This innovative study argues convincingly that intelligence is
essentially a plural concept, socially and historically determined,
and that it can only be fully understood when the
socio-psychological foundations of intelligence have been explored.
Using a carefully developed questionnaire technique, the authors
demonstrate that social representations of intelligence are
structured and evolve as a result of a number of socio-cognitive
operations interacting with everyday experience to maintain a
coherent social universe and an individual identity that is
compatible with society's norms and values. From this fresh
perspective it is clear that 'intelligence' may be defined
differently not only by different societies, but also by different
sub-groups in the same society. The authors' findings constitute a
challenge to some of our assumptions about intelligence and child
development and have clear implications for educational practice.
this book will interest educationists and sociologists and allied
professionals, as well as social and developmental psychologists.
General
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