108 BookR~y~~
Social Representations orIntelllgence, Gabriel Mugney and Felice Carugati, Cambridge
University Press, Cambridge, 1989 (xi + 196pp, US$59,50 hbk, ISBN 0 521 33348 2).
This book presents the results of an innovative research study which explores conceptions
of intelligence. The book is one in the series "EUIOPelIIlMonographs in Social Psychology".
Gabriel Mugney is from the Department of Psychology at the University of Geneva,
Switzerland, and Felice Carugati is from the Institute of Psychology at the University of
Parma, Italy.
Chapter 1 presents a review of theories and approaches to the concept of intelligence,
while Chapter 2 outlines the research methodology used in the study. The research results,
which are subject to very sophisticated statistical analyses, are presented in Chapters 3
through 8 and are discussed in Chapter 9.
The book begins with the question "Is there such a thing as intelligence? Intelligence,
with a capital 'I', is a cultural creation which is central to modem society but which varies
according to the historical period, latitude and social circumstances"(pl). The authors then
go on to review various approaches and definitions of intelligence and higher cognitive
processes, and they point out that most theories of intelligence defme it as adaptation to the
physical environment. Mugby and Carugati view intelligence as adaptation to the social
environment.
In the model proposed by Mugney and Carugati cognitive development is mediated by
symbolic and actual social interactions which result in mental constructions of logical
operations and social awareness of self, the social world, values, etc. The research was based
on a questionnaire, 1000 32 page questionnaires were mailed to trainee teachers, teachers,
parents, non-parents, and adults of varied occupations. The statistical analyses were
completed on 728 questionnaires. Subjects were asked about theirdefmitions of intelligence,
concepts of the development of intelligence, image of an intelligent child, ideas about
difficult children, and what school subjects could be used to assess intelligence.
The data analysis showed that different groups of subjects perceived intelligence
differently. Comparisons between non-parents and parents, teacher trainees and teachers,
and teachers without children and teachers with children, showed that an evolution took
place in definitions of intelligence. The first view was that some children were inherently
gifted. This view obviously removed responsibility for the child's performance away from
parents and teachers. The second view was that intelligence is engaging in socially
acceptable behaviour, and the fmal view was that intelligence is high achievement in certain
specific subjects in school.
The results, taken as a whole, show that concepts of intelligence evolve and become
structured in accordance with everyday events. On the one hand, people construct a social
universe which is mentally intelligible, and on the other hand they construct a social and
personal identity which is compatible with the requirements and norms of their social group.
This book will be of interest to social, cognitive and developmental psychologists,
as well as educationlists and sociologists. Abackground in theories of cognitive development
is necessary in order to fully appreciate the book, and an understanding of sophisticated
statistical techniques is desirable but not a prerequisite.
Reviewed by Kathleen Myambo, Department of Psychology, University of Zimbabwe,
Harare, Zimbabwe.