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Intelligence and culture : How culture shapes what intelligence means, and the implications for a science of well-being. / Sternberg, Robert J.; Grigorenko, Elena L.

The Science of Well-Being. Oxford University Press, 2012.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Harvard

Sternberg, RJ & Grigorenko, EL 2012, Intelligence and culture: How culture shapes what intelligence means, and the implications for a science of well-being. in The Science of Well-Being. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198567523.003.0014

APA

Sternberg, R. J., & Grigorenko, E. L. (2012). Intelligence and culture: How culture shapes what intelligence means, and the implications for a science of well-being. In The Science of Well-Being Oxford University Press. https://doi.org/10.1093/acprof:oso/9780198567523.003.0014

Vancouver

Sternberg RJ, Grigorenko EL. Intelligence and culture: How culture shapes what intelligence means, and the implications for a science of well-being. In The Science of Well-Being. Oxford University Press. 2012 https://doi.org/10.1093/acprof:oso/9780198567523.003.0014

Author

Sternberg, Robert J. ; Grigorenko, Elena L. / Intelligence and culture : How culture shapes what intelligence means, and the implications for a science of well-being. The Science of Well-Being. Oxford University Press, 2012.

BibTeX

@inbook{ad714336337b4ac78dcf731115298a14,
title = "Intelligence and culture: How culture shapes what intelligence means, and the implications for a science of well-being",
abstract = "This chapter studies intelligence under the viewpoint of positive psychology. The first section recounts the authors' experiences in their research on intelligence, which seem to support the chapter's theory that intelligence cannot be evaluated properly if taken out of its cultural context. This is followed by a discussion on the theory of successful intelligence which posits that a balance between analytical, creative, and practical abilities is necessary for success. The third section presents relevant cultural studies on how people perceive intelligence. Findings show that children may develop contextually important skills at the expense of academic ones and may have substantial practical skills unrecognized in standard tests. Other conclusions show that practical intellectual skills may be better predictors of health and that the latter affects assessment performance. The remaining sections contrast dynamic versus static testing and present newintermediate tests for cognition.",
keywords = "Cultural context, Dynamic testing, Intellectual skills, Intelligence, Positive psychology, Static testing, Successful intelligence",
author = "Sternberg, {Robert J.} and Grigorenko, {Elena L.}",
note = "Publisher Copyright: {\textcopyright} Oxford University Press, 2014. All Rights Reserved.",
year = "2012",
month = mar,
day = "22",
doi = "10.1093/acprof:oso/9780198567523.003.0014",
language = "English",
isbn = "9780198567523",
booktitle = "The Science of Well-Being",
publisher = "Oxford University Press",
address = "United Kingdom",

}

RIS

TY - CHAP

T1 - Intelligence and culture

T2 - How culture shapes what intelligence means, and the implications for a science of well-being

AU - Sternberg, Robert J.

AU - Grigorenko, Elena L.

N1 - Publisher Copyright: © Oxford University Press, 2014. All Rights Reserved.

PY - 2012/3/22

Y1 - 2012/3/22

N2 - This chapter studies intelligence under the viewpoint of positive psychology. The first section recounts the authors' experiences in their research on intelligence, which seem to support the chapter's theory that intelligence cannot be evaluated properly if taken out of its cultural context. This is followed by a discussion on the theory of successful intelligence which posits that a balance between analytical, creative, and practical abilities is necessary for success. The third section presents relevant cultural studies on how people perceive intelligence. Findings show that children may develop contextually important skills at the expense of academic ones and may have substantial practical skills unrecognized in standard tests. Other conclusions show that practical intellectual skills may be better predictors of health and that the latter affects assessment performance. The remaining sections contrast dynamic versus static testing and present newintermediate tests for cognition.

AB - This chapter studies intelligence under the viewpoint of positive psychology. The first section recounts the authors' experiences in their research on intelligence, which seem to support the chapter's theory that intelligence cannot be evaluated properly if taken out of its cultural context. This is followed by a discussion on the theory of successful intelligence which posits that a balance between analytical, creative, and practical abilities is necessary for success. The third section presents relevant cultural studies on how people perceive intelligence. Findings show that children may develop contextually important skills at the expense of academic ones and may have substantial practical skills unrecognized in standard tests. Other conclusions show that practical intellectual skills may be better predictors of health and that the latter affects assessment performance. The remaining sections contrast dynamic versus static testing and present newintermediate tests for cognition.

KW - Cultural context

KW - Dynamic testing

KW - Intellectual skills

KW - Intelligence

KW - Positive psychology

KW - Static testing

KW - Successful intelligence

UR - http://www.scopus.com/inward/record.url?scp=84921603274&partnerID=8YFLogxK

U2 - 10.1093/acprof:oso/9780198567523.003.0014

DO - 10.1093/acprof:oso/9780198567523.003.0014

M3 - Chapter

AN - SCOPUS:84921603274

SN - 9780198567523

BT - The Science of Well-Being

PB - Oxford University Press

ER -

ID: 87387586