Piaget, J. (1995). Commentary on Vygotsky's criticisms of Language and
Thought of the Child and Judgment and Reasoning in the Child. New Ideas in
Psychology, 13, 325-340.

It is not without sadness that an author discovers, 25 years after its
publication, the work of a fellow author who has died in the meantime, when
that work contains so many points of immediate interest to him which should
have been discussed personally and in detail. Although my friend A. Luria kept
me up to date concerning Vygotsky's sympathetic and yet critical position
with respect to my own work, I was never able to read his writings nor to
meet him, and in reading his work today, I regret this profoundly, for we could
have come to an understanding on a number of issues.

E. Hanfmann, who is one of Vygotsky's best successors, has kindly asked me
to comment on the reflections of this distinguished author concerning my first
works.1 I thank her very warmly for this but also confess some
embarrassment, for while Vygotsky's book appeared in 1934, those of mine
which he discusses date back to 1923 and 1924. On thinking over the
question of how to carry out such a discussion in retrospect, I have however
found a solution that is both simple and instructive (at least for me), namely
to ascertain whether what I have done since then confirms or invalidates
Vygotsky's criticisms. The answer is both yes and no: on certain issues I find
myself more in agreement with Vygotsky than I would have been in 1934,
while on other issues I now have better arguments for answering him than
would previously have been the case.

PART 1

We can begin with two separate questions both of which relate to Chapter 2
of Vygotsky's book, one concerning egocentrism in general and the other
concerning egocentric language. Vygotsky, if I understand him correctly, does
not agree with me over the notion of intellectual egocentrism in the child, but
he does recognize the existence of what I call egocentric language2 which he
sees as the point of departure of internalised language which develops later
and which, in his view, can be used for both autistic and logical purposes. Let
us then take up these two questions separately.

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