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.
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