Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-xbtfd Total loading time: 0 Render date: 2024-11-19T06:02:38.884Z Has data issue: false hasContentIssue false

9 - Intelligence: What Is Indigenous to India and What Is Shared?

Published online by Cambridge University Press:  05 June 2012

By
Bibhu D. Baral  and
J. P. Das
Edited by
Robert J. Sternberg
Bibhu D. Baral
Affiliation:
University of Alberta
J. P. Das
Affiliation:
University of Alberta
Robert J. Sternberg
Affiliation:
Yale University, Connecticut
Get access

Summary

The story is told of a discourse on mind, self, and intelligence that occurs in one of the seminal books of traditional knowledge, the Upanishad (Radhakrishnan, 1953). There is a learned man, Narada, who commutes between the land of gods and humans – he is dissatisfied in spite of his knowledge of books, which he teaches to humans; he wishes to know the nature of the self. He seeks out a wise man who is innocent of scriptural and book knowledge but is virtuous and practices love for all; this man is truly innocent like a five-year-old child. But he knows about the self. Narada asks him for lessons on self-knowledge, because he has heard that those who have such knowledge live beyond sorrow, and Narada says he is sad because he cannot cross over to the other side of sorrow! The wise man tells Narada to describe what knowledge he has already acquired, and then they can discuss how to go beyond it.

NAME, SPEECH, AND MIND

Narada's knowledge is vast – he knows the scriptures, mathematics and astronomy, medicine, warfare and weapons, the science of natural disasters, serpents, and the fine arts of dance and music. The boy-like wise man remarks that is good, you know the Name (declarative and procedural knowledge?), and as far as nomenclature goes, you should pursue it and be happy.

Type
Chapter
Information
International Handbook of Intelligence , pp. 270 - 301
Publisher: Cambridge University Press
Print publication year: 2004

