Structures et fonctionnements dans le developpement cognitif
Institution:
Paris 5Disciplines:
Directors:
Abstract EN:
The studies which are summarized in this thesis deal with cognitive development in the child. They integrate both an explanation for general features of development and for variations due to individual differences within this theoretical framework. The main hypothesis presented in these studies is that cognitive development is based on the interaction of a variety of modes of information processing. In this respect, it differs from piagetian theory, which subordinates the origins of all features of knowledge to the child's actions and the operatory structures which result from them. The studies reported here to support this hypothesis deal with the age range piaget termed the "period of concrete operations" (ages 6-11). They can be grouped around four main axes : the first is centered on the analysis of age discrepancies (decalages) in the acquisition of a set of notions, and the three others deal with the growth of a notion or operation considered to be typical of this stage of development : inclusion, seriation, and conservation. Two major information processing modes are described. The first, termed "analogical" is holistic, parallel, and maintains a certain isomorphism between representations and the perceived universe. The second, termed "propositional" is analytical, sequentical, and abstract. The interaction of these two modes produces a self-organizing dynamic. Analogical processing generates anticipations, which assume the role of heuristics with respect to propositional processing. This latter mode provides a means of controlling the adequation of anticipations and verifying truth values of intrinsic relations in analogical representations. These two modes thus form an intertwined hierarchy in which one guides the other, which itself governs the first.
Abstract FR:
Les travaux dont la synthese est presentee portent sur le developpement cognitif de l'enfant. Ils integrent dans un meme cadre theorique l'explication de ses caracteristiques generales et celle de ses variations chez des individus differents. La these soutenue est que le developpement cognitif repose sur l'interaction d'une pluralite de modes de traitement de l'information. Elle s'ecarte en cela de la theorie de piaget, qui subordonne la genese de l'ensemble des aspects de la connaissance a l'action de l'enfant et aux structures operatoires qui en sont tirees. Les recherches presentees a l'appui de cette these portent sur la periode d'age caracterisee par piaget comme celle des operations concretes (6 a 11 ans). Elles sont organisees autour de quatre axes. Le premier est centre sur l'analyse des decalages dans l'acquisition d'un ensemble de notions, et chacun des trois autres est consacre a la genese d'une notion ou operation consideree comme caracteristique de cette periode de developpement : inclusion, seriation, conservation. Deux grands modes de traitement de l'information sont distingues. Le premier, dit "analogique", a pour principales caracteristiques d'etre holistique, parallele, et de conserver un certain isomorphisme entre la representation et le monde percu. Le second, dit "propositionnel", a pour principales caracteristiques d'etre analytique, sequentiel, abstrait. Leur interaction engendre une dynamique auto-organisatrice. Le traitement analogique donne lieu a des anticipations qui jouent le role d'heuristiques vis a vis du traitement propositionnel. Ce dernier, de son cote, permet de controler l'adequation de ces anticipations et de verifier les valeurs de verite des relations intrinseques aux representations analogiques. Ces deux modes de traitement forment ainsi une hierarchie enchevetree dans laquelle l'un guide l'autre qui lui-meme controle le premier.