The Cross‐cultural Study of Intelligence: Piaget and the Baoulé*

Abstract

There are two aspects of Piaget's theory that can be at least partly distinguished: (1) The stage theory, or the development of particular concepts through a series of hierarchical stages; (2) The metatheory, or the interactionist model of adaptation (assimilation and accommodation) that explains the mechanisms of cognitive development. Most cross-cultural research has been based on the first of these aspects, using and adapting "Piagetian tasks" in various conceptual areas. Some findings of this line of enquiry, and the methodological problems encountered, are briefly reviewed. It is argued that no specific task, nor a combination of them, can be taken to measure a general cognitive level; the tasks measure the attainment of particular concepts rather than "intelligence". New evidence is presented on the reliability and validity of Piagetian tasks used in a cross-cultural setting.In the second model, intelligence is broadly defined as adaptation to the environment; in this conception it would be reasonable to expect divergent paths of cognitive development in different cultures. In other words, one might need a different Piagetian psychology in each culture, but based on universal deep mechanisms.As a modest contribution to a more "emic" study of intelligence, the concept of intelligence as defined by the Baoult of Ivory Coast, n'glouilt is presented and discussed. Ratings on n'glouil2 and its different components are related to performance on Piagetian tasks in a sample of 8-to 9-year-old rural Baoult children. The thrust of the paper is to point out once more the cultural relativity of any conception of intelligence, be it from a Piagetian or any other perspective.Recent volumes devoted to the study of intelligence (Resnick 1976; Sternberg 1982) are showing many new trends in theorizing about intellectual competence, yet no convincing paradigm has come to contradict the basic position of cultural relativism taken by cross-cultural psychologists over the last three decades (cf. for example Biesheu-

Culture and Intelligence.

“…In Zimbabwe, the word for intelligence, ngwee, actually means to be prudent and cautious, particularly in social relationships. Among the Baoule, service to the family and community and politeness towards, and respect for, elders are seen as key to intelligence (Dasen 1984). It is difficult to separate linguistic differences from conceptual differences in cross-cultural notions of intelligence.…”

Context for Nonverbal Assessment of Intelligence and Related Abilities

“…Of course, the qualities of intelligence, achievement, and personality valued by a particular society are variously defmed within cultures (Dasen, 1984). For example, even though all cultures use a term like "intelligence," the operationalization varies considerably.…”

Children with Down syndrome: Implications of a contextual approach

“…For example, Dasen (1984) compared Inuit childre:n and children from the Baoule people in West Africa on Piagetian tasks. The Baoule produce vegetables for market exchange, thus valuing quantitative concepts, whereas the Inuit are hunter-gatherers and, consequently, give significance to spatial concepts and skills.…”