Example Of Culture And Intelligence Research Paper

Introduction

Perception of Intelligence between Danish and American Cultures
Sternberg & Grigorenko (1997, p. 293) define the concept of intelligence in terms of cultural and environmental attributes resulting in performance variations among individuals across the globe. Indeed, the life style variations and psychosomatic health of the population of any geographical confinement reciprocally influence intelligence measurement patterns and consequently the performance of the individuals. The evidence-based literature describes Denmark as the region with highest reported life satisfaction rate across Northern Europe (Glatzer et al, 2015, p. 234). Indeed, the evaluation of intelligence through analyzing satisfaction scores results in the better display of the creativity and activity patterns across the Danish population. The Danish researchers contributed significantly in the field of exercise physiology, and advocated and emphasized the concept of exercise in enhancing the human performance through consistent adaptation in terms of stabilizing homeostasis under the influence of stressful circumstances (McArdle et al, 2009, p. Iiii). Indeed, improved cardiovascular and musculoskeletal capacity results in better performance attributed to the intelligence patterns as perceived by the Danish population. The Danish population inclined in context to evaluating psychosocial health for assessing the patterns of intelligence of the prospective children. The academic literature reveals the lack of willingness of mentally ill Danish women in giving birth to the child following conception (2011, Pedersen & Lund-Andersen, p. 63). The ideology in context to preventing childbirth to avoid the predisposition of infantile mental abnormality reveals the Danish perception of evaluating intelligence patterns through analyzing the psychosomatic health of individuals.
Contrarily, the US natives evaluate intelligence in accordance with the childhood experiences and behavioural patterns among the population (Demetriou & Efklides, 1994, p. 111). Indeed, the US perspective of perceiving intelligence influenced by the concept of evaluating learning activities including comprehension, interference, memory and attention through cognitive approaches and psychometric analysis. The technological advancement in American regions attributes to the dependence of American society in evaluating intelligence patterns with the application of various intelligence tests; however, the precision of outcomes by these evaluation strategies remains debatable as evidenced by the academic literature (Rees, 1994, p. 385). The neuropsychological assessment modalities employed from the US perspective in evaluating intelligence patterns includes the intelligence tests like Kaufman Assessment, Sternberg and Wechsler Tests, and other similar cognition evaluation strategies (Georgas, 2003, p. 28).

Cultural Factors Influencing Intelligence Perspectives

The evidence-based literature reveals the influence of genetic factors on the psychosomatic health of individuals, resulting in proportionate variations in intelligence patterns across Denmark. The innate moral and social instincts among children affected by the activities, character and culture of their biological parents lead to variations in psychosocial responsiveness and patterns of intelligence within the Danish confinement (Rietdijk, C.W, 1994, p. 51). The academic literature reveals independence as one of the preliminary determinant of the psychosomatic health of Danish population (Nørmark, 2013). The Danish culture advocates in providing autonomy, rather than dependence to the growing children and patterns of intelligence perceived accordingly in context to evaluating the psychosomatic health of population with respect to the core-value of independence. The academic literature further discloses the challenges faced by Danish parents in terms of handling their children during the working hours (Nørmark, 2013a). As the Danish culture encourages women to strive for attaining job opportunities while leaving their children in day care facilities for the entire day in accordance with their work schedules, the children therefore find more scope in terms of their extended engagement in various play activities in the day care centres that proportionately influence their intelligence from the cultural perspective. Furthermore, the Danish culture advocates practicing mitigation strategies for handling the situational conflicts while initiating knowledge-oriented confrontation sessions for arriving on definitive conclusions. The Danish people never blame anyone directly, they rather believe in ignoring culprits to make them realise their faults, as evidenced by academic literature. This tolerability in Danish culture directly influences the mindset of people and generates adaptive attitude and greater thinking ability leading to intelligence enhancement among the Danish population.
However, the American society considers academic achievement as the preliminary factor in perceiving intelligence patterns attributing to the innate capacity of children population (Martin et al, 2007, p. 60). The American children pertaining to various cultural subgroups respond differently during their interaction with adults, and while attempting the screening examination in context to their transition to the school. These cultural influences on American children indeed attribute to their intelligence patterns, as perceived by the US society. The American culture does not advocate interdependence between young children and their mothers in the family setting, thereby facilitating development of self-dependent individuals with enhanced patterns of thinking ability, creativity and adaptability attributing to their intelligence and intellect under the cultural influence. The American society believes in providing specific toys to children in nursery schools with the intent of developing their creative skills and patterns of individuality and self-expression, thereby facilitating intellectual enhancement from the beginning of school years. Kitayama & Cohen (2007, p. 557) describe intelligence in terms of acclimatization of the individuals with respect to their environmental factors. Indeed, the class of American children engaged in executing street business fails to perform well in school mathematics. Therefore, these adverse influences profoundly hamper the intelligence patterns among the individuals across various regions of United States.

