Towards a Model of Valued Human Cognitive Abilities: An African Perspective Based on a Systematic Review

Abstract

Studies that investigate cognitive ability in African children and estimate the general cognitive abilities of African adults tend to work with existing models of intelligence. However, African philosophy and empirical studies in cross-cultural psychology have demonstrated that conceptualizations of human cognitive ability vary with location. This paper begins with the assumption that the existing Anglo-American models of cognitive abilities are valuable but limited in their capacity to account for the various conceptualizations of valued cognitive abilities in different human societies. On the basis of this assumption, I employ extant empirical evidence generated through ethnographic studies across Africa to formulate what an African model of valued human cognitive ability ought to be. The output of this formulation has been so christened a model of valued cognitive ability in order to draw attention to the fact that models of cognitive abilities have currency and values in each human society. This value allocation is expected to influence which elements of cognitive ability each human society will promote and develop. In addition, implications for theory, research and praxes are discussed.

Context matters: Sociocultural considerations in the design and implementation of community-based positive psychology interventions in sub-Saharan Africa

“…Need for context-appropriate positive interventions. There is growing interest and efforts to contextualize positive interventions and psychology, more broadly, in the African region (Appiah, 2022;Appiah et al, 2021a;Oppong, 2020;Ratele, 2018). These efforts emphasize the need for researchers and practitioners to explore, generate, and evaluate context-appropriate positive interventions for both clinical and non-clinical population groups, particularly for people living in rural, low-income settings in sub-Saharan Africa (Appiah et al, 2021b).…”

Indigenous psychology in Africa: Centrality of culture, misunderstandings, and global positioning

“…Again, the supposed universal applicability of mainstream psychology has been challenged (Arnett, 2008;Brady et al, 2018;Jovanović, 2005;Marsella, 2009Marsella, , 2013Oppong, 2015Oppong, , 2016Oppong, , 2019aOppong, , 2019bOppong, , 2020bRad et al, 2018;Teo, 2013). Intelligence testing is one domain in which the hegemony of mainstream theorising and praxis have been challenged (Oppong, 2020b;Oppong et al, 2022;Scheidecker et al, 2021;Serpell, 2000). It means that all psychologies are culturally bound and are, therefore, indigenous to the cultures in which they arise and are sustained (Christopher et al, 2014;Marsella, 2013).…”

“…(pp. 34-35) Empirically, Oppong (2020b), through a systematic review of ethnographic studies of conceptions of cognitive abilities in Eastern, Western, and Southern Africa, was able to outline shared patterns across Africa. This provides preliminary evidence that it is possible to spot the monolithic nature of African culture at a deeper level of analysis.…”

How overstated scientific claims undermine ethical principles in parenting interventions

“…Common cognitive tests rely on specific constructs of intelligence that have been shown to deviate clearly from conceptions in African and other settings. 9 10 Low school achievement is not less problematic as an indicator of cognitive deficits since it may simply reflect low school quality. Another indicator, ‘inadequate home stimulation’, which is claimed to compromise proper cognitive development of 53% of Africa’s young children, 11 deserves a closer look, because it serves specifically to justify parenting interventions.…”