IQ Testing and the African American Client

Thaler, Nicholas S.; Thames, April D.; Cagigas, Xavier E.; Norman, Marc A.

doi:10.1007/978-1-4939-1004-5_5

Cited by 3 publications

(7 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There was also between-group variability in DIF measures on the nonverbal subtests, but the number of items with high DIF contrasts was lower than on the verbal subtests. Dočkal and Filípková [ 7 ] compared children from the majority population with Romani children from disadvantaged backgrounds using a test of school readiness, mainly in terms of visual differentiation, graphomotor skills, and mathematical abilities. Except for the graphomotor skills test, where performance was comparable, Romani children scored worse than non-Romani children.…”

Section: Discussionmentioning

confidence: 99%

“…The main criticisms of cognitive ability tests used for social and ethnic minorities are based on the fact that most cognitive ability tests are developed for European–American or “Western” civilizations and do not reflect the specificities of other cultures (Thaler et al) [ 7 ]. The construct validity of these tests does not sufficiently reflect the specificities of other cultures.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

“…Unless test characteristics are related to the construct and to all groups on which the test is used, there is a risk that the test will measure different characteristics in members of cultures, i.e., characteristics other than those it was initially intended to measure. Thaler et al [ 7 ] further analyzed possible variables affecting construct validity related to minorities. One of the variables is the so-called “differential item functioning” and reflects the probability of responding incorrectly to a test item as a function of membership in a particular social minority.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

“…Originally, it was thought that subtests with a large verbal component were, in particular, subject to cultural bias, while tests with non-verbal components, such as those related to mathematical ability and concept formation, were not subject to cultural bias. Thaler et al [ 7 ] reported a review study in which they analyzed the results of the WAIS-III for measuring cognitive ability. The research demonstrated that Hispanic and African American minorities perform lower on the verbal subtests of the WAIS-III and across subtests, including arithmetic and spatial reasoning.…”

Section: Theoretical Foundationsmentioning

confidence: 99%

See 3 more Smart Citations

Item Analysis of the Czech Version of the WJ IV COG Battery from a Group of Romani Children

Kajanová

Urbánek

Mrhálek

et al. 2021

IJERPH

View full text Add to dashboard Cite

The objective of the article is to present an item analysis of selected subtests of the Czech version of the WJ IV COG battery from a group of Romani children, ages 7–11. The research sample consisted of 400 school-aged Romani children from the Czech Republic who were selected by quota sampling. A partial comparative sample for the analysis was the Czech population collected as norms of the Czech edition of © Propsyco (n = 936). The Woodcock–Johnson IV COG was used as a research tool. Statistical analysis was performed in Winstep software using Differential Item Functioning; differences between groups were expressed in logits and tested via the Rasch–Welch T-test. It was discovered that higher item difficulty was noted in the verbal subtests, although variability in item difficulty was found across all subtests. The analysis of individual items makes it possible to discover which tasks are most culturally influenced.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Theoretical Foundationsmentioning

confidence: 99%

Section: Theoretical Foundationsmentioning

confidence: 99%

Section: Theoretical Foundationsmentioning

confidence: 99%

See 2 more Smart Citations

Item Analysis of the Czech Version of the WJ IV COG Battery from a Group of Romani Children

Kajanová

Urbánek

Mrhálek

et al. 2021

IJERPH

View full text Add to dashboard Cite

show abstract

“…Both are moderated by the complex individual variability of personal experience. Those with the worst outcomes in both are underrepresented among those setting policy and creating tests (National Science Foundation, 2013;Thaler and Jones-Forrester, 2013;Thaler et al, 2015). And most importantly, both also determine relevant real-world outcomes for test takers: the tests we consider here are used clinically to diagnose aphasia (Caspari et al, 1998), Alzheimer's disease (Kempler et al, 1998), schizophrenia (Stone et al, 1998), and age-related cognitive decline (Salthouse and Kersten, 1993).…”

Section: Discussionmentioning

confidence: 99%

Modeling performance differences on cognitive tests using

Courtland¹,

Davani

Reyes³

et al. 2019

Proceedings of the Third Workshop on Natural Language Processing and Computational Social Science

View full text Add to dashboard Cite

Cognitive tests have traditionally resorted to standardizing testing materials in the name of equality and because of the onerous nature of creating test items. This approach ignores participants' diverse language experiences that potentially significantly affect testing outcomes. Here, we seek to explain our prior finding of significant performance differences on two cognitive tests (reading span and SPiN) between clusters of participants based on their media consumption. Here, we model the language contained in these media sources using an LSTM trained on corpora of each cluster's media sources to predict target words. We also model semantic similarity of test items with each cluster's corpus using skip-thought vectors. We find robust, significant correlations between performance on the SPiN test and the LSTMs and skip-thought models we present here, but not the reading span test.

show abstract

Item Analysis of Sociocultural Influences in Verbal Ability Testing Using the Woodcock-Johnson IV COG

Mrhálek,

Hricová,

Ondrášek

2024

rpsych

View full text Add to dashboard Cite

The article presents the results of a study that examines the impact of sociocultural environment on the development of verbal skills in Romani children aged 7–