scholarly journals Understanding and Assessing Cultural Intelligence: Maximum-Performance and Typical-Performance Approaches

2021 ◽  
Vol 9 (3) ◽  
pp. 45
Author(s):  
Robert J. Sternberg ◽  
Chak Haang Wong ◽  
Anastasia P. Kreisel
Keyword(s):  
Psychometric Properties ◽  
Cognitive Abilities ◽  
Cultural Intelligence ◽  
Performance Test ◽  
Construct Validation ◽  
The Other ◽  
Performance Tests ◽  
Maximum Performance ◽  
Typical Performance ◽  
Diverse Cultures

Cultural intelligence is one’s ability to adapt when confronted with problems arising in interactions with people or artifacts of diverse cultures. In this study, we conduct an initial construct-validation and assessment of a maximum-performance test of cultural intelligence. We assess the psychometric properties of the test and also correlate the test with other measures with which it might be expected there would be some connection. We found that our test was internally consistent and correlated significantly with maximum-performance tests of abilities but generally less or not at all with typical-performance tests, including cultural intelligence and openness to experience. However, our test appears to be distinct in what it measures from the other tests of cognitive abilities. The results lead us to suggest that cultural intelligence may have both maximum-performance and typical-performance aspects.

scholarly journals The typical-performance emotional management test: Test-retest reliability and further validity evidence

2021 ◽  
Author(s):  
Aljoscha Neubauer ◽  
Gabriela Hofer
Keyword(s):  
Validity Evidence ◽  
Performance Tests ◽  
Trait Emotional Intelligence ◽  
Maximum Performance ◽  
Retest Reliability ◽  
Emotional Management ◽  
Typical Performance ◽  
Main Factors ◽  
Trait Emotional Intelligence Questionnaire ◽  
Test Retest Reliability

Situational judgments tests (SJTs) offer many advantages over traditional trait questionnaires but often show low internal consistency, presumably due to heterogeneity of the assessed constructs (Lievens et al. 2008; Whetzel & McDaniel, 2009). Authors have suggested that test-retest-reliability (TRT) might be a better-suited measure for SJTs. Here, we analyzed TRT of the typical-performance emotional management test (TEMT, Freudenthaler & Neubauer, 2005) – and SJT for emotional management. We additionally report further and hitherto not analyzed validity evidence with respect to a maximum-performance emotional management SJT (STEM, MacCann & Roberts, 2008) and the widely used Trait Emotional Intelligence Questionnaire (TEIQue, Petrides & Furnham, 2003). For a 2 week-interval, we found satisfying test-retest reliabilities for both scales of the TEMT (inter- and intrapersonal emotional management; .76 and .83, respectively). Intrapersonal ability correlated moderately to highly with all four TEIQue main factors and the total score, whereas interpersonal ability showed low to medium relations. Relations with the STEM were smaller. Our results support that SJTs can show good reliabilities – when assessed via TRT – and emphasize the importance to distinguish between typical- and maximum-performance tests of emotional abilities.

Styles of Learning and Thinking Matter in Instruction and Assessment

2008 ◽  
Vol 3 (6) ◽  
pp. 486-506 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Li-fang Zhang
Keyword(s):  
Performance Tests ◽  
Maximum Performance ◽  
Thinking Ability ◽  
Typical Performance ◽  
Instructional Outcomes

There are two styles of learning and thinking: ability based and personality based. The former are assessed by maximum-performance tests, and the latter are assessed by typical-performance tests. We argue that both kinds of styles matter for instruction and assessment in school. In particular, shaping lessons based on an awareness that people learn and think in different ways can lead to improved instructional outcomes. We describe one ability-based theory and one personality-based theory and present supporting data from multiple studies relevant to each.

scholarly journals Evaluation of Czech Warm‑Blood Stallions Based on Performance of Their Daughters

2019 ◽  
Vol 67 (3) ◽  
pp. 705-710
Author(s):  
Barbora Kubištová ◽  
Iva Jiskrová ◽  
Zuzana Kubíková
Keyword(s):  
Performance Test ◽  
The Other ◽  
Performance Tests ◽  
Basic Performance ◽  
Warm Blood ◽  
The Impact

The objective of the present study was to assess the Czech warm‑blood stallions based on results of basic performance tests of their daughters. We evaluated 1140 daughters of 51 fathers. On the basis of calculations we eliminated the following effects: year of the test, registration of the mare in the appropriate section of the Stud Book and group of commissioners. Data were evaluated using the GLM procedure and included the effect of the stallion, year of the performance test of the mares and filing in the respective section of the Stud Book. We discovered that the impact of all three effects was statistically significant. The effect of the stallion was just below the margin of significance P ≤ 0.05, the other two effects were below P ≤ 0.01. We compared the stallions – fathers, according to the average performances of their daughters in the basic performance tests. The performances of daughters of stallions 1850 Cannavaro, 2901 Lancelot, 1659 Jimtown, 1028 Manillon Rouge and 1053 Guidam Sohn were the highest; the performances of daughters of stallions 1260 Askano‑T, 718 Mineral 1599 Norman, 2726 Cartouche and 1358 Lord Caletto were the lowest.