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Afzal, M. (1988). Consequences of consanguinity on cognitive behavior. Behavior Genetics, 18, 583–594CrossRefGoogle ScholarPubMed
Agarwal, R., & Kumar, A. (1992). Everyday memory in adulthood. Psychological Studies, 37, 161–172Google Scholar
Agarwal, R., & Kumar, A. (1993). The relationship between intelligence and reaction time as a function of task and person variables. Personality and Individual Differences, 14, 287–268CrossRefGoogle Scholar
Agarwal, S. & Mishra, R. C. (1983). Disadvantages of caste and schooling and development of category organization skill. Psychologia, 26, 54–61Google Scholar
Barnes, B. L. (1998). Cognitive functions in neuropsychological assessment. In A. K. Sen and P. Pandey (Eds.), Current Issues in Cognitive Psychology (pp. 29–40). New Delhi: Campus Publishers
Berry, J. W., & Dasen, P. R. (Ed.). (1974). Culture and cognition: Readings in cross-cultural psychology. London: Methuen
Biswas, P. C., & De, T.(1992). Relationship between cognitive style and non-verbal intelligence: An exploratory study. Perspectives in Psychological Researches, 15, 19–22Google Scholar
Chaudhari, U. S., & Ray, S. (1992). A study of self-concept, locus of control, and adjustment of intellectually superior and normal students. Indian Journal of Behavior, 16, 24–29Google Scholar
Cole, M., & Scribner, S. (1977). Cross-cultural studies of memory and cognition. In R. V. Kail Jr. & J. W. Hagen (Eds.), Perspectives on development of memory and cognition (pp. 239–271). Hillsdale, NJ: Erlbaum
Das, J. P. (1980). Planning: Theoretical considerations and empirical evidence. Psychological Research, 41, 141–151CrossRefGoogle Scholar
Das, J. P. (1994). Eastern views of intelligence. Encyclopedia of Intelligence (pp. 91–97). New York: MacMillan
Das, J. P., & Dash, U. N. (1989). Schooling, literacy and cognitive development: A study in rural India. In C. K. Leong & B. S. Randhawa (Eds.), Understanding literacy and cognition (pp. 217–244). New York: PlenumCrossRef
Das, J. P., Kar, B. C., & Parrila, R. K. (1996). Cognitive planning. New Delhi: Sage
Das, J. P., Kirby, J. R., & Jarman, R. F. (1975). Simultaneous and successive syntheses: An alternative model for cognitive abilities. Psychological Bulletin, 82, 87–103CrossRefGoogle Scholar
Das, J. P., Naglieri, J. A., & Kirby, J. R. (1994). Assessment of cognitive processes: The PASS theory of intelligence. Boston: Allyn & Bacon
Das, J. P., & Thapa, K. (2000). Intelligence and cognitive processes. In J. Pandey (Ed.), Psychology in India (pp. 151–207). New Delhi: Sage
Dash, U., & Mishra, H. C. (1989). Testing for the effects of schooling on memory in an ecocultural setting. Psychology and Developing Societies, 1, 153–163CrossRefGoogle Scholar
De Vijver, J. R., & Poortinga, H. (1991). Testing across cultures. In R. K. Hambleton & J. N. Zaal (Eds.), Advances in educational and psychological testing: Theory and applications. Boston: Kluwer
Dwivedi, C. B., Mishra, R. K., & Chaturvedi, U. (1986). Orientation arousal and intentionality of processing differences in retention. Psychological Studies, 31, 103–107Google Scholar
Gautam, S. B., & Singh, K. (1992). A study of certain personality correlates of intellectual giftedness among Navodaya Vidyalaya students of Himachal Pradesh. Journal of Education and Psychology, 49, 40–44
Gupta, D., Khandelwal, S. K., Tandon, P. N., Maheswari, M. C., Mehta, V. S., Sundaram, K. R., Mahapatra, A. K., & Jain, S. (2000). The development and standardization of a comprehensive neuropsychological battery in Hindi (adult form). Journal of Personality and Clinical Studies, 16, 75–109Google Scholar
Gupta, G. C. (1991). Cognitive science: Contemporary perspective. Indian Journal of Current Psychological Research, 6, 13–25Google Scholar
Gupta, R., Mukherjee, M., & Chatterjee, S. (1993). A comparative study of the factors affecting academic achievement among four groups of adolescents. Indian Journal of Applied Psychology, 30, 30–38Google Scholar
Gupta, S. K. (1985). Associative memory: Role of mnemonics in information processing and ordering recall. Psycho Lingua, 15, 89–94Google Scholar
Gupta, S. M., & Chandradash, R. (1994). A study of demographic and cognitive correlates of creativity. Journal of Educational Research and Extension, 30, 164–173Google Scholar
Gupta, U. (1989). The effects of cue-target uniqueness on immediate and delayed retention measured by free recall and recognition. Psychological Studies, 34, 93–96Google Scholar
Harper, A. E., Jr. (1960). Recent advances in psychometry. Silver Jubilee Volume of Vidhya Bhavan Society, Udaipur
