Make intelligence test items culture-appropriate: Sternberg

1982 ◽  
Author(s):  
Keyword(s):  
Intelligence Test ◽  
Test Items

Intelligence test items and serendipity1

1963 ◽  
Vol 15 (3) ◽  
pp. 201-205 ◽  
Author(s):  
Alison C. Campbell
Keyword(s):  
Intelligence Test ◽  
Test Items

scholarly journals Intelligence test items varying in capacity demands cannot be used to test the causality of working memory capacity for fluid intelligence

2021 ◽  
Author(s):  
Gidon T. Frischkorn ◽  
Klaus Oberauer
Keyword(s):  
Working Memory ◽  
Test Performance ◽  
Latent Variable ◽  
Fluid Intelligence ◽  
Working Memory Capacity ◽  
Strong Relationship ◽  
Theoretical Models ◽  
Memory Capacity ◽  
Intelligence Test ◽  
Test Items

AbstractThere is a strong relationship between fluid intelligence and working memory capacity (WMC). Yet, the cognitive mechanisms underlying this relationship remain elusive. The capacity hypothesis states that this relationship is due to limitations in the amount of information that can be stored and held active in working memory. Previous research aimed at testing the capacity hypothesis assumed that it implies stronger relationships of intelligence test performance with WMC for test items with higher capacity demands. The present article addresses this assumption through simulations of three theoretical models implementing the capacity hypothesis while systematically varying different psychometric variables. The results show that almost any relation between the capacity demands of items and their correlation with WMC can be obtained. Therefore, the assumption made by previous studies does not hold: The capacity hypothesis does not imply stronger correlations of WMC and intelligence test items with higher capacity demands. Items varying in capacity demands cannot be used to test the causality of WMC (or any other latent variable) for fluid intelligence.

Validity of Conventional and Unbiased Intelligence Test Items for Groups Differing in Age and Education

1985 ◽  
Vol 57 (3) ◽  
pp. 975-981 ◽  
Author(s):  
Muriel Landry ◽  
Stuart J. McKelvie
Keyword(s):  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Multiple Regression ◽  
General Information ◽  
Intelligence Test ◽  
The Other ◽  
Omnibus Test ◽  
Test Items ◽  
Social Judgement ◽  
Middle Aged Adults

Three groups (students, nonprofessionals, and professionals) of 24 subjects differing in age and education completed a 60-item spiral omnibus test and two criterion measures (Intellectual Efficiency scale and Life Attitude Profile). Half of the omnibus questions (based on general information, social judgement, and numerical ability) had been judged as tapping knowledge unrestricted to students or middle-aged adults not in school, and the other half were drawn from standardized intelligence tests. The three groups performed equally well on the new items but, on the conventional ones, the nonprofessionals obtained lower scores than the students or professionals. However, a multiple regression analysis showed that, although none of the items predicted Life Attitude Profile scores for any group, both types predicted intellectual efficiency scores for professionals and, contrary to expectation, conventional and unbiased ones predicted intellectual efficiency for nonprofessionals and students, respectively.

scholarly journals Development and Standardization of Intelligence Test for Children

2012 ◽  
Vol 2 (5) ◽  
pp. 190
Author(s):  
Liaquat Hussain ◽  
Asif Jamil ◽  
M. Junaid Siraji ◽  
Kiran Maroof
Keyword(s):  
Intelligence Test ◽  
Discrimination Index ◽  
Difficulty Level ◽  
Statistical Techniques ◽  
Age Group ◽  
Test Items ◽  
Group 6 ◽  
Child Performance

The problem under study was the development and standardization of intelligence test for children’s. The main objectives of the study were to develop test items and Determining the Difficulty Level and Calculating the Discrimination Index of the test items. The study was significant because an intelligence test provides standardized ways of comparing a child performance with that of other children observed in the same situation (Anastasi, 1950). The study was delimited to only 600 children’s of age group 6 to 11 years. Two statistical techniques difficulty level and discrimination index were used for item.  

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