A Cross-Cultural Perspective on Developmental Psychology

Abstract

The burden of the argument put forward in this paper is that in spite of a considerable expansion of cross-cultural development studies over the past two decades, developmental psychology as a whole remains unduly parochial. Since most of its theories originate in the first world, one of the main functions of cross-cultural work is to assess the range of their applicability across the globe. After briefly illustrating this theme in relation to infant behaviour, research and theories dealing with cognitive development in childhood and adolescence are reviewed in more detail. Piagetians focusing on supposedly universal processes appeared at one time sharply opposed to followers of Vygotsky concentrating on specific context-bound learning. Cross-cultural work has resulted in a convergence such that what divides them now is mainly a difference of emphasis, both sides accepting forms of 'local constructivism'. Important contributions from workers outside these major traditions are outlined and a shift away from exclusive concern with learning to understand the physical, and towards the social world is noted. In conclusion, some evidence is mentioned indicating that cultural factors powerfully affect emotional as well as cognitive development and it is suggested that there is a need to devote more effort in that direction.