Cognitive Development – “Don’t!” by Jonah Lehre

Cognitive Development – “Don’t!” by Jonah Lehre

In the article “Don’t!”, Jonah Lehrer argues against the conventional wisdom that children should be encouraged to explore and be curious. Lehrer contends that this approach may hinder their cognitive development (Lehrer, 2009). He suggests that parents and educators should encourage children to focus and persist on a task instead. Moreover, they should not give up easily when faced with difficulties. The article cites several studies in cognitive psychology that support this argument. This includes research on the importance of deliberate practice, attentional control, and cognitive flexibility.

Lehrer’s main point in “Don’t!” is that the traditional idea of encouraging children to explore and be curious may be misguided. He argues that this approach may hinder their cognitive development. It does not provide the necessary feedback and structure to develop mastery in a particular area (Beggan, 2019). Lehrer cites the work of psychologist Anders Ericsson. Anders has demonstrated the importance of deliberate practice for the development of expertise. He also draws on research on attentional control and cognitive flexibility. This research suggests that focusing on a specific task can lead to better cognitive outcomes.

From a cognitive developmental perspective, Lehrer’s argument is consistent with some of the key concepts and theories in the field, like Jean Piaget’s theory of cognitive development. This theory emphasizes the importance of feedback and support in facilitating children’s learning and cognitive growth (Tenenbaum et al., 2020). Similarly, Lev Vygotsky’s sociocultural theory emphasizes the role of cultural tools and social interaction in promoting cognitive development (Huang, 2021). However, it is important to note that cognitive development is a complex and multifaceted process. Different approaches may be more appropriate for different children depending on their individual needs and characteristics. Moreover, cultural and contextual factors may influence the effectiveness of different approaches. For example, some cultures may value exploration and curiosity more highly than others. They may, therefore, emphasize these qualities in child-rearing. Conclusively, Lehrer’s article describes its main points elaboratively and relates to the course and text readings, as it provides insights into how the traditional idea of encouraging children to explore and be curious may hinder their cognitive development.

References

Beggan, J. K. (2019). On the downside of heroism: Grey zone limitations on the value of social and physical risk heroism. Heroism Science, 4(2), 5. https://doi.org/10.26736/hs.2019.02.05

Huang, Y. C. (2021). Comparison and contrast of Piaget and Vygotsky’s Theories. In 7th International Conference on Humanities and Social Science Research (ICHSSR 2021) (pp. 28-32). Atlantis Press. https://doi.org/10.2991/assehr.k.210519.007

Lehrer, J. (2009). Don’t! The Secret of Self-Control. The New Yorker; New York, 85(14). https://search.proquest.com/docview/233147504?accountid=87314.

Tenenbaum, H. R., Winstone, N. E., Leman, P. J., & Avery, R. E. (2020). How effective is peer interaction in facilitating learning? A meta-analysis. Journal of Educational Psychology, 112(7), 1303. https://psycnet.apa.org/doi/10.1037/edu0000436

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“Don’t!” by Jonah Lehre

Contributions of Neuroscience to Our Understanding of Cognitive Development
Don’t! The Secret of Self-Control
Provide an in-depth analysis of the selected article and respond to the following:

Write a summary.
Describe the main points of the article and how they relate to the week’s course and text readings.
Evaluate the article on the basis of your own thoughts and perspectives on the topic covered.