Discussion - Intelligence

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Intelligence As defined by Colom et al. (2010), intelligence is not just a mental capacity for reasoning, problem-solving, and learning. It is a fundamental aspect of human behavior, integrating cognitive functions such as perception, attention, language, memory, and planning. Understanding this, we realize that intelligence significantly shapes our actions and decisions and is influenced by a complex interplay of genetic and environmental factors (Stangor & Walinga, 2014). A person’s intelligence quotient (IQ) is a measure of this intelligence, adjusted for their age, and tests like the Wechsler Adult Intelligence Scale (WAIS) and the Standford- Binet Intelligence Scales are used for this purpose. It is crucial to note that intelligence refers to the overall cognitive capabilities of an individual, and measures of intelligence are numerical representations of these capabilities on tests. Distinguishing between them is essential in testing a person’s overall abilities. Intelligence is a complex construct influenced by many factors, including gender, religion, culture, ethnicity, socioeconomic status, and race. However, two factors that stand out in their influence are culture and ethnicity. As Chinoy (1967, as cited in Cohen et al., 2021) suggests, culture provides unique models for thinking, acting, and feeling, enabling people to survive physically and socially and master the world. This emphasizes the importance of cultural and ethnic diversity when studying and measuring intelligence. It is because each culture promotes different types of upbringings, lessons, language, and such that lead to different measurements of IQ. An example utilized in the textbook is the test conducted by Serpell (1979) on Zambian and English children and how each reconstructed models differently. On the other hand, ethnicity is also a known influential factor. Like culture, ethnicity presents distinct individual differences that influence how IQ measurements fluctuate.

When measuring intelligence, there is a requirement for knowledge, skills, and cultural competence to make a complete and comprehensive assessment of diverse groups (Vahidi, 2017). Culture is influential in conceptualizing intelligence tests through the intricacies of language, behavior, beliefs, etc. It is also present through the differences in cognitive abilities of different cultural groups. Therefore, certain ethical and unbiased considerations must be accounted for. Vahidi (2017) also presents that, regardless of whether one is using traditional intelligence tests or tests considered less culturally loaded, testing, assessment, test interpretation, and test use must be guided by sound , defensible , and equitable principles and practices. References Cohen, R. J., J. Schneider, W. J., & Tobin, R. M. (2021). ISE Psychological Testing and Assessment (10th ed.) [McGraw-Hill]. Colom, R., Karama, S., Jung, R. E., & Haier, R. J. (2010). Human intelligence and brain networks. Dialogues in Clinical Neuroscience , 12 (4), 489–501. https://doi.org/10.31887/dcns.2010.12.4/rcolom Stangor, C., & Walinga, J. (2014, October 17). 10.1 Defining and measuring intelligence . Pressbooks. https://opentextbc.ca/introductiontopsychology/chapter/9-1-defining-and- measuring-intelligence/ Vahidi, S. (2017, December 18). Intelligence testing and cultural diversity: pitfalls and promises . The National Research Center on the Gifted and Talented (1990-2013). https://nrcgt.uconn.edu/newsletters/winter052/

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