Their contact information was then taken so that we could get back to them with the results. Precautions a. The room was brightly lit to make sure that the testee did not have any issues in seeing the forms and sufficient ventilation to make the process comfortable. Instructions were read out clearly and discrepancies or confusions were clarified. The prescribed time limits for each subtest were strictly adhered to make sure the results were accurate. It was ensured that all the equipments required for test taking were placed in front of the testee.
During the test taking, the testee was not interrupted or distracted in any way. However, I was won over with a little bit of convincing and agreed to do it. As I progressed, at some stages, I found it difficult to see some of the patterns and particularly in the last set, where the dot was almost not visible in some figures.
Also, in some sets, I felt that the time provided was too short but surprisingly, some I completed well before time. Overall, this was an new experience, one that I hope look forward to repeating-maybe. She was also tired as she had just come back from her office but after explaining the test and what she would have to do, the subject agreed to sit down for the test. During the test, she seemed calm and composed, attempting each part with swiftness and not focusing on any particular part.
No impatience or fidgeting was detected and she seemed very interested in what she was doing. She did however, at a couple of junctions, complain about the bad printing quality of the booklet and how it was difficult for her to understand what was in the figure. Apart from this, the test taking as a whole was a smooth procedure.
After the test, the subject seemed happy with her performance and was excited to know how she had done and what her IQ was. These scores were then added to find the raw scores separately on each form. The raw scores of both form A and A were added to calculate total raw score.
This was then converted into and IQ score and percentile rank by referring to provided norms. Percentage of Correct Responses no. It reduces the influences of education and socio-cultural environmental factors, only employing figures and abstract shapes. It is a measure of fluid intelligence.
Fluid intelligence Gf taps the level of complexity of relationships which an individual can perceive and act upon when he doesn't have recourse to answers to such complex issues already stored in memory.
It is concerned with basic processes of reasoning and other mental activities that depend only minimally on learning and acculturation.
Therefore, tests of Gf have little informational content and require the ability to see complex relationships between simple elements like number and letter series, figure classification, figure analogies, spatial visualization, block designs, matrices, and so forth.
She is the eldest daughter, with 2 younger brothers. In her school level, she had always been one of the brightest students, normally securing one of the top 3 ranks in all her exams and studied in the PCMB stream in 11th and 12th.
Apart from her schooling and education, she has always expressed an explicit interest in learning more about any topic that she comes across. These scores were then converted into an IQ score of IQ scores are standard scores with a mean of and a standard deviation of They typically follow what is known as a normal distribution, a bell-shaped curve in which the majority of scores lie near or around the average score. The IQ score was then translated into a z score.
A Z-Score is a statistical measurement of a score's relationship to the mean in a group of scores. A Z-score of 0 means the score is the same as the mean. A Z-score can also be positive or negative, indicating whether it is above or below the mean and by how many standard deviations.
The subject obtained a Z-Score of 1. On the basis of all this information we can conclude that this person is high average in his intellect and intelligence, which is a measure of fluid ability. Both form A and B were administered to the subject as it gives us a more reliable score. Administering only form A is known as the short form of the test while administering both is called the full test. The two-form design provides allows a brief rest period between forms to reduce fatigue and aid test-taking morale.
Since the two forms of the test are parallel forms, the nature of the items are similar and hence the same set of abilities are required to complete the forms. So we see a transfer of learning from one form to another. The score obtained on CFIT is a pooled estimate of 4 distinct abilities, measured by the 4 subtests.
The subtests measure the following: Series Test - sequential thinking Classification Test - generalization and discrimination skills Matrices Test- Reasoning and analogy. From this we can infer that her spatial perception and mental rotation abilities are far more developed than her ability to reason and form and understand the relation between two abstract objects.
Due to her high average score on the test, we can say that the subject the ability to see complex relationships between simple elements like number and letter series, figure classification, figure analogies, spatial visualization, block designs, matrices, and so forth.
