Piaget’s Structural Developmental Psychology

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Abstract
Piaget’s proposal that cognitive structures are objectively real and correspond to the formal characteristics of logical and mathematical models raises the competence-performance problem. The vogue of reducing competence models to performance models is countered both by epistemological arguments and by examining the weakness of supposed refutations of Piaget’s logical competence model. Piaget’s own position is flawed by a failure to articulate a clear conception of how competence is to be distinguished from and related to performance. In addition, he has established an extreme segregation of the normative from the factual that has impoverished both logic and psychology and has made a true reconciliation of the two seem impossible.

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