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

Abstract

The neo-Piagetian research on individual differences in cognitive development reviewed by Larivée, Normandeau, and Parent suggests that Piaget's theory can be used to explain variability in development. My commentary explores this question further through a discussion of two additional sources of variation in children's cognitive development: social-emotional context and cultural meanings.

Putting the Age of Criminal and Tort Liability into Context: A Dialogue between Law and Psychology

“…However, on the other hand, the existence of the objective and subjective responsibility stages in Piaget's theory has withstood the cross-cultural consistency test (Helkama, 1981: 115). In conclusion, Piaget's theory, even when integrated with contextual factors such as socioemotional and cultural considerations, is still considered valid to a considerable extent today hence the vigour of neo-Piagetian research (Suizzo, 2000).…”

A Quest for the Holy Grail in the New Millennium: In Search of a Unified Theory of Cognitive Development

“…This series of commentaries by colleagues from Canada, the United States, and European countries provides good examples. Gelman (2000) has helped clarify the structure of knowledge; Pascual-Leone's (2000) model provides elaborate conceptualizations about the biological contributions to cognitive development; Fischer and Paré-Blagoev (2000) have focused on theoretical and methodological tools to dynamically model change in cognitive development; Edelstein and Schroeder (2000) have emphasized the importance of the equilibration process; Suizzo (2000) and Gelman (2000) have focused on the importance of studying children's cognitive development in the context of their social and cultural environment; Bloch (2000) suggests focusing on means-end analyses to understand situational variations in cognitive behaviors; Lautrey and colleagues (e.g., Lautrey, 1993;de Ribaupierre, 1993) contributed to the specification of interactions between processes, tasks, and individual preferences while retaining a constructivist perspective on development and the notion that development is organized toward the attainment of higher order structures.…”

Racial Identity Development in Middle School: A Case for School Counselor Individual and Systemic Intervention

“…Adolescent development encompasses a synthesis between cognitive, social, and emotional factors (Suizzo, 2000). In fact, Piaget suggested that information concerning one's social environment is equally important to the collective acquisition of knowledge in children (Suizzo, 2000).…”

“…Adolescent development encompasses a synthesis between cognitive, social, and emotional factors (Suizzo, 2000). In fact, Piaget suggested that information concerning one's social environment is equally important to the collective acquisition of knowledge in children (Suizzo, 2000). Research suggests that children from 5 to 8 years old take in information about their own identity and others' differences, whereas children between 8 and 12 years old begin to internalize and act on society's expectations (Comer, 1989).…”