Nature, Nurture and Connections: Implications of Connectionist Models for Cognitive Development

McClelland, James L.; Jenkins, Eric J.

doi:10.4324/9781315807843-10

Cited by 17 publications

(2 citation statements)

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“…Children’s leadership conceptualizations become more sophisticated as they relate to leaders, but also, as they witness or exercise leadership themselves (Sacks, 2009; Salmond & Fleshman, 2010). McClelland and Jenkins (2014), based on Siegler’s theories, explain that children apply different procedures to weigh input from experience. More leadership experience brings more knowledge, and in time, this increases the tendency to judge leaders guided by abstract prototypes (Brown & Lord, 2001; Matthews et al, 1989).…”

Section: Overlapping Waves Theory Applied To the Development Implicit...mentioning

confidence: 99%

“…More leadership experience brings more knowledge, and in time, this increases the tendency to judge leaders guided by abstract prototypes (Brown & Lord, 2001; Matthews et al, 1989). However, experience, more than age, is the main reason for this progress, since sometimes younger children can hold more sophisticated and abstract understanding of some concepts, than older children (Brown & Lord, 2001; Elman, 2005; McClelland & Jenkins, 2014; Robson, 2006; Seidenberg, 1994).…”

Section: Overlapping Waves Theory Applied To the Development Implicit...mentioning

confidence: 99%

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The development of implicit leadership theories during childhood: A reconceptualization through the lens of overlapping waves theory.

Escobar Vega,

Billsberry,

Molineux

et al. 2024

Psychological Review

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Implicit leadership theories (ILTs) are people’s lay theories, definitions, or conceptualizations of leadership. In adults, they determine what actions we perceive as leadership, influence to whom we grant leadership status, and shape our own behaviors when we want to be seen as leader. Naturally, there has been an enduring interest in how these ILTs develop in children. Current theorizing on the development of leadership conceptualizations in children aligns with a stepwise progression mirroring Piaget’s stage-based approach to cognitive development. However, contemporary approaches to cognitive development, such as Siegler’s overlapping waves theory (OWT), acknowledge that children’s development is linked to cognitive success and failure. This article integrates the findings from empirical studies into children’s leadership conceptualizations and reinterprets them against OWT. This reinterpretation resolves findings that align poorly with a stepwise approach and demonstrates a strong fit with OWT. As such, children’s leadership conceptualizations develop by generating and testing cognitive approaches—physical-spatiotemporal, functional, socioemotional, and humanitarian—and instead of progressing through these in order and according to age, they display variation and selection, that with experience and exposure, lay down selective combinations, which often engage multiple dimensions simultaneously. Consequently, the development of children’s understanding of leaders is nonlinear, can be multidimensional, and is based on trial and error largely in response to their experiences. The article concludes with a discussion of the implications for future research and practice.

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Section: Overlapping Waves Theory Applied To the Development Implicit...mentioning

confidence: 99%

Section: Overlapping Waves Theory Applied To the Development Implicit...mentioning

confidence: 99%

The development of implicit leadership theories during childhood: A reconceptualization through the lens of overlapping waves theory.

Escobar Vega,

Billsberry,

Molineux

et al. 2024

Psychological Review

View full text Add to dashboard Cite

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Modeling Typical and Atypical Cognitive Development: Computational Constraints on Mechanisms of Change

Thomas¹,

Karmiloff‐Smith²

2002

Blackwell Handbook of Childhood Cognitive Development

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Neural Network Models and Mechanisms of Strategy Development

Bray

Reilly

Villa

et al. 1997

Developmental Review

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Nature, Nurture and Connections: Implications of Connectionist Models for Cognitive Development

Cited by 17 publications

References 1 publication

The development of implicit leadership theories during childhood: A reconceptualization through the lens of overlapping waves theory.

The development of implicit leadership theories during childhood: A reconceptualization through the lens of overlapping waves theory.

Modeling Typical and Atypical Cognitive Development: Computational Constraints on Mechanisms of Change

Neural Network Models and Mechanisms of Strategy Development

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