Utilization of a Piagetian Approach in the Investigation of Early Experience Effects: A Research Strategy and Some Illustrative Data.

Abstract

The purpose of the present paper is, first, to illustrate the utility of a Piaget-influenced research strategy in overcoming current meth odological problems in human experience research and, second, to present some illustrative data in this area. An appropriate beginning would be a look at the current status of our knowledge on the role of experience in early cognitive-intellec tual development. A review of what we actually know is at best a sobering and depressing experience. In terms of the available re search evidence, one major difficulty is the existence of some crucial gaps in our knowledge. To quote from a recent review paper by White (1969a) We are appallingly ignorant of ... (1) What infants are like, (2) What their worlds are like, or (3) How environmental circumstances and resulting experiences affect the development of an infant's abilities (p. 53). Even when evidence is available, the evidence more often than not is completely contradictory. Thus, in terms of the question of when the effects of living in a disadvantaged environment begin to affect cognitive abilities, it can be unequivocally stated that these effects first become manifest at four months of age (Pasamanick, 1946), at eleven months of age (Wachs, Uzgiris & Hunt, 1971), not until 18 months of age but certainly before three years of age (Hind ley, 1961), at age 3 years though not earlier (Golden, Birns, Bridger, & Moss, 1971) and certainly not earlier than 3 years, 8 months

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