The adaptive nature of cognitive immaturity.

Bjorklund, David F.; Green, Brandi L.

doi:10.1037/0003-066x.47.1.46

Cited by 227 publications

(220 citation statements)

References 86 publications

(80 reference statements)

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“…For example, children's play can be associated with a sense of mastery and self-efficacy, which may lead children to try new and novel activities. With self-efficacy to try the activities and repeatedly engage in them, children may learn new and specific skills (Bjorklund & Green, 1992;Pellegrini & Smith, 1998b).…”

Section: Operational Definition Of Playmentioning

confidence: 99%

Daughters of Mothers With Multiple Sclerosis: Their Experiences of Play

Jonzon¹,

Goodwin²

2012

Adapted Physical Activity Quarterly

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A woman who is my unending inspiration of strength and courage. ABSTRACTThis study described the play experiences of daughters who were caregivers to their mothers with multiple sclerosis (MS). The experiences of four CanadianCaucasian women aged 19-26 were captured using phenomenological methods of individual and focus group interviews, field notes, and artefacts. Three themes with supporting sub-themes emerged: (a) being a good daughter, (b) blurred relationship boundaries, and (c) encumbered play. Caregiving for their mothers was part of being a good daughter. Excessive caring duties changed their roles from being daughters to caregivers and contributed to feelings of maturity over peers. Their mother-daughter relationship boundaries were blurred and the participants wished to spend more time as daughters. Play, although sometimes limited, was highly valued and provided an escape from caregiving. Using family systems theory to interpret the findings, it was concluded that support for families living with MS would release children from caregiving duties so rounded childhood play could be experienced. ACKNOWLEDGEMENTS

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Section: Operational Definition Of Playmentioning

confidence: 99%

Daughters of Mothers With Multiple Sclerosis: Their Experiences of Play

Jonzon¹,

Goodwin²

2012

Adapted Physical Activity Quarterly

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“…For example, the social-cognitive demands associated with peer interactions, such as perspective taking and using explicit language, relate to more general cognitive performance (Piaget, 1983) and classroom achievement (Bjorklund & Pellegrini, 2000). Furthermore, the social-emotional support provided by close peer relations, such as friendships, helps young children adjust to the stresses of early schooling (Boyle, Marshall, & Robeson, 2003;Ladd, Kochenderfer, & Coleman, 1996). & Green, 1992.…”

Section: Recess As Educational: the Cognitive Immaturity Hypothesismentioning

confidence: 99%

The Role of Recess in Children's Cognitive Performance and School Adjustment

Pellegrini

Bohn

2005

Educational Researcher

182

141

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The authors suggest that the recess period serves a positive purpose in the primary school curriculum, counter to the current practice of minimizing recess in many schools across North America and the United Kingdom. The authors' position is embedded in the larger debate about school accountability; they argue that school policy should be based on the best theory and empirical evidence available. They support their argument for the importance of recess with theory and with experimental and longitudinal data showing how recess breaks maximize children's cognitive performance and adjustment to school.

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“…A number of researchers have suggested that our life history is related to our learning abilities (8)(9)(10). But what might this relation be like in more detail?…”

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confidence: 99%

Changes in cognitive flexibility and hypothesis search across human life history from childhood to adolescence to adulthood

Gopnik

O’Grady

Lucas

et al. 2017

Proc. Natl. Acad. Sci. U.S.A.

257

216

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How was the evolution of our unique biological life history related to distinctive human developments in cognition and culture? We suggest that the extended human childhood and adolescence allows a balance between exploration and exploitation, between wider and narrower hypothesis search, and between innovation and imitation in cultural learning. In particular, different developmental periods may be associated with different learning strategies. This relation between biology and culture was probably coevolutionary and bidirectional: life-history changes allowed changes in learning, which in turn both allowed and rewarded extended life histories. In two studies, we test how easily people learn an unusual physical or social causal relation from a pattern of evidence. We track the development of this ability from early childhood through adolescence and adulthood. In the physical domain, preschoolers, counterintuitively, perform better than school-aged children, who in turn perform better than adolescents and adults. As they grow older learners are less flexible: they are less likely to adopt an initially unfamiliar hypothesis that is consistent with new evidence. Instead, learners prefer a familiar hypothesis that is less consistent with the evidence. In the social domain, both preschoolers and adolescents are actually the most flexible learners, adopting an unusual hypothesis more easily than either 6-y-olds or adults. There may be important developmental transitions in flexibility at the entry into middle childhood and in adolescence, which differ across domains.causal reasoning | social cognition | cognitive development | adolescence | life history O ne of the most distinctive biological features of human beings is our unusual life history. Compared with our closest primate relatives, we have a dramatically extended childhood, including an exceptionally long middle childhood and adolescence. Moreover, humans have shorter interbirth intervals than our closest primate relatives, producing an even greater number of less-capable children (1). There is evidence for other human adaptations that helped cope with this flood of needy young. In contrast to our closest primate relatives, human children enjoy the benefits of care from three sources in addition to biological mothers: pair-bonded fathers (2), alloparents (3), and postmenopausal women, in particular, grandmothers (4).It may seem evolutionarily paradoxical that humans would have developed a life history that includes such expensive and vulnerable young for such a long period. However, across many different species, including birds and both placental and marsupial mammals, there is a very general (although not perfect) correlation between relative brain size, intelligence and a reliance on learning, and an extended period of immaturity (5-7). This correlation suggests a relation between our distinctive human life history and our equally distinctive large brains and reliance on learning, particularly cultural learning. Such a relation between biology and culture ...

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The adaptive nature of cognitive immaturity.

Cited by 227 publications

References 86 publications

Daughters of Mothers With Multiple Sclerosis: Their Experiences of Play

Daughters of Mothers With Multiple Sclerosis: Their Experiences of Play

The Role of Recess in Children's Cognitive Performance and School Adjustment

Changes in cognitive flexibility and hypothesis search across human life history from childhood to adolescence to adulthood

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