Contents

Chapters in this book

1. Frontmatter I
2. Foreword V
3. Contents VII
4. Introduction 1
5. Development of psychology and mental testing in Turkey 3
6. PART I: Testing in its social framework
7. 1. Laying the groundwork for test application in less-developed countries 13
8. 2. Implications of testing for individual and society 23
9. 3. Industrial application of tests developed for illiterate and semiliterate people 37
10. 4. Adaptability: its measurement and determinants 47
11. 5. Development, application and interpretation of tests for use in French-speaking black Africa and Madagascar 63
12. PART II: Crosscultural research strategy
13. 6. Radical cultural relativism and the concept of intelligence 75
14. 7. A model for the analysis of cultural determinants of between-groups variation in measured intelligence 89
15. 8. The necessity of a theory for applied crosscultural research 99
16. PART III: Testing procedure
17. 9. Some principles for adaptation of psychological tests 109
18. 10. Test construction and standardization in different cultural settings 121
19. 11. Why certain tasks from mental tests must be adapted whereas operational tasks need not 129
20. 12. Procedure for group test administration in developing countries 135
21. 13. Three handbooks on crosscultural testing 141
22. 14. Attitude to multiple-choice tests in West Africa 145
23. 15. Instructions as determinants of performance: the effect of information about the task 153
24. 16. Effects of incentives on the test-taking behavior of Botswana primary-school children 161
25. PART IV: Testing devices
26. 17. Psychological studies of Kalahari Bushmen 169
27. 18. Assessing cognitive capacities of nonliterate New Guinea adults and children 183
28. 19. Tests of general cognitive ability for use with Maori and European children of New Zealand 197
29. 20. Patterns of reasoning test responses in the South Pacific 205
30. 21. Remarks on testing in the Pacific 211
31. 22. A children's intelligence test for Greece 217
32. 23. Application of the D 48 test in Turkey 223
33. 24. Application of Progressive Matrices in Iraq 233
34. 25. The Purdue motion-picture tests of visual perception 237
35. 26. A search for tests of practical intelligence 245
36. 27. A culture-assimilation measure and its relationship to intellectual performance 251
37. 28. Self-perceived abilities and on-the-job performance of culturally disadvantaged workers 257
38. PART V: Educational intervention and educational influence
39. 29. Cognitive assessment of the socioculturally deprived child and adolescent 263
40. 30. Consequences of attending elementary school in a second language 277
41. 31. Continuities in observational field methods and mental testing 285
42. 32. The abilities and problems of immigrants in learning to drive busses 295
43. 33. Divergence among school beginners caused by different cultural influences 301
44. 34. Adolescent changes in ability in relation to schooling 305
45. PART VI: Correlates and determinants of test performance
46. 35. Intergenerational mobility as a function of social origin and mental test results 309
47. 36. Cognitive development of children from selected ethnic, educational and language backgrounds in Malaysia 317
48. 37. Age, socioeconomic status and classificatory behavior among Turkish children 329
49. 38. Genetic and environmental influences on language abilities 339
50. 39. A comparison of African and European students in simple auditory and visual tasks 349
51. 40. Social-class differences in the performance o 355
52. 41. A normative study of the Goodenough-Harris Drawing test on a Turkish sample 365
53. 42. Long-range prediction of educability and its determinants in East Africa 371
54. PART VII: Factor-analytic studies
55. 43. The factor structure of intelligence among teachers in the Congo 379
56. 44. The organization of intellectual abilities of an African ethnic group in cultural transition 391
57. 45. The influence of maturation and education on the development of mental abilities 401
58. PART VIII: Technical issues and proposals
59. 46. Judging how well a test measures 411
60. 47. Logic, language and method in construct identification across cultures 427
61. 48. Evaluating environmental influences on test scores 447
62. 49. Applicability of the Rasch model in two cultures 453
63. 50. Cultural influence on the development of Number and Flexibility-of-closure factors 459
64. Summary and commentary 469
65. Roster of Conference Participants 487
66. Index 493