The field of psychology has continually attempted to find an appropriate method to assess intelligence. The Stanford-Binet intelligence test is one of the pioneering tests created to measure aspects of intelligence, and is still used today (Anastasi & Urbina, 1997). Weschler created several intelligence tests focusing on age range as it relates to intelligence (Anastasi & Urbina, 1997). Although these tests are central to the psychological testing community, there is much criticism of intelligence tests. One of these criticisms is the absence of race and culture as influencing factors on intelligence (Carroll, 2010). The definition of intelligence can be customized to your culture. While some studies attempt to examine intelligence across an age range, one important characteristic that is not taken into account is how culture influences intelligence and development (Sternberg & Grigorenko, 2004). Racial Status Stereotypes Asians are proficient in mathematical areas, African Americans are proficient in music and art, and European-Americans are proficient in scientific areas. While these stereotypes may contain a small level of truth, they frame each culture in a small section of intelligence while leaving out the cultural focus. Our daily behavior influences our intelligence, and our daily behavior is based on the culture we grew up in (Sternberg & Grigorenko, 2004). This is the beauty of cultural context. It allows culture to be incorporated as a major influence in intellectual development (Sternberg & Grigorenko, 2004 pp. 369). The idea of ​​cultural context allows us to give perspective to the topic of intelligence. Now we can say that each culture places its own emphasis on a specific point in the scheme of intelligence......middle of paper......addle River, NJ: Prentice Hall.Carroll, J.B. (2012). Intellectual abilities and aptitudes. In Lesgold, A. M. & Glaser, R. (Eds.). Foundations of educational psychology. Routledge.Furnham, A., & Fukumoto, S. (2008). Japanese parents' estimates of their own and their children's multiple intelligences: Cultural modesty and moderate differentiation. Japanese Psychological Research, 50(2), 63–76. Smith, M. K. (2008). Howard Gardner and multiple intelligences. Retrieved from http://www.infed.org/thinkers/gardner.htmSternberg, R. J., & Grigorenko, E. L. (2004). Why we need to explore development in its cultural context Merrill-Palmer Quarterly, 50(3), 369–386. Tsethlikai, M. (2011). An exploratory analysis of American Indian children's cultural engagement, cognitive fluidity, and standardized verbal IQ scores. Developmental psychology, 47(1), 192–202.