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A Valid Culture-Fair Test of Intelligence
Abstract
The question the present research addressed was whether a racially unbiased test of the ability to process information would predict how well young adults succeed in college classes. The technical barrier overcome was that current theories of intelligence are based on an assumption that all those taking IQ tests have had equal opportunity for exposure to the information being tested. Thus, past efforts to develop an intelligence test that is culture-air have not been successful. The significance of the research is that it provides further evidence to evaluate a theory that defines intelligence as information processing ability (Fagan, 1992, 2000). Current research on a theory of intelligence as information processing finds racial differences in IQ to be due to cultural factors. A test of information processing is the first valid, culture-air test of intelligence.
... Tabel 1. Data Demografis PartisipanDalam penelitian ini, peneliti menggunakan dua buah instrumen, yaitu: Raven's Standard Progressive Matrices(Raven, 2000; Raven dkk., 1998) dan Cattell's Culture FairIntelligence Test format 3A (LPSP3 UI, 2009). Dalam penelitian ini, peneliti menggunakan CFIT format 3A sebagai alat ukur pembanding untuk menguji validitas kriteria SPM.Administrasi CFIT relatif cepat dengan instruksi verbal yang detail(Colom & Abad, 2007).CFIT termasuk dalam kategori tes non-verbal yang terdiri dari empat subtes: serial, analogi, matriks dan pengkategorisasian. Dalam subtes serial, partisipan diminta untuk memilih satu dari lima pilihan yang paling benar untuk untuk menjawab permasalahan matriks yang progresif. ...
Penelitian ini bertujuan untuk memberikan informasi terkini mengenai reliabilitas dan validitas The Raven Standard Progressive Matrices (SPM) dalam konteks Indonesia. Dalam penelitian ini kami menggunakan data (N=583) yang telah tersedia, dengan rentang usia antara 13 – 61 tahun. Kami menggunakan metode Cronbach’s Alpha untuk menguji reliabilitas SPM dan metode validitas kriteria dengan the Culture Fair Intelligence Test (CFIT) sebagai alat ukur pembanding untuk menguji validitas eksternal dari SPM. Hasil penelitian ini menunjukkan bahwa SPM memiliki reliabilitas yang memuaskan, sebesar .84 (M = 47.20, SD = 6.06). Kemudian juga terbukti valid dengan validitas kriteria yang moderat (r(136) = .64, r2= .41, p < .01). Untuk penelitian selanjutnya, bisa dilakukan investigasi kegunaan diagnostik dari SPM dengan kelompok khusus, seperti kelompok individu cerdas istimewa dan kelompok individu dengan disabilitas inteligensi.
During the last hundred years, the debate over the meaning of race has retained a highly consistent core, despite evolution of the technical details. Non-Europeans, and in particular, Africans, are assigned the role of deviants and outcasts, whose claim on our common humanity remains in doubt. Each time the technical facade of these racialist arguments is destroyed, the latest jargon and half-truths from the margins of science are used to rebuild them around the same core belief in Black inferiority. Because race is in part a genetic concept, the advent of molecular DNA technology has opened an important new chapter in this story. Unfortunately, the article by D. Rowe (2005, this issue, see record 2005-00117-007) begins from mistaken premises and merely restates the racialist view using the terminology of molecular genetics. No technology--even the awe-inspiring tools now available to DNA science--can overcome the handicap of fundamental conceptual errors. Race is not a concept that emerged from within modern genetics; rather, it was imposed by history, and its meaning is inseparable from that cultural origin. By ignoring its cultural meaning the reductionist narrative about race fails--both in the narrow terms of science and as a contribution to the broader social discourse.
In this article, the authors argue that the overwhelming portion of the literature on intelligence, race, and genetics is based on folk taxonomies rather than scientific analysis. They suggest that because theorists of intelligence disagree as to what it is, any consideration of its relationships to other constructs must be tentative at best. They further argue that race is a social construction with no scientific definition. Thus, studies of the relationship between race and other constructs may serve social ends but cannot serve scientific ends. No gene has yet been conclusively linked to intelligence, so attempts to provide a compelling genetic link of race to intelligence are not feasible at this time. The authors also show that heritability, a behavior-genetic concept, is inadequate in regard to providing such a link.
Defining intelligence as processing allows one to predict intelligence from infancy, discover causes of mental retardation, test the intelligence of people with disabilities, develop culture-fair tests of intelligence, and demonstrate that groups that differ in IQ do not necessarily differ in intelligence. An early estimate of intellectual disability allows a child to qualify quickly for remedial programs. Economic and emotional benefits would ensue from discovering and eliminating the causes of a small percentage of cases of mental retardation. The measurement of intelligence as processing reveals intellectual strengths that may otherwise be masked by physical or emotional disability or by cultural circumstances. Cultures may differ in the types of knowledge their members have but not in how well they process. Cultures may account for racial differences in IQ. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Hypothesized that the relatively poor performance of Black students on nominally nonverbal reasoning tests (A. R. Jensen's Level II) (see record
1974-24027-001) may be due to their failure to use verbal problem-solving strategies efficiently and spontaneously. 200 4th and 5th graders, both Black and White, showed no race differences on Level I ability (digit-span memory). Half of the Ss of each race were then trained to use a verbal strategy on nonverbal analogies. For Ss who received no special training there were significant race differences on the analogies test (p < .001), but for those who received the training there were not (p < .05). Results suggest that a significant proportion of observed race differences on Level II tasks may be attributable to a failure of many Blacks to use spontaneously an efficient verbal strategy rather than a genetic reasoning deficit. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Rushton and Skuy [Intelligence 28 (2000) 1.] found that White university psychology students in South Africa averaged between one and two standard deviations higher than African students on Raven's Standard Progressive Matrices. This new study was carried out to determine whether Feuerstein's Mediated Learning Experience would improve the scores of the African students. The sample comprised 70 African and 28 non-African first year psychology students. Subjects were given the Raven's on two occasions and, in-between, randomly constituted experimental groups were exposed to mediated learning experience. Both the African and non-African groups improved over the baseline on the Raven's compared to the control groups, with significantly greater improvement for the African group.