Intelligence Measurement Strategies

Indeed, the Danish culture perceives intelligence while analyzing the psychosomatic and social health of the population. Therefore, measurement of intelligence among Danish individuals is possible through conducting interactive sessions and interviews with the people for analyzing their psychosocial status. These intelligence measurement strategies further focus on evaluating the creative and analytical skills of the Danish candidates while assigning them with various activities and measuring the outcomes for their prospective analysis to retrieve the mental health scores and proportionately relating them with the intelligence patterns of the study subjects.
Contrarily, the measurement of intelligence in American culture follows the contention of its reciprocal relationship with the academic achievement of the candidates. Therefore, the intelligence patterns among American natives warrant evaluation while conducting various tests including psychometric and IQ analysis to determine the spatial, logical, interpersonal and kinaesthetic characteristics of the individuals. Furthermore, the detailed questionnaires for analyzing memory and mathematical skills of individuals require dissemination between the target population to relate the outcomes with the intelligence and intellectual capacity of the study subjects. These measurement approaches indeed follow the intelligence perspectives prevalent among Danish and American cultures, as evidenced by the academic literature.
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References

Demetriou, A., & Efklides, A. (1994). Intelligence, Mind, and Reasoning: Structure and Development. North-Holland: Elsevier.
Georgas, J. (2003). Culture and Children's Intelligence: Cross-cultural Analysis of the WISC-III. USA: Elsevier.
Glatzer, W., Camfield, L., Møller, V., & Rojas, M. (2015). Global Handbook of Quality of Life: Exploration of Well-Being of Nations and Continents. New York: Springer.
Kitayama, S., & Cohen, D. (2007). Handbook of Cultural Psychology. New York: Guilford.
Martin, A., Volkmar, F., & Melvin Lewis. (2007). Lewis's Child and Adolescent Psychiatry: A Comprehensive Textbook. Philadelphia: Lippincott Williams & Wilkins.
McArdle, W.D., Katch, F., & Katch, V. (2009). Exercise Physiology: Nutrition, Energy, and Human Performance. USA: Lippincott Williams & Wilkins.
Nørmark, D. (2013). Cultural Intelligence for Stone-Age Brains: How to work together with Danes and beyond. Denmark: Gyldendal Business.
Nørmark, D. (2013a). Cultural Intelligence for Stone-Age Brains: How to work together with Danes and beyond. Denmark: Gyldendal Business.
Pedersen, H., & Lund-Andersen, I. (2011). Family Law in Denmark. USA: Kluwer.
Rees, A.M. (1997). Consumer Health USA (2nd Edn.). Arizona: Oryx.
Rietdijk, C.W. (1994). The Scientifization of Culture: Thoughts of a Physicist on the Techno-Scientific Revolution and the Laws of Progress. Netherlands: Van Gorcum.
Sternberg, R., & Grigorenko, E. (1997). Intelligence, Heredity and Environment. United Kingdom: Cambridge.
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