Question

What abilities define our concept of an intelligent person in Saudi Arabia? What abilities do you think would define the concept of an intelligent person in both rural Africa and Tokyo Japan?

Answer 1

Got a article related to saudi arabia concept of intelligent person.
Measures of formal schooling are closely related to cognitive ability. Other socioeconomic factors also influence individual and national IQ, and the differences between nations in wealth, health, technological innovation, attitudes and values, economic development and political maturity are correlated with differences in the average IQ of the population. Using results from the application of the Standard Progressive Matrices (SPM) to a sample from the Saudi general education system (N= 3209), the mean IQ for Saudi Arabia is calculated to be 80.6 ± 11.1 according to British norms. The results of this study are compared with those of an earlier study in Saudi Arabia (Abu Hatab et al., 1977). This comparison shows IQ gains ("Flynn effects") for many of the younger, but not the oldest age groups. Analysis of IQ differences between public and private schools, and comparison of different age groups, indicate that children who are educated in the public school system of Saudi Arabia show an age-related IQ decline relative to children in Britain and the United States, on whom the SPM test was normed for different age groups. The study also shows that the better performance of females, combined with a significant effect of mothers' education on children's IQ, could strengthen the role of females in the society in the near future.

Drawing on implicit and explicit theory frameworks, I explore discourses about perceptions of intelligence and culture. These include cultural perceptions and meanings of intelligence in Asia, Africa and Western cultures. While there is little consensus on what intelligence really means from one culture to the next, the literature suggests that the culture or sub culture of an individual will determine how intelligence is conceived. In conclusion, the view is that culture and intelligence are interwoven.

The purpose of this study was to examine the concept of intelligence among Japanese. Male
and female college students, and mothers of female students were asked to think of an intelligent
person, and to rate each of 67 descriptors according to whether it fits that person or not. It
was found out that some of the descriptors were highly general regardless of the background of
the person to be described, and that some were specific to the sex and other backgrounds of the
person. As compared to the results of studies in the U.S., descriptors related to the receptive
social competence tended to be associated with high intelligence, especially when the person to
be described was a woman. The factor structure found in Japanese subjects which showed
the predominant factor of social competence differed from that for Americans reported by
Sternberg. Sex stereotyping in the concept of intelligence was also observed: Descriptors for
a female target, compared those of a male target, were distributed more heavily in the domain
of social competence and the reading and writing. Sex-role differentiation in concept was
more pronounced in the responses of male students as compared to those of female subjects.