CHAPTER 1

LECTURE EXTENSION

The Need for a New Metatheory in Developmental Research

With the decline in popularity of Piaget's cognitive-developmental theory, as well as dissatisfaction with more recent approaches, such as information processing, many cognitive developmentalists have bemoaned the absence of a metatheory-a set of broad, general principles and assumptions that serves as a backdrop for more specific theories (Bjorklund, 1997). Currently, much research in the field of human development tests "mini-theories." These frameworks are much more specific and precise, lacking the scope and richness of more traditional developmental perspectives.

In light of this situation, Bjorklund (1997) proposes the use of developmental biology as a potential platform for rebuilding a metatheory of cognitive development. He asserts that evolutionary principles could serve to unite developmentalists of all fields. Focusing on why certain aspects of development may have evolved will provide new insights into individual differences as well as generate a "big picture" of development.

A class discussion might focus on the advantages and drawbacks of grand theories versus more recent "mini-theories" of development.

Bjorklund, D. F. (1997). In search of a metatheory for cognitive development (or, Piaget is dead and I don't feel so good myself). Child Development, 68, 144-148.

LEARNING ACTIVITY

Analyzing Recent Media Coverage of Human Developmental Issues

Ask students to pick a recent magazine article or newspaper column that deals with issues of human development and to write a short paper describing the author's theoretical orientation and stance on the basic issues of lifespan development. For example, does the author mention the extent to which genetic or environmental factors are responsible for the behavior discussed in the article? Does the author imply that development occurs in stages? Does the author suggest that development is relatively stable or open to change? Is there any mention of the impact of context or culture on development? Does the author discuss any developmental concepts similar to those of Freud, Piaget, Bandura, or others? Is the author's depiction of children more like tabula rasa or noble savages?