Cross-Cultural Studies of Infant Intelligence

Rebelsky, Freda; Daniel, Patricia A.

doi:10.1007/978-1-4684-6961-5_10

Cited by 4 publications

(3 citation statements)

References 39 publications

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“…The burgeoning field of cross-cultural psychology provides a growing accumulation of descriptive data that demonstrates the diverse meanings of intelligence in different cultural settings (Neisser, 1976(Neisser, , 1979Wober, 1972). Increasingly, such observations are accompanied by efforts to identify culture-specific experiences associated with typical differences in cognitive behavior (Cole & Bruner, 1971;Cole & Scribner, 1974;Rebelsky & Daniel, 1976).…”

Section: Contributions From Cross-cultural Psychologymentioning

confidence: 99%

Evolving trait concepts.

Anastasi

1983

American Psychologist

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Trait concepts, as well as factor-analytic methodology, arose out of inquiries into the nature of intelligence. Major trait theories can be subsumed under two-factor, multiple-factor, facet, and hierarchical models. Mechanisms of trait formation include experiential contiguity and transfer of training. Our understanding of the nature and organization of traits has been advanced by research in developmental cross-cultural, learning, and cognitive psychology. When redefined in the light of accumulated research findings, intelligence emerges as a useful construct, albeit a more comprehensive and flexible construct that recognizes the modifiability of intelligence and its varied composition as a function of age and cultural context.

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Section: Contributions From Cross-cultural Psychologymentioning

confidence: 99%

Evolving trait concepts.

Anastasi

1983

American Psychologist

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“…These "natural experiments" allow us to examine our assumptions about human behavior and to ask if our generalizations are valid only in a particular culture or if they appear to hold universally. Cross-cultural comparisons can enlarge our perspective and understanding of what is "normal" by exposing us to differences and commonalities in development (Lester & Brazelton, in press;Rebelsky & Daniel, 1976).A number of studies have reported cross-cultural comparisons in neonatal behavior using the Brazelton Neonatal Behavioral Assessment Scale (Brazelton, …”

mentioning

confidence: 98%

Cultural and biomedical correlates of neonatal behavior

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Sepkoski

Lester

1981

Developmental Psychobiology

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The Brazelton Neonatal Behavioral Assessment Scale was administered to 24 each Puerto Rican, Black, and Caucasian, 2-day-old, full-term healthy neonates. Comparisons on 8 Brazelton scale summary scores showed that Puerto Rican infants scored lower on habituation, higher on orientation, and higher on maintaining their organization with increasing stimulation than Black and Caucasian infants. Multiple regression analysis showed that the combination of biomedical variables was significantly correlated with 6 of the Brazelton scale summary scores for the Puerto Rican infants, 1 summary score for the Caucasian infants, and none for the Black infants; it revealed population differences with respect to the synergistic effects of biomedical variables on neonatal behavior.

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“…Cross-cultural investigators have been focusing increasingly on culture-specific experiences associated with typical differences in cognitive behavior (Cole & Bruner, 1971;Cole & Scribner, 1974; Rebelsky & Daniel, 1976; see also Anastasi, 1983a). A well-established finding is the difference among cultures in the extent to which behavior is linked to specific contexts.…”

mentioning

confidence: 99%

Some Emerging Trends in Psychlolgical Measurement: A Fifty-Year Perspective

Anastasi

1985

Applied Psychological Measurement

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Developments in psychological measurement over a 50-year period reveal a growing awareness of the modifiability of human behavior, as exemplified in cross-cultural comparisons, as well as in intergenerational changes within a single culture. Implications for testing are examined with special reference to the need for considering the context in which test takers developed and the contexts in which they are expected to function. Norms are viewed as the test performance of a population at a particular time and place. This orientation affects the interpretation of test scores. At a more basic level, cohort studies reveal systematic population changes. Cognitive scores may rise or decline, depending on concomitant societal changes. Progressive changes in attitudes, self-concepts, and other affective traits may in turn influence cognitive development. Affective variables may thus serve as

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Cross-Cultural Studies of Infant Intelligence

Cited by 4 publications

References 39 publications

Evolving trait concepts.

Evolving trait concepts.

Cultural and biomedical correlates of neonatal behavior

Some Emerging Trends in Psychlolgical Measurement: A Fifty-Year Perspective

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