Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-t7czq Total loading time: 0 Render date: 2024-11-24T12:38:39.025Z Has data issue: false hasContentIssue false

38 - Historical Evolution of Intelligence

from Part VII - Intelligence and Its Role in Society

Published online by Cambridge University Press:  13 December 2019

Robert J. Sternberg
Affiliation:
Cornell University, New York
Get access

Summary

Historical change in the definition of intelligence has a globalized direction under the influence of sociodemographic change. The main sociodemographic shifts are ever more technology, urbanization, formal education, wealth, and commercialized economies. Under the influence of these sociodemographic shifts, the direction of change in valued intelligence is from the integration of social responsibility, wisdom, and spirituality with cognitive intelligence toward purely cognitive skills; from practical, detailed, and contextualized to abstract, decontextualized cognition; from slow and careful thinking to speeded cognition; from repetition of the known to extrapolation and novelty; from habitual practice to innovation; and, using the language of IQ tests, from crystallized to fluid intelligence. These changes in definition have taken place and continue to take place around the world. While shifts in the definition of intelligence may be more visible in fast-changing societies, they have also taken place in the United States, as seen most dramatically in “what the IQ tests measure.”

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Berry, J. W. (1974). Radical cultural relativism and the concept of intelligence. In Berry, J. W. & Dasen, P. R. (Eds.), Culture and cognition: Readings in cross-cultural psychology (pp. 225229). London: Methuen.Google Scholar
Bruner, J. S., Goodnow, J. J., & Austin, G. A. (1956). A study of thinking. New York: Wiley.Google Scholar
Cattell, R. B. (1941). Some theoretical issues in adult intelligence testing. Psychological Bulletin, 38, 592.Google Scholar
Cole, M., Gay, J., Glick, J. A., & Sharp, D. W. (1971). The cultural context of thinking and learning. New York: Basic Books.Google Scholar
Dasen, P. R. (1984). The cross-cultural study of intelligence: Piaget and the Baoulé. International Journal of Psychology, 19, 407434.Google Scholar
Dasen, P. R. (2011). Culture, cognition and learning. In Nsamenang, A. B. & Tchombe, T. M. S. (Eds.), Handbook of African educational theories and practices (pp. 159174). Bamenda: Human Development Resource Center.Google Scholar
Glick, J. (1968). Cognitive style among the Kpelle. Paper presented at the meeting of the American Educational Research Association, Chicago.Google Scholar
Glick, J. (1974). Cognitive development in cross-cultural perspective. In Hetherington, E. M. (Ed.), Review of child development research (pp. 595654). Chicago: SRCD.Google Scholar
Greenfield, P. M. (1966). On culture and conservation. In Bruner, J. S., Olver, R. R., Greenfield, P. M., et al., Studies in cognitive growth (pp. 225256). New York: Wiley.Google Scholar
Greenfield, P. M. (1974). Cross-cultural research and Piagetian theory: Paradox and progress. Dossiers Pedagogiques, 34–39. English version in Riegel, K. F. & Meacham, J. A. (Eds.) (1976). The developing individual in a changing world, Vol. 1, Historical and cultural issues (pp. 322333). Paris: Mouton.Google Scholar
Greenfield, P. M. (1993). Representational competence in shared symbol systems: Electronic media from radio to video games. In Cocking, R. R. & Renninger, K. A. (Eds.), The development and meaning of psychological distance (pp. 161183). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
Greenfield, P. M. (1997). You can’t take it with you: Why ability assessments don’t cross cultures. American Psychologist, 52, 11151124.Google Scholar
Greenfield, P. M. (1998). The cultural evolution of IQ. In Neisser, U. (Ed.), The rising curve: Long-term gains in IQ and related measures (pp. 81123). Washington, DC: American Psychological Association.Google Scholar