scholarly journals Developing A Cross-Cultural Conceptual Framework for the Validation of the Advanced Clinical Solutions (ACS)-SP: Assessing Social Perception in Latinx Populations

2019 ◽  
Vol 34 (7) ◽  
pp. 1298-1298
Author(s):  
M Forte ◽  
P Nestor
Keyword(s):  
Conceptual Framework ◽  
Social Perception ◽  
Cognitive Abilities ◽  
Cultural Context ◽  
Cultural Intelligence ◽  
Large Body ◽  
Cultural Analysis ◽  
Cross Cultural ◽  
Communication Styles ◽  
Normative Sample

Abstract Objective Develop a cross-cultural conceptual framework for the validation of the Advanced Clinical Solutions (ACS) Social Perception subtest to effectively assess Latinx populations. Method The framework serves to examine and evaluate the composition of the normative sample of the ACS-SP using eight key variables taken from the ECLECTIC framework, specifically education (e.g., literacy), acculturation levels (e.g., race, ethnicity), language (e.g., proficiency), economics (e.g., SES), communication styles, testing comfort, intelligence conceptualization, and context of immigration (Fujii, 2018). In addition, the model assesses the normative sample in reference to the intersectionality of identities (Cole, 2009; Wadsworth et al., 2016) across cultural and demographic variables that may influence the expression of emotion, and consequently, the interpretation of ACS-SP results. The model applies an Etic-Emic approach to address the question of cross-cultural validity of the ACS-SP (Cheung, van de Vijver & Leong, 2011). Finally, the model can be applied to examine the ACS-SP in relation to cultural intelligence (CQ), a more recently established construct defined as an individual’s ability to function effectively inter-culturally (Ang, Rockstuhl, & Tan, 2015). Discussion A large body of research has shown that the expression and measurement of social cognitive abilities are greatly influenced by cultural factors (Elfenbein & Ambady, 2002). For example, studies have shown that the expression of these abilities may be greatly influenced by cultural differences in display rules. Likewise, it is equally important to consider key cultural variables such as those related to socioeconomic status (SES), demographics, and identity in the neuropsychological assessment of social perception in Latinx populations. Therefore, the model conducts a cross-cultural analysis of the ACS-SP. References Ang, S., Rockstuhl, T., & Tan, M. L. (2015). Cultural intelligence and competencies. International Encyclopedia of Social and Behavioral Sciences, 2, 433-439. Cheung, F. M., Leung, K., Fan, R. M., Song, W. Z., Zhang, J. X., & Zhang, J. P. (1996). Development of the Chinese personality assessment inventory. Journal of Cross-Cultural Psychology, 27(2), 181-199. Cole, E. R. (2009). Intersectionality and research in psychology. American psychologist, 64(3), 170. Elfenbein, H. A., & Ambady, N. (2002). On the universality and cultural specificity of emotion recognition: a meta-analysis. Psychological Bulletin, 128(2), 203. Fujii, D. E. M. (2018) Developing a cultural context for conducting a neuropsychological evaluation with a culturally diverse client: The ECLECTIC framework. The Clinical Neuropsychologist, 32(8), 1356-1392, DOI: 10.1080/13854046.2018.1435826. Wadsworth, L. P., Morgan, L. P., Hayes-Skelton, S. A., Roemer, L., & Suyemoto, K. L. (2016). Ways to boost your research rigor through increasing your cultural competence (part 1 of 2). The Behavior Therapist.

scholarly journals Emergence of cultural intelligence and global mindset capital: a multilevel model

2016 ◽  
Vol 24 (2) ◽  
pp. 106-122 ◽  
Author(s):  
Jase R. Ramsey ◽  
Amine Abi Aad ◽  
Chuandi Jiang ◽  
Livia Barakat ◽  
Virginia Drummond
Keyword(s):  
Multilevel Model ◽  
Cultural Intelligence ◽  
The Other ◽  
Global Mindset ◽  
Firm Level ◽  
Content Type ◽  
Individual Level ◽  
Other Hand ◽  
Underlying Mechanisms ◽  
Conceptual Study

