Culture Fair Intelligence Test
Culture Fair Intelligence Test ( CFIT ) (in German: "Kulturell fairer Intelligenztest") is a name for a form of intelligence test in which people from different cultures (e.g. Amazon residents and Central Europeans) or social classes within societies (e.g. academics and craftsmen) should have equal opportunities (ie to achieve the same results with the same skills). This is attempted by the fact that language per se and cultural techniques such as reading or mathematics should not play a role when taking the test.
As a rule, culture fair tests are simply language and number-free intelligence tests for logical thinking. The most famous Culture Fair Intelligence tests are
- the “Culture Fair Test I” by Raymond Bernard Cattell
- the so-called "Ravens progressive matrix tests": (" Standard Progressive Matrices " or " Colored Progressive Matrices ") by John C. Raven
The following adapted and revised versions of the "Culture Fair Intelligence Test" are currently in use in the German-speaking area:
- "CFT-1 R Basic Intelligence Test Scale 1", in the revised version, for the age range from 5; 3 to 9; 5 years or 6; 6 to 11; 11, and the
- "CFT-20 R Basic Intelligence Test Scale 2" in the revised ("R") version, for the age range from 8; 5 to 19 years and for adults from 20 to 60 years.
They can be carried out both as individual and group tests. The newer editions of the CFT-20 can optionally be supplemented with a vocabulary test and a number sequence test.
The theoretical foundation of this group of tests is the two-factor theory of intelligence by Raymond Bernard Cattell . One factor here is crystallized intelligence, which primarily summarizes learned problem-solving behavior. The second factor is fluid intelligence as “the ability to perceive and grasp complex relationships in novel situations”. Cattell designed the "Culture Fair Intelligence Tests", which were primarily intended to measure fluid intelligence and to rule out all possible cultural and linguistic influences on the result. However, there are also findings that contradict these views. Accordingly, it is possible to increase so-called fluid intelligence through practice. The culture independence of these tests is also questioned.
Theoretical basis
→ Main article: Intelligence theory
When developing the tests, Cattell used his intelligence theory as a basis, in which intelligence is determined by two factors. The first, and for the conception of the "CFIT" determining factor is the so-called fluid (liquid) intelligence. This describes the ability to solve unknown problems and to adapt to new situations without having to resort to special knowledge. The second factor that does not determine the test is that of crystalline (or crystallized) intelligence. This describes the ability to apply acquired knowledge and strategies to problem solving.
The separation into crystallized and fluid intelligence makes the distinction between the basic intellectual abilities and the learned and socialization-related abilities possible and necessary. The concept of fluid intelligence can be used to determine the ability to deal with completely unknown problems.
Correlations
| Mean I | test | (1) | (2) | (3) | (4) | (5) | (6) | |
|---|---|---|---|---|---|---|---|---|
| 96 | Culture Fair Intelligence Test IQ | (1) | 1.00 | .49 | .69 | .62 | .63 | .72 |
| 87 | Otis Beta Test IQ | (2) | 1.00 | .80 | .69 | .45 | .66 | |
| 90 | Pinter Test IQ | (3) | 1.00 | .81 | .55 | .79 | ||
| 92 | WISC Verbal IQ | (4) | 1.00 | .55 | .79 | |||
| 93 | WISC Performance IQ | (5) | 1.00 | .79 | ||||
| 92 | WISC full scale | (6) | 1.00 |
application
Since the development of the first CFIT in the late 1950s and early 1960s, various adaptations of the test have been designed. In the German-speaking area, these were revised by Rudolf H. Weiß .
The German adaptation, currently the "CFT-1" and "CFT-20 R", contain various subtests:
CFT-1 (5th ed.) (5; 3 to 9; 5 years):
- ST1: substitutions
- ST2: labyrinths
- ST3: Classifications
- ST4: similarities
- ST5: matrices.
Test times CFT 1
| Subtest (ST) | Number of items | Max. Raw values | Kindergarten, preschool, 1st grade, special school | from the 2nd school year |
|---|---|---|---|---|
| Implementation type 1 | Implementation type 2 | |||
| ST1: substitutions | 60 | 12 | 120 sec | 120 sec |
| ST2: labyrinths | 12 | 12 | 90 sec | 90 sec |
| ST3: Classifications | 12 | 12 | 300 sec | 300 sec |
| ST4: similarities | 12 | 12 | 240 sec | 90 sec |
| ST5: matrices | 12 | 12 | 450 sec | 360 sec |
| Overall test | 108 | 60 | 1200 sec | 960 sec |
CFT-20 R (8; 5 to 19 years; adults from 20 to 60 years):
- Continue rows,
- Classifications,
- Matrices and
- topological conclusions.
The implementation can take place in individual as well as in group tests. In addition to the age norm, a grade level- dependent standardization was created which enables a comparison with the population of the same grade level (3rd - 10th / 13th grade). These tasks must be completed within a certain period of time. With the CFT-20, the tests are standardized for both a short version and a long version . With CFT 1, the average processing time for the entire test is approx. 45–60 minutes, depending on the age of the test subjects. The maximum permissible processing time for the individual subtests can be found in the list above.
The newer versions of the CFT-20 can be supplemented by an optional (optional) vocabulary test and a number sequence test. The vocabulary test provides valid information on crystallized intelligence. The number sequence test can be used to measure processing capacity, which in turn allows a statement about fluid intelligence, but conceptualizes a different intelligence theory than the two-factor model by Cattell.
Culture Fair Intelligence Tests are used for general intelligence tests in preschool and school age, but also to determine the basic intelligence of adults. In addition, they can also be used especially for culture and class-independent intelligence testing. Due to their design, they are particularly suitable for testing children, adolescents and adults who have poor knowledge of the German language and are little familiar with Western European cultural techniques.
In addition, it can be used for basic research.
review
The “Culture Fair Intelligence Tests” are common all over the world. They enable largely language-free testing. However, it has been shown that this task is also class-specific and culture-dependent. In the more recent adaptations, attempts have been made to minimize these correlations. The correspondence between culture, class and test result now appears to be low. Claus Jacobs and Franz Petermann criticize that the test can lead to incorrect results in children with visual-spatial impairments due to the special focus on this area.
It is also criticized that the CFTs only allow a valid prediction of mathematical school performance. Other intelligence tests, which have a broader range of tasks, can also make predictions about overall school performance.
Individual evidence
- ↑ RB Cattell (1968): Are IQ tests intelligent? Psychology Today , 2, 56-62.
- ↑ Karl-Heinz Ingenkamp, Urban Lissmann (2008): Textbook of educational diagnostics. Weinheim, Belz
- ^ A b Rosselli, M., & Ardila, A. (2003). The impact of culture and education on non-verbal neuropsychological measurements: a critical review. Brain and Cognition, 52 (3), 326-333.
- ↑ Jens Asendorpf (2004): Psychology of Personality. Heidelberg, Springer.
- ^ Gertrude Downing: The Preparation of Teachers for Schools in Culturally Deprived Neighborhoods (The Bridge Project) The Final Report 1965.
- ↑ RB Cattell, AKS Cattell (1963): Culture fair intelligence test. Champaign, IL: Institute for Personality and Ability Testing
- ↑ Karl-Heinz Ingenkamp, Urban Lissmann (2008): Textbook of educational diagnostics. Weinheim, Belz.
- ↑ Claus Jacobs and Franz Petermann (2007) Basic Intelligence Test (CFT 20-R) by Rudolf Weiß (2006). Diagnostica, 53, No. 2, 109-113