Various theories of human development exist within the field of psychology, although the role of culture differs among them. Some theories are considered universal and, thus, assume that an individual will develop similarly regardless of the culture in which he or she is raised. Yet, other theories assume that the developmental niche or ecological context of the individual has more of an influence on the individual. For example, Piaget’s theory of cognitive development assumes that everyone reaches the final stage of cognition regardless of his or her culture. In contrast, Brofenbrenner’s ecological systems theory suggests that culture is influential in human development.

For this essay, select two major theories of human development that interest you. Give a brief description of the two theories of human development that you selected. Then, compare the major components of the two theories. Finally, describe which theory best explains the influence of culture on human development and why.

Support your responses using the Learning Resources and the current literature.

Resources:

Readings

• Course Text: The Handbook of Culture and Psychology
  • Chapter 6, “Culture, Context, and Development”
  • Chapter 7, “Cognition Across Cultures”
  • Chapter 8, “Everyday Cognition: Where Culture, Psychology, and Education Come Together”
• Article: Furnham, A., & Fukumoto, S. (2008). Japanese parents’ estimates of their own and their children's multiple intelligences: Cultural modesty and moderate differentiation. Japanese Psychological Research, 50(2), 63–76.
  Retrieved from the Walden Library using the Academic Search Complete database.

• Article: Smith, M. K. (2008). Howard Gardner and multiple intelligences. Retrieved from http://www.infed.org/thinkers/gardner.htm

• Article: Sternberg, R. J., & Grigorenko, E. L. (2004). Why we need to explore development in its cultural context Merrill-Palmer Quarterly, 50(3), 369–386.
  Retrieved from the Walden Library using the Academic Search Complete database.

• Article: Tsethlikai, M. (2011). An exploratory analysis of American Indian children's cultural engagement, fluid cognitive skills, and standardized verbal IQ scores. Developmental Psychology, 47(1), 192–202. Retrieved from the Walden Library using the PsycARTICLES database.
• Article: Uichol, K., & Young-Shin, P. (2006). Indigenous psychological analysis of academic achievement in Korea: The influence of self-efficacy, parents, and culture. International Journal of Psychology, 41(4), 287–292.
  Retrieved from the Walden Library using the Academic Search Complete database.