From the essence of chinese subject - verbal quality , thinking quality and abstract chinese knowledge to cognition theory , the author analyzes the direct negative effects of e - education , and studies the promotional effects of language and words on thinking in chinese teaching 从语文课程的本质属性? ?言语性、思维性、抽象的语文知识以及认知发展理论分析了现代教育技术手段直观呈现的负面影响，并研究语文教学中语言和文字媒介对思维的促进作用。
Drawing upon findings from brain research , evolutionary biology , piaget " s studies of developmental and cognitive psychology , mi challenges the traditional view of intelligence as a unitary capacity that can be adequately measured by iq tests , emphasizing the role of culture and education condition in the development of children " s intelligences . his theory was improved based on the project zero 加德纳借鉴吸收了脑科学、智能生物学的研究成果，并对脑损伤病人、白痴学者等特殊人群进行了深入研究，同时在批判传统智商理论和挑战皮亚杰认知发展理论的基础上，批判性地吸收了他人智力学说的合理成分，突出强调了社会文化因素和教育条件对儿童智力发展的影响。
Piaget has made significant contributes in the psychology of children ' s cognition as follows : first , he produces a complete theory of children ' s cognition structures which is full of dialectical thoughts ; second , he depicts the cognitive developing line of children from their birth to early youth ; third , he is the first psychologist one who introduce mathematical logic to draw children " development of thinking ; finally , he sets up the theoretical construction of genetic epistemology 2儿童认知发展理论的进展与思考2 1皮亚杰儿童认知结构理论的回顾皮亚杰对儿童认知心理学的主要贡献主要体现在以下几个方面：第一，提出了一套完整的、富有辨证思想的儿童认知结构理论；第二，描绘了儿童从出生到青年初期( 15岁)认知发展的路线；第三，首次采用数理逻辑作为刻化儿童逻辑思维发展的工具；第四，构造了发生认识论的理论框架。
