Dimensionality and the Development of Cognitive Assessments for Children in Sub-Saharan Africa

Abstract

Over the past decade, researchers have shown increased interest in examining the cognitive development of children in non-Western countries, often in connection with evaluations of health and educational interventions. However, many studies have used Western-developed measures without proper consideration of contextual validity. Across domains—from language to cognition to non-cognitive skills—this results in varying degrees of bias that call into question the findings of these studies. In this article, we focus in particular on the problem of differences in dimensionality perception between children in sub-Saharan Africa and those in Western countries. Although most Western children are exposed to extensive two-dimensional materials during early childhood, such as picture books and photographs, most rural African children are not. We therefore argue that assessments using two-dimensional stimuli, such as line drawings or patterns, may be inappropriate for capturing cognitive development in settings where such formats are unfamiliar to young children. We also discuss a modified assessment of non-verbal reasoning designed to be contextually appropriate for children in rural Africa—the Object-based Pattern Reasoning Assessment (OPRA). Created during a national study of pre-school child development in Zambia, this new assessment uses local materials such as beans and stones, requires little training to administer, and avoids potential instrument bias related to two-dimensionality among young children living in developing countries.