Abstract
Applications of psychology to education and assessment often take for granted Western cultural assumptions about the nature of intelligence, ignore cultural features of human cognition other than language, and liken the influence of socialization on development to biological nutrition. Such oversimplifications can lead to stigmatizing culturally different persons as atypical or deficient and to perpetuating oppressive cultural hegemony. A cultural lens can benefit psychological science by facilitating communication with diverse audiences, channeling new knowledge into social progress, and generating theoretical insights about human behavior and experience, such as linguistic flexibility as a dimension of cognition, social responsibility as a dimension of intelligence, and intimate culture as a filter between larger social representations and the frame of reference for an individual mind.
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