Conceptions of intelligence as social representations

Author(s): Raty, H.

Journal/Book: Eur J Psychol Educ. 1995; 10: Rua Jardim Do Tabaco, 44, Lisboa 1100, Portugal. Inst Superior Psicologia Aplicada. 273-287.

Abstract: The aim of the study was to investigate the theory put forward by Mugny and Carugati that social representations of intelligence are organised both by social identity and by experiences of unfamiliarity. Parents', teachers' and students' conceptions of intelligence were examined in two separate questionnaire-based studies, the first one (N=196) dealing with views on the development of intelligence, and the second one (N=222) with views on the definitions of intelligence. It was found that social identity (''fostererhood'' and teacherhood) tends to organise the conceptions in terms of the ''theory of natural inequalities'', as suggested by Mugny and Carugati. However, the experienced unfamiliarity of intelligence had a clear effect only or? the conceptions of development, and there were no general associations between social identity and experienced unfamilarity. We suggest that the social representations sentations of intelligence might be organised in terms of several basic themes, with one dealing with the puzzle of development, another with the definition of intelligence, and a third, more general one, treating the whole concept of intelligence with suspicion and apprehension.

Note: Article L Snellman, Univ Joensuu, Fac Educ, POB 101, SF-80101 Joensuu, Finland

Keyword(s): BELIEFS

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