The French Connection: Some Contributions of French‐Language Research in the Post‐Piagetian Era

Abstract

This article presents French-speaking researchers' contribution to the field of differential developmental psychology. Following a brief review of key Piagetian ideas pertaining to his conceptualization of individual differences, the core of the article traces methodological and theoretical transformations that were necessary for understanding individual differences within a general theory of cognitive development. On a methodological level, French-speaking researchers went from standardizing Piaget's clinical method to constructing developmental scales and operational tests. On a theoretical level, Reuchlin's writings guided Longeot, and several other French (Lautrey and Bideaud) and Genevan (de Ribaupierre and Rieben) researchers into a scientific quest for a genuine integration of differential and developmental psychology. We present an overview of the pluralistic and multidimensional model of cognitive functioning and development that emerged from the work of the French-Swiss team of researchers. Concluding remarks focus on the actual research agendas of researchers interested in resolving the challenging issue of understanding relationships between inter- and intraindividual differences and general tendencies in cognitive development.

The shape of development

“…However, there is still considerable disagreement about whether development in different domains can be characterized in terms of a single, generalized process. Domain theorists argue that different processes apply in different knowledge domains (Kohlberg, 1969;Larivee, Normandeau, & Parent, 2000;Turiel, 1980). Others, though they acknowledge that unique structures and processes are associated with particular domains, also argue that a single general developmental process applies across domains (Case, Okamoto, Henderson, & McKeough, 1993;Fischer & Bidell, 1998).…”

The Social‐Emotional and Cultural Contexts of Cognitive Development: Neo‐Piagetian Perspectives

“…The researchers reviewed by Larivée et al (2000) define two categories of intelligence or reasoning ability in humans: analogical and propositional. Analogical reasoning develops through concrete experiences with social and physical objects, whereas propositional reasoning is acquired through formal instruction.…”

“…In their review, Larivée, Normandeau, and Parent (2000) demonstrate that one can explain individual differences in cognitive development while remaining loyal to Piaget's ideas about the general nature of development and that a number of Francophone scholars have done just that. The reviewers present the work of French and Swiss researchers who have elaborated a "pluralistic and multidimensional model" of cognitive development that parallels the models of English-speaking neo-Piagetians such as Kurt Fischer and Robbie Case in its goal of describing multiple developmental pathways.…”

From Individual Differences to Dynamic Pathways of Development

“…Larivée, Normandeau, and Parent (2000) explain variations in skill construction as centrally involving different patterns of reciprocal interaction between two modes of information processing, analogical and propositional. Individual differences in these interactions lead to different pathways to development of logical and mathematical thinking.…”

“…The methodologies described by Larivée et al (2000) are among a number for identifying and understanding diverse developmental pathways. An emerging framework that focuses fruitfully on this variation is dynamic systems, which is growing in popularity in both Europe and other countries and provides important new methodological and theoretical tools for analyzing variation in developmental pathways.…”