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A cognitive developmental approach is essential to understanding cumulative technological culture

Published online by Cambridge University Press:  10 August 2020

Emily Rachel Reed Burdett Open the ORCID record for Emily Rachel Reed Burdett [Opens in a new window]  and
Samuel Ronfard Open the ORCID record for Samuel Ronfard [Opens in a new window]
Emily Rachel Reed Burdett
Affiliation:
University of Nottingham, School of Psychology, NottinghamNG7 2RD, UKEmily.burdett@nottingham.ac.ukhttps://www.nottingham.ac.uk/psychology/people/emily.burdett
Samuel Ronfard
Affiliation:
University of Toronto, Psychology UTMCCT4059, Mississauga, OntarioL5L1C6, Canada.samuel.ronfard@utoronto.cahttps://www.utm.utoronto.ca/psychology/faculty-staff/ronfard-samuel
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Abstract

Osiurak and Reynaud argue that children are not a good methodological choice to examine cumulative technological culture (CTC). However, the paper ignores other current work that suggests that young children do display some aspects of creative problem-solving. We argue that using multiple methodologies and examining how technical-reasoning develops in children will provide crucial support for a cognitive approach to CTC.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 43 , 2020 , e159
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Copyright
Copyright © The Author(s), 2020. Published by Cambridge University Press

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