Japanese and American Implicit Concepts of Academic and Everyday Intelligence.Report as inadecuate

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R. J. Sternberg and others found that the types of behaviors reported by laypersons as characterizing different types of intelligence varied across the different groups tested, and that a person's concept of intelligence affects the manner in which he or she evaluates the intelligence of others. Two experiments by Sternberg et al. were replicated. In the first, 28 male and 30 female Japanese undergraduate students and 27 male and 30 female U.S. undergraduate students listed behaviors they considered characteristic of academic and everyday intelligence. Using items generated by the college students in Experiment 1 and similar sets of items generated by 4th, 8th, and 11th graders in Japan and the United States, lists of behaviors were constructed and used in Experiment 2 to compare the implicit views of academic and everyday intelligence held by 216 U.S. and 200 Japanese college students. Results indicate that although Japanese students list many behaviors similar to those of the U.S. sample, they emphasize different behaviors, as well as include behaviors not listed by the Americans, particularly with respect to academic intelligence. Japanese females also emphasize thinking skills as an important component of everyday intelligence, while U.S. students do not. Results are interpreted as being related to issues in intercultural communication and social development differences. Twelve tables present study findings and lists of differences. (SLD)

Descriptors: Academic Ability, Behavior Patterns, Beliefs, College Students, Communication (Thought Transfer), Comparative Analysis, Cross Cultural Studies, Cultural Differences, Foreign Countries, Higher Education, Intelligence Differences, International Studies, Sex Differences, Social Development, Thinking Skills, Undergraduate Students

Author: Willey, Diane L.; And Others

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12506&id=ED357070

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