Purpose The purpose of this paper is to establish under which conditions researchers should use the constructs cultural intelligence (CQ) and global mindset (GM). The authors further seek to understand the process through which these constructs emerge to a higher level and link unit-level knowledge, skills and abilities (KSAs) capital to pertinent firm-level outcomes. Design/methodology/approach This paper is a conceptual study with a multilevel model. Findings This paper differentiates two similar lines of research occurring concordantly on the CQ and GM constructs. Next, the authors develop a multilevel model to better understand the process through which CQ and GM emerge at higher levels and their underlying mechanisms. Finally, this paper adds meaning to the firm-level KSAs by linking firm-level KSAs capital to pertinent firm-level outcomes. Research limitations/implications The conclusion implies that researchers should use CQ when the context is focused on interpersonal outcomes and GM when focused on strategic outcomes. The multilevel model is a useful tool for scholars to select which rubric to use in future studies that have international managers as the subjects. The authors argue that if the scholar is interested in an individual’s ability to craft policy and implement strategy, then GM may be more parsimonious than CQ. On the other hand, if the focus is on leadership, human resources or any other relationship dependent outcome, then CQ will provide a more robust measure. Practical implications For practitioners, this study provides a useful tool for managers to improve individual-level commitment by selecting and training individuals high in CQ. On the other hand, if the desired outcome is firm-level sales or performance, the focus should be on targeting individuals high in GM. Originality/value This is the first theoretical paper to examine how CQ and GM emerge to the firm level and describe when to use each measure.

What Makes You Think You're so Smart?

2008 ◽  
Vol 29 (1) ◽  
pp. 35-44 ◽  
Author(s):  
Beth A. Visser ◽  
Michael C. Ashton ◽  
Philip A. Vernon
Keyword(s):  
Sex Differences ◽  
Multiple Intelligences ◽  
Openness To Experience ◽  
Personality Characteristics ◽  
Performance Tests ◽  
Strong Correlations ◽  
Maximum Performance ◽  
Personality Variables ◽  
Ability Levels

Abstract. This study examined the correlates of self-estimated levels of the eight abilities of Gardner's (1983) “multiple intelligences” framework. Participants (N = 200) estimated their own levels of the eight abilities, completed two maximum performance tests of each ability, and provided self-ratings of their personality characteristics. As observed in previous research, most participants tended to overestimate their levels of ability in most of the intelligence domains. Self-estimated ability levels were generally only modestly correlated with measured levels of the same ability, and tended to show equally strong correlations with personality variables. Sex differences were observed for self-estimates of some abilities, and these sex differences were largely independent of measured ability and personality. It was concluded that high levels of self-estimated ability were related to being male, having high measured ability, and being high in Conscientiousness, Extraversion, and Openness to Experience, and low in Emotionality.

scholarly journals Evaluation of Buss-Perry aggression Questionnaire with item response theory (IRT)

Psihologija ◽  
2012 ◽  
Vol 45 (2) ◽  
pp. 189-207 ◽  
Author(s):  
Bojana Dinic ◽  
Bojan Janicic
Keyword(s):  
Item Response Theory ◽  
Psychometric Properties ◽  
Item Response ◽  
Physical Aggression ◽  
Verbal Aggression ◽  
The Other ◽  
Irt Model ◽  
Graded Responses ◽  
Gender And Age ◽  
Aggression Questionnaire

The aim of this research was to examine the psychometric properties of the Buss-Perry Aggression Questionnaire on Serbian sample, using the IRT model for graded responses. AQ contains four subscales: Physical aggression, Verbal aggression, Hostility and Anger. The sample included 1272 participants, both gender and age ranged from 18 to 68 years, with average age of 31.39 (SD = 12.63) years. Results of IRT analysis suggested that the subscales had greater information in the range of above-average scores, namely in participants with higher level of aggressiveness. The exception was Hostilisty subscale, because it was informative in the wider range of trait. On the other hand, this subscale contains two items which violate assumption of homogenity. Implications for measurement of aggressiveness are discussed.

Adaptation of Cognitive Abilities Scale Into Turkish

2020 ◽  
pp. 368-385
Author(s):  
Fatma Elif Kilinç ◽  
Neriman Aral
Keyword(s):  
Psychometric Properties ◽  
Expert Opinion ◽  
Oral Language ◽  
Content Validity ◽  
Cognitive Abilities ◽  
Study Group ◽  
Validity And Reliability ◽  
Turkish Children ◽  
Reverse Translation ◽  
Culturally Disadvantaged

This study aimed to adapt Cognitive Abilities Scale-2 (CAS-2) Preschool (24-47 months) Form into Turkish by focusing on 24-36-month children and conduct validity and reliability studies. The study utilized the survey model and a study group which consisted of 60 socio-culturally disadvantaged 24-36-month children in Bolu province. CAS-2 Preschool Form includes five subscales: oral language, reading, mathematics, handwriting, and enabling behaviors. Translation and reverse translation procedures were used to adapt the scale developed in English into Turkish. Expert opinion was sought for content validity. Test-retest correlation and item-total score correlation consistency measures were used to examine the psychometric properties of the Turkish form. Results demonstrated that the scale is a valid and reliable instrument to determine cognitive abilities in 24-36-month Turkish children. Infant and pre-school forms are recommended to be used for 3-47-months at every socio-cultural level.

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