is derived from perception, Piaget emphasized the role of action and operations (transformation) in the construction of knowledge.

The issue is not whether Piaget's observations and experiments can be replicated; the issue is whether Piaget's method of assessing infant competencies (i.e., his reliance on sensorimotor action such as manual search) systematically underestimated infants' competencies.

One outcome of this lack of appreciation of the relevance of epistemology for the study of psychology and psychological development is that epistemological assumptions often remain tacit. Practically, this amounts to many psychologists basing their theories on assumptions that originate in the empiricist tradition (Piaget, 1970/1972a, p. 10).