Greenfield, P. M. (1999). Cultural change and human development. In Turiel, E. (Ed.), Development and cultural change: Reciprocal processes. New Directions in Child Development, No. 83 (pp. 3760). San Francisco: Jossey-Bass.Google Scholar
Greenfield, P. M. (2009a). Technology and informal education: What is taught, what is learned. Science, 323, 6971.Google Scholar
Greenfield, P. M. (2009b). Linking social change and developmental change: Shifting pathways of human development. Developmental Psychology, 45, 401418.Google Scholar
Greenfield, P. M. (2016) Social change, cultural evolution, and human development. Current Opinion in Psychology, 8, 8492.Google Scholar
Greenfield, P. M. (2018). Studying social change, culture, and human development: A theoretical framework and methodological guidelines. Developmental Review.Google Scholar
Greenfield, P. M. (2019). Communication technologies and social transformation: Their impact on human development. In Parke, R. & Elder, G. (Eds.), Children in changing worlds: Sociocultural and temporal perspectives (pp. 235–273). Cambridge: Cambridge University Press.Google Scholar
Greenfield, P. M., & Childs, C. P. (1977). Weaving, color terms and pattern representation: Cultural influences and cognitive development among the Zinacantecos of Southern Mexico. Inter-American Journal of Psychology, 11, 2348.Google Scholar
Greenfield, P. M., Maynard, A. E., & Childs, C. P. (2003). Historical change, cultural learning, and cognitive representation in Zinacantec Maya children. Cognitive Development, 18, 455487.Google Scholar
Greenfield, P. M., & Quiroz, B. (2013). Context and culture in the socialization and development of personal achievement values: Comparing Latino immigrant, families, European American families, and elementary school teachers. Journal of Applied Developmental Psychology, 34,108118.Google Scholar
Grigorenko, E. L. et al. (2001). The organization of Luo conceptions of intelligence: A study of implicit theories in a Kenyan village. International Journal of Behavioral Development, 25, 367378.Google Scholar
Hansen, N., Koudenburg, N., Hiersemann, R., Tellegen, P. J., Kocsev, M., & Postmes, T. (2012). Laptop usage affects abstract reasoning of children in the developing world. Computers in Education, 59, 9891000.Google Scholar
Huang, V. B., Greenfield, P. M., Zhou, C., & Wu, M. (in prep.). Intergenerational differences in child behaviors and parent socialization in United States.Google Scholar
Laughlin, R. (1975). The great Tzotzil dictionary of San Lorenzo Zinacantán. Washington, DC: Smithsonian Institution PressCrossRefGoogle Scholar
Lave, J., Murtaugh, M., & de la Rocha, O. (1984). The dialectic of arithmetic in grocery shopping. In Rogoff, B. & Lave, J. (Eds.), Everyday cognition: Its development in social context (pp. 6794). Cambridge, MA: Harvard University Press.Google Scholar
Luria, A. R. (1976). Cognitive development: Its cultural and social foundations. Cambridge, MA: Harvard University Press.Google Scholar
Manago, A. M., & Pacheco, P. (2019). Globalization and the transition to adulthood in a Maya community in Mexico: Communication technologies, social networks, and views on gender. New Directions in Child and Adolescent Development, 164, 115.Google Scholar
Maynard, A. E., & Greenfield, P. M. (2008). Women’s schooling and other ecocultural shifts: A longitudinal study of historical change among the Zinacantec Maya. Mind, Culture, and Activity,15, 165175.CrossRefGoogle Scholar
Maynard, A. E., Greenfield, P. M., & Childs, C. P. (2015). Developmental effects of economic and educational change: Cognitive representation across 43 years in a Maya community. International Journal of Psychology, 50, 1219.Google Scholar
Maynard, A. E., Subrahmanyam, K., & Greenfield, P. M. (2005). Technology and the development of intelligence. In Sternberg, R. J. & Preiss, D. (Eds.), Intelligence and technology: The impact of tools on the nature and development of human abilities (pp. 5497). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Mundy-Castle, A. C. (1974). Social and technological intelligence in Western and non-Western cultures. Universitas, 4, 4652. Reprinted in S. Pilowsky (Ed.) (1975). Cultures in collision. Adelaide: Australian Association for Mental Health.Google Scholar
