Research on Cognitive Development in Sub-Saharan Africa

Abstract

This eclectic analysis identifies three themes informing research on cognitive development in Afrique noire over the past ten years. (1) Extending the range of generalizability of Western theories: the application of such theories has often been too literal and too preoccupied with direct comparisons between the behaviour of African and Western children. (2) Interpreting the uniqueness of the African situation: the detailed documentation necessary for this task can usefully draw on the immersed, participant observation strategy of anthropology but needs to be focussed on microsystematic processes. (3) Deriving implications for social policy: psychological research can usefully contribute to policy debates on the choice of linguistic media for school instruction, the design of natural and social science curricula, and the planning of appropriate services for disabled children. The task of changing the Eurocentric and potentially exploitative character of psychology in sub-Saharan Africa calls for adaptation to the sub-continent's social needs and for African scientific creativity.