chapter
Introduction. Cognitive Development and Learning Theory
Pages 30

It may be surprising that Genevan developmental psychologists have seen fit to add yet another book on learning to the large num­ ber already published, particularly since Jean Piaget and his col­ leagues have frequently emphasized the subject’s own activity rather than his reactions to environmental stimuli as being important for the acquisition of knowledge. Within the conceptual framework of developmental psychology and genetic epistemology, the role played by external factors in the acquisition of knowledge remains sec­ ondary. In his article “Apprentissage et connaissance” Piaget (1959) clarified his position on the subject of learning by introducing a dis­ tinction between learning sensu lato and learning sensu stricto, the former embracing cognitive development as a whole and including the latter, which is always subordinate.