Helode, R. D. (1985). Verbal learning and personality dimensions. Psycho Lingua, 15, 103–112Google Scholar
Helode, R. D., & Sawade, S. D. (1985). Cognitive and non-cognitive correlates of verbal maze learning. Journal of Psychological Researches, 29, 46–54Google Scholar
Jain, M. C. (1991). Indian mental measurement handbook: Intelligence and aptitude tests. New Delhi: NCERT
Kulkarni, S. S., & Puhan, B. N. (1988). Psychological assessment: Its present and future trends. In J. Pandey (Ed.), Psychology in India: The state-of-the-art (Vol. 1, pp. 19–92). New Delhi: Sage
Kumar, D., Malhotra, L., & Jerath, J. (1986). Speed and accuracy as a function of personality. Psychologica Belgica, 26, 227–233Google Scholar
Kumar, K. (1991). Research in test and measurement: A trend report. In M. B. Buch (Ed.), Fourth survey of research in education (pp. 546–567). New Delhi: NCERT
Kurian, G., & Sharma, N. K. (1988). Language and thought: A review of the mediational, cognitive, psycholinguistic, and neuropsychological perspectives and an attempted synthesis. Psycho Lingua, 18, 69–98Google Scholar
Kurtz, B. E., Borkowski, J. G., & Deshmukh, K. (1988). Metamemory and learning in Maharashtrian children: Influences from home and school. Journal of Genetic Psychology, 149, 363–376CrossRefGoogle Scholar
Krishnamurti, J. (1973). The awakening of intelligence. New York: Harper & Row
Lezak, M. D. (1995). Neuropsychological assessment. New York: Oxford University Press
Luria, A. R. (1966). Human brain and psychological processes. New York: Harper & Row
Mathur, P., & Das, J. P. (1997). Aspects of conceptual planning: A study on engineering students. In J. R. Isaac, S. Gupta, and M. Datta (Eds.), Cognitive systems (pp. 487–492). New Delhi: Tata McGraw-Hill
McDermott, R. A. (Ed.). (1988). The essential aurobindo. Great Barrington, MA: Lindisfarne Press
Mehta, J. (2001). Cognitive processes, self-perception, motivation, and behavior as factors of academic achievement. Unpublished doctoral thesis. Applied Psychology Department, University of Mumbai, India
Mishra, R., Mohanty, N. & Nanda, S. (in preparation). Cognitive profiles in CAS of a clinical sample in India
Mishra, R. C. & Gupta, V. (1988). Schooling, exposure and the skill for pictorial comprehension. Indian Psychological Review, 24, 29–34
Mitchell, S. (1998). Bhagavad Gita: A new translation. New York: Harper Collins
Mohan, J., & Bajaj, R. (1983). A study of intelligence and fluctuation of attention. Indian Psychological Review, 25, 38–42Google Scholar
Mohan, J., & Jain, M. (1983). Intelligence and simple reaction time. Asian Journal of Psychology and Education, 11, 1–4Google Scholar
Mohan, S. (1993). The national library of educational and psychological tests. Psychological Studies, 38, 157–159Google Scholar
Mohanty, M. M. (1992). Influence of schooling on classification, memory and reasoning abilities. Unpublished doctoral dissertation, Utkal University, Bhubaneswar, India
Mukherjee, B. N. (1993). Needed research in psychoeducational assessment in India. Psychological Studies, 38, 85–100Google Scholar
Mukhopadhyay, P., & Dash, B. B. (1999). Cognitive style: Its relationship to intelligence and Locus of Control in children. Social Science International, 15, 81–85Google Scholar
Naglieri, J. A., & Das, J. P. (1997). Das-Naglieri cognitive assessment system. Itasca, IL: Riverside
Padhan, G. C. (1992). Value pattern of school students as a function of types of schools and levels of intelligence. The Educational Review, 98 (2), 133–138Google Scholar
Panda, S. K., & Nath, K. S. (1992). Acculturation, intelligence and achievement: A cross-sectional study in India. Perspectives in Education, 8(2), 83–90Google Scholar
Pandey, S. (1992). A study of interpersonal judgement with respect to social intelligence, sex, and discipline. Perspectives in Psychological Researches, 15, 23–25Google Scholar
Pati, P., & Dash, A. D.(1990a). Interrelationships between incidental memory, nonverbal intelligence and Stroop scores. Psycho Lingua, 20, 27–31Google Scholar
Pati, P., & Dash, A. D.(1990b). Effects of grade, sex and achievement levels on intelligence, incidental memory and Stroop scores. Psychological Studies, 35, 36–40Google Scholar
Pershad, D. (1987). Arithmetic subtest of an intelligence scale: Measure of power or speed?Journal of Psychological Researches, 31, 26–29Google Scholar
Radhakrishnan, S. (1948). Bhagavadgita. London: George Allen & Unwin
Radhakrishnan, S. (1953) The principal Upanishads. (Chandogya Upanishad, Chapter 7, pp. 468–474). London: George Allen & Unwin
