Assessing intellectual potential in rural Tanzanian school children

By Robert J. Sternberg, Elena L. Grigorenko, D. Ngorosho, Erasto Tantufuye, Akundaeli Mbise, C. Nokes, M. Jukes, D. Bundy. 2002

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Cultural Intelligence and Successful Intelligence (2006, background): “We administered to 358 schoolchildren between ages 11 and 13 years near Bagamoyo, Tanzania, tests including a form-board classification test, a linear syllogisms test, and a Twenty Questions Test, which measure the kinds of skills required on conventional tests of intelligence.”
Who Are the Bright Children? The Cultural Context of Being and Acting Intelligent (2007, background): “The researchers administered tests to schoolchildren between the ages of 11 and 13 years living near Bagamoyo, Tanzania.”
Variation in Raven's Progressive Matrices scores across time and place (2009, unknown): “Working in rural Tanzania, Sternberg and colleagues examined the utility of dynamic testing of school-attending children (Sternberg et al., 2002).”
Dynamic Assessment in Educational Settings: Realising potential (2003, background): “Sternberg et al. (2003), for example, have demonstrated that static measures of rural Tanzanian children were substantially improved by interventions and, importantly, correlations between pretest and post-test scores were weak.”
A systematic literature review of the average IQ of sub-Saharan Africans (2010, methodology): “2006) the mean IQ was based on CPM data only. 12 J.M. Wicherts et al. / Intelligence xxx (2009) xxx–xxx ARTICLE IN PRESS”