Contributions of Societal Modernity to Cognitive Development: A Comparison of Four Cultures

  1. Mary Gauvain1,
  2. Robert L. Munroe2

Article first published online: 12 NOV 2009

DOI: 10.1111/j.1467-8624.2009.01358.x

Issue

Child Development

Child Development

Volume 80, Issue 6, pages 1628–1642, November/December 2009

Additional Information

How to Cite

Gauvain, M. and Munroe, R. L. (2009), Contributions of Societal Modernity to Cognitive Development: A Comparison of Four Cultures. Child Development, 80: 1628–1642. doi: 10.1111/j.1467-8624.2009.01358.x

Author Information

  1. 1

    University of California, Riverside

  2. 2

    Pitzer College

* concerning this article should be addressed to Mary Gauvain, Department of Psychology, University of California, Riverside, CA 92521. Electronic mail may be sent to mary.gauvain@ucr.edu.

Publication History

  1. Issue published online: 12 NOV 2009
  2. Article first published online: 12 NOV 2009

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This study examined how societal changes associated with modernization are related to cognitive development. Data were from 4 cultural communities that represented a broad range of traditional and modern elements: the Garifuna (Belize), Logoli (Kenya), Newars (Nepal), and Samoans (American Samoa). Naturalistic observations and the performances of 3-, 5-, 7-, and 9-year-old children (N = 192) on 7 cognitive measures were examined. Results replicated age-related improvement on all measures. Contributions of modernity were evident in children’s play behaviors and cognitive performances, especially in skills related to schooling. Modernization and schooling independently predicted differences on most of the measures. Results are discussed in relation to the Flynn effect, the worldwide increase in cognitive scores across generations, and the ways in which societal modernization may contribute to cognitive development.

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