Nsamenang, A. B. (2003). Conceptualizing human development and education in subSaharan Africa at the interface of endogenous and exogenous influences. In Sarasthwathi, T. S. (Ed.), Cross-cultural perspectives in human development: Theory, research, and applications (pp. 213235). New Delhi: Sage.Google Scholar
Nsamenang, A. B. (2006). Human ontogenesis: An indigenous African view on development and intelligence. International Journal of Psychology, 41, 293297.Google Scholar
Pearson. (2010). WISC-IV – Frequently asked questions. Pearson Education. http://images.pearsonclinical.com/images/Products/WISC-IV/4326-10_WISC_FAQ_pdf_f.pdfGoogle Scholar
Santos, H. I., Varnum, M. E. W., & Grossmann, I. (2017). Global increases in individualism. Psychological Science, 28, 12281239.CrossRefGoogle ScholarPubMed
Saxe, G. (1999). Cognition, development, and cultural practices. In Turiel, E. (Ed.), Development and cultural change: Reciprocal processes. New Directions for Child and Adolescent Development, no. 83 (pp. 1935). San Francisco: Jossey-Bass.Google Scholar
Scheibel, A. (1996). Introduction to symposium on the evolution of intelligence. Center for the Study of Evolution and the Origin of Life, University of California, Los Angeles.Google Scholar
Scribner, S. (1984). Studying working intelligence. In Rogoff, B. & Lave, J. (Eds.), Everyday cognition: Its development in social context (pp. 940). Cambridge, MA: Harvard University Press.Google Scholar
Serpell, R. (2011). Social responsibility as a dimension of intelligence, and as an educational goal: Insights from programmatic research in an African society. Child Development Perspectives, 5, 126133.Google Scholar
Serpell, R. (2017). How the study of cognitive growth can benefit from a cultural lens. Perspectives on Psychological Science, 12, 889899.Google Scholar
Sternberg, R. J. (2018). Why real-world problems go unresolved and what we can do about it: Inferences from a limited resource model of successful intelligence. Journal of Intelligence.Google Scholar
Sternberg, R. J., & Grigorenko, E. L. (2000). Practical intelligence and its development. In Bar-On, R. & Parker, J. D. A. (Eds.), The handbook of emotional intelligence: Theory, development, assessment, and application at home, school, and in the workplace (pp. 215243). San Francisco: Jossey-Bass.Google Scholar
Sternberg, R. J., Nokes, C., Geissler, P. W., Prince, R., Okatcha, F., Bundy, D. A., Grigorenko, E. L. (2001). The relationship between academic and practical intelligence: A case study in Kenya. Intelligence, 29, 401418.Google Scholar
Tönnies, F. (1887/1957). Community and society (Gemeinschaft und Gesellschaft) (trans. C. P. Loomis). East Lansing: Michigan State University Press.Google Scholar
Vasquez-Salgado, Y., Greenfield, P. M., & Burgos-Cienfuegos, R. (2014). Exploring home-school value conflicts: Implications for academic achievement and well-being among Latino first-generation college students. Journal of Adolescent Research, 30, 135.Google Scholar
Wober, M. (1974). Towards an understanding of the Kiganda concept of intelligence. In Berry, J. W. & Dasen, P. R. (Eds.), Culture and cognition: Readings in cross-cultural psychology (pp. 261280). London: Methuen.Google Scholar
World Bank. (2018a). Data (wealth). World Bank. https://data.worldbank.org/country/kenyaGoogle Scholar
World Bank. (2018b). Data (secondary education). World Bank. https://data.worldbank.org/indicator/SE.SEC.ENRR?locationsKEGoogle Scholar
Zambrano, I., & Greenfield, P. (2004). Ethnoepistemologies at home and at school. In Sternberg, R. J. & Grigorenko, E. L. (Eds.), Culture and competence: Contexts of life success (pp. 251272). Washington, DC: American Psychological Association.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×