She can tap the level of complexity of relationships where perceiving and acting upon things when she doesn't have recourse to answers to such complex issues already stored in memory. As stated in the case history of the subject, she has always been a bright student both in school and college, bagging the top scores in all the exams. Keeping this in mind, we can say that her IQ score on this test corresponds fairly with her academic achievement. However, we should be careful about making predictions about school as it involves both fluid and crystallized intelligence, also including other factors such as attention span, memory etc.
Fluid intelligence is also required in positions which require a lot of novel problem solving. Taking into account the subjects chosen field of profession, architecture and her score on the test, which is , we can definitely see the correspondence and relation between the two. The CFIT is a timed test with a limited amount of time allotted for each subtest which increasing difficulty- combination of speed and power test.
Therefore, an untimed version of the test would have been more culture fair as different cultures have different attitudes towards time and punctuality. In one culture, a person may have to work as hard as possible when he is in a timed situation whereas somewhere else, this may not be the case.
Cattell, R. Technical Manual. Colom, R. Culture Fair Intelligence Test. Salkind, Encyclopedia of Measurement and Statistics pp. Psychology for Class Smith, R.
The Science of Mind and Behaviour. Open navigation menu. Close suggestions Search Search. User Settings. Skip carousel. Carousel Previous. Carousel Next. What is Scribd? Explore Ebooks. Bestsellers Editors' Picks All Ebooks. Explore Audiobooks. Bestsellers Editors' Picks All audiobooks. Explore Magazines. Editors' Picks All magazines.
Explore Podcasts All podcasts. Difficulty Beginner Intermediate Advanced. Explore Documents. Cattel's Culture Fair Intelligence Test. Uploaded by Brinda Zasha Taparia. Did you find this document useful? Is this content inappropriate? Report this Document. Flag for inappropriate content. Download now. Related titles. Carousel Previous Carousel Next. Jump to Page. Search inside document. He showed that intelligence consisted of a general factor g-factor and some specific factors s-factors The g-factor includes mental operations which are primary and common to all performances Specific abilities that a person possessed were an expression of s-factor, which differed, depending on a persons abilities 3.
Highly cultural dependent form of mental efficiency. Some examples of tasks in the test may include: completing series classifying solving matrices evaluating conditions However, there is doubt as to whether any test can truly be culturally unbiased or can ever be made completely fair to all persons independent of culture. Increasing the effectiveness of vocational guidance decisions, both for students and adults In all such applications the special advantage of the culture fair test is that they make cleaner separations of natural ability from specific learning and thus permit better analysis and prediction of the individual's ultimate potentialities.
Rosellnica Balasoto. Melanie Christine Soriano Pascua. Catalina Maria. Indah Sebayang. Dada Thakur. Andrei Andrei. Sheila Saclolo.
Arscent Piliin. Brinda Zasha Taparia. Complicated version of the 1st subtest: the choice of a figure for the continuation of a logical chain of several rows: horizontal, vertical, diagonal. Search for a geometric object with a point inside, which could take the position of the sample figure, based on the analysis of the location of the point in individual figures.
The test has high validity and reliability. According to this concept, intelligence has a two-phase model: "Free". Due to biological determinants. The development of abilities within the framework of this intelligence is not connected with the acquisition of ZUN or active mental functions - they are the result of the formation of logical connections and mental operations.
Developed on the basis of "free" intelligence. Although all items conformed to the Rasch model for both groups, 13 of the 46 items had significant between score group fit in either the American or the Nigerian sample or both. These were removed from further analyses. Bias was defined as a difference in the estimation of item difficulties.
There were six items biased in "favor" of the American group and five in "favor" of the Nigerian group; the remaining 22 items were not identified as biased. The American group appeared to perform better on classification of geometric forms, while the Nigerians did better on progressive matrices.
It was suggested that the replicability of these findings be tested, especially across other types of stimuli. Appears in collections Applied Psychological Measurement, Volume 05, [48].
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