RajaGopalan, M. (1995). An investigation of Piaget's formal research in science among a section of Indian school students. Indian Educational Review, 30, 20–25Google Scholar
Rani, R., & Mehrotra, G. P. (1991). Validity of some structure of intellect abilities for predicting achievement in chemistry. Journal of Psychological Researches, 35, 70–75Google Scholar
Rogoff, B. (1981). Schooling and the development of cognitive skills. In H. C. Triandis and A. Heron (Eds.), Handbook of cross-cultural psychology, (Vol. 4, pp. 233–294). Boston: Allyn & Bacon
Saraswathi, T. S., & Dutta, R. (1987). Developmental psychology in India, 1975–1986. New Delhi: Sage
Sen, A. (1991). Alternative to psychological testing. Psychology and Developing Societies, 3 (2), 203–220CrossRefGoogle Scholar
Sen, A., Kurseja, M., & Chatterjee, S. (1988). Role of modality sensitization in dual task performance: An experimental investigation. Indian Journal of Current Psychological Research, 3 (1), 22–28Google Scholar
Sharma, R., & Bansal, I. (1991–92). A study of academic achievement and intelligence of extrovert and introvert adolescent girls. Indian Psychological Review, 37, 11–14Google Scholar
Sharp, D., Cole, M., & Love, C. (1979). Education and cognitive development: The evidence from experimental research. (Monograph of the Society for Research in Child Development, 44, 1-2 serial no. 178). Chicago: Chicago University PressCrossRef
Shringy, R. K. (1976). Philosophy of J. Krishnamurti: A systematic study. New Delhi: Munshilal Manoharlal
Singh, J., Kumar, P., Dwivedi, K., & Saxena, V. B. (1986). Behavioral toxicology: A developing field in industrial hygiene and occupational health hazard. Journal of Personality and Clinical Studies, 2 (2), 109–116Google Scholar
Singh, T., Siddiqui, A., & Srivastava, A. K. (1995). An exploration of children's conception of intelligence. Journal of Indian Psychology, 13, 47–55Google Scholar
Sinha, D. (1983). Human assessment in the Indian context. In S. H. Irvine & J. W. Berry (Eds.), Human assessment and cultural factors (pp. 17–34). New York: Plenum PressCrossRef
Sri Aurobindo (1922). Essays on Gita. Pondicherry: Sri Aurobindo Ashram
Sri Aurobindo (1939). Life divine. Calcutta: Arya Publishing House
Srivastava, A. K., & Misra, G. (1996). Changing perspectives on understanding intelligence: An appraisal. Indian Psychological Abstracts and Reviews, 3. New Delhi: Sage
Srivastava, A. K., & Mishra, G. (1999). Social representation of intelligence in the Indian folk tradition: An analysis of Hindi proverbs. Journal of Indian Psychology, 17, 29–38Google Scholar
Srivastava, A. K., Tripathi, A. M., & Misra, G. (1996). The status of intelligence testing in India: A preliminary analysis. Indian Educational Review, 31, 1–11Google Scholar
Srivastava, S. (1992). Sex-role adoption of Indian children: Effects of age, sex, socio-economic status, intelligence, and creativity. Indian Journal of Applied Psychology, 30 (1), 41–51Google Scholar
Srivastava, S. (1993). Social class and intelligence. Perspectives in Psychological Researches, 16 (1 & 2), 117–118Google Scholar
Srivastava, S., & Misra, G. (2000). Culture and conceptualization of intelligence. New Delhi: National Council of Ecuational Research and Training
Sternberg, R. J. (1990). Metaphors of mind: Conceptions of the nature of intelligence. Cambridge: Cambridge University Press
Sudhir, M. A., & Muraledharan-Pillai, P. G.(1987). Science achievement in relation to intelligence and socio-economic status: A study of secondary school students in Aizwal. Indian Journal of Psychometry and Education, 18(1), 37–44Google Scholar
Tanwar, U., & Kumar, D.(1986). An experimental study of distractor and probe techniques in short term memory as a function of extraversion and levels of intelligence. Journal of Psychological Researches, 30 (2), 105–116Google Scholar
Tripathi, S. R., Bhattacharya, S. K., Chattopadhya, P., & Kashyap, S. K. (1989). Neuro-behavioral disturbances in workers engaged in high-pressure spray painting. Journal of Human Ergology, 18(2), 191–198Google Scholar
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University Press
Wagner, D. A., & Spratt, J. E.(1987). Cognitive consequences of contracting pedagogies: The effects of Quoranic preschooling in Morocco. Child Development, 58, 1207–1219CrossRefGoogle Scholar
Yenagi, G. V. (1993). Comparative study of intelligence of urban and rural children. Indian Psychological Review, 40, 7–9Google Scholar
Zimmer, H. (1951). Philosophies of India. London: Routledge & Kagan Paul

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×