Academic and practical intelligence: A case study of the Yup'ik in Alaska

By Elena L. Grigorenko, Elisa Meier, Jerry Lipka, G. Mohatt, Evelyn Yanez, Robert J. Sternberg. 2004

94 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c5b76a80694e23e22f403d01eaa9074b1edbccd2

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In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

The Socially Skilled Teacher and the Development of Tacit Knowledge. (2011, background): “Example scenario from the Tacit Knowledge Inventory for High School Teachers (Dealing with Senior Colleagues) 2 tudents) 3 Parents) Because the TKI-HS does not have any objectively ‘correct’ or ‘incorrect’ answers, there are a variety of approaches that may be used to score the responses (e.g. Stern”
The Parieto-Frontal Integration Theory (P-FIT) of intelligence: Converging neuroimaging evidence (2007, background): “In Alaska, Yup’ik Eskimo children who are viewed as successfully adaptive are those who have developed the hunting and gathering skills necessary to adaptation, not those who excel in academics (Grigorenko et al. 2004).”
Who Are the Bright Children? The Cultural Context of Being and Acting Intelligent (2007, background): “In reading an essay such as this, one may forget for a moment that ethnically and culturally diverse children in San Jose (Okagaki & Sternberg, 1993) or Togiak, Alaska (Grigorenko et al., 2004), are every bit as much “U.S. schoolchildren” as are culturally mainstream children in Minneapolis or Dalla”
Cultural Intelligence and Successful Intelligence (2006, result): “We have found related although certainly not identical results in a study we did among Yup’ik Eskimo children in southwestern Alaska (Grigorenko et al., 2004).”
The Potential of a Culturally Based Supplemental Mathematics Curriculum to Improve the Mathematics Performance of Alaska Native and Other Students (2012, background): “Others such as Sternberg and his colleagues have argued for the importance of recognizing practical competence in addition to analytic intelligence that exists in everyday contexts and the need for schooling to broaden its understanding of intelligence, reducing conflict between out-of-school and in”