The problematic of this research concerns the question of the co-construction of the representations of intelligence between mother and daughter, according to their age and contrasted socio-cultural environments. Our goal is to show that mothers and their daughters (for whom intelligence is a part of their everyday experiences, through their academic success or failure in particular) develop representations that are close and that the age of the daughters and their socio-cultural affiliation have an effect on the closeness of their representations. 262 subjects--mothers and their daughters aged 8-10 or 13-15 from contrasted socio-cultural environments--took part in this study. The data were gathered by means of a questionnaire. By putting into perspective the mother/daughter representations (their own representations and those that they think the other conveys), we can infer a co-construction of representations of intelligence between mother and daughter. Indeed, the latter develop concordant representations and identify relatively well the representations borne by the other. These concordance effects appear to be more marked between mother and female adolescent, particularly among those from a privileged background. This tends to show that the developmental dimension and the socio-cultural affiliation modulate the co-construction of representations. (Contains 10 tables.)