5-1 Discussion-Intelligence

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Southern New Hampshire University *

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Psychology

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Jan 9, 2024

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Uploaded by BarristerSteel11979

Intelligence is often defined as the ability to adapt to the environment. It is important to consider that people are diverse and may be brought up in different environments, each of them having a unique set of skills and abilities. Many intelligence tests emphasize material taught directly in Western schooling and one must think of cultural differences that account for different perspectives on intelligence. Traditional intelligence tests may not be appropriate for those who grew up in other than traditional Western environments. (Sternberg, 2018) Different cultural groups value and promote different types of abilities and pursuits, so not every test taker is going to bring the same level of ability, achievement, or motivation to the test items on an intelligence test tend to reflect the culture of the society where the test is employed. To an extent, the score on such tests reflects the degree to which test takers have been integrated into the society and culture. An example of how one’s culture may impact visuo-spatial abilities is the faster search for long lines among short lines by Japanese speakers in comparison to North American speakers, which is possibly due to differences in orthographical systems. (Sternberg, 2018) “More generally, visual exploration of a scene is influenced by low-level features of the stimuli such as texture and luminance, and it could well be the case that what stimuli appear to be salient vary as a function of culture and the specifies of the everyday environment” (Sternberg, 2018). Differences in analytic visual processing are evident among African cultures, as they tend not to decompose complex visual gestalts into their component shapes and treat them as undifferentiated whole. This tendency not to decompose gestalts into their component elements has been often described not as a deficiency on the part of the subjects, but as a particular cognitive style driven by culture which is merely a preferential way to perceive and process information. (Sternberg, 2018) Shapes and colors tend to have symbolic meanings, which do not cross cultures. For example, red has different symbolism in Western cultures, where it serves as a sign of danger and interdiction, and in eastern Asian countries where it tends to carry a positive connotation of joy. This is presumably one reason why test designers tend to avoid symbols with a cultural meaning, and focus on abstract, neutral shapes and colors” (Sternberg, 2018) These group differences seem to impact IQ levels on standard measures of intelligence but does not necessarily mean that one who scores low on these tests, is not intelligent by their definition of intelligence. Intelligence, to me, is unique to everyone. Both environment and culture are influential factors on measures of intelligence. For example, environmentally speaking, one’s place of residence, lifestyle, friends, family, occupation, level of education, daily activities, health, etc. can all weigh in with a significant contribution. Culturally speaking, the places where we reside, the cities or towns and states we live in are often inconsistent with one another regarding what is taught. One’s environmental differences that have links to their social class may have large effects on their IQ. There seems to be a lot of inconsistency in the educational system, and I think one’s social status will also always play an important role. There are plenty of intelligent individuals out there who may test poorly for several reasons, such as dyslexia, test anxiety, slow reading skills, etc. Many people are just not strong test takers, yet we always resort to some test to be able to determine intelligence, References: Sternberg, R.J. (2018). Context Sensitive Cognitive and Educational Testing. Educational Psychology Review, 30 (3), 857-884. Https://www-jstor-org.ezproxy.snhu.edu/stable/44956420

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