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Abstract

Smedslund presents a hypothesis about logical (internal) necessity and contradiction as empirical contingencies in the determination of children's intellectual and personal development. The, difference is distinguished between Piaget's concept of equilibration (as “the accord of thought with itself”) and learning (as “the accord of thought with things”). Citing the similarity of the concept of equilibration to Festinger's cognitive dissonance theory, Smedslund holds that the direction of the changes in children's thinking is not determined by external reinforcement.