Culture-Fair Cognitive Ability Assessment: Information Processing and Psychophysiological Approaches

Autor/inn/en	Verney, Steven P.; Granholm, Eric; Marshall, Sandra P.; Malcarne, Vanessa L.; Saccuzzo, Dennis P.
Titel	Culture-Fair Cognitive Ability Assessment: Information Processing and Psychophysiological Approaches
Quelle	In: Assessment, 12 (2005) 3, S.303-319 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1073-1911
DOI	10.1177/1073191105276674
Schlagwörter	Tests; Mexicans; Cultural Influences; Cognitive Ability; Whites; Validity; Information Processing; Mexican Americans; Wechsler Adult Intelligence Scale + Suchen Sie Ihr Suchwort? Examination; Prüfung; Examen; Mexikaner; Cultural influence; Kultureinfluss; Denkfähigkeit; White; Weißer; Gültigkeit; Informationsverarbeitung; Hispanoamerikaner
Abstract	Valid assessment with diverse populations requires tools that are not influenced by cultural elements. This study investigated the relationships between culture, information processing efficiency, and general cognitive capacities in samples of Caucasian and Mexican American college students. Consistent with the neural efficiency hypothesis, pupillary responses (indexing mental effort) and detection accuracy scores on a visual backward-masking task were both significantly related to the Wechsler Adult Intelligence Scale-Revised (WAIS-R) Full Scale scores. These measures of information processing efficiency were similar in the two groups. However, they were related only to Caucasian American, but not to a comparable sample of Mexican American, students' WAIS-R scores. Therefore, the differential validity in prediction suggests that the WAIS-R test may contain cultural influences that reduce the validity of the WAIS-R as a measure of cognitive ability for Mexican American students. Information processing and psychophysiological approaches may be helpful in developing culture-fair cognitive ability measures. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10