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Abstract

This study concerns possibilities for fair testing of intellectual abilities in the context of different sociocultural environments. It traces the history of testing and misuse of test results to discriminate against various groups. Using examples of specific items from currently used WISC tests, the study shows how the environment influences test results. It then describes four models of the relationship between intelligence and tools to measure it in various sociocultural environments. In the last part of the study we propose a possible development of psychological testing that might make it truly fair and thus widely usable. We mention different paths to culturally appropriate tests with an emphasis on principles of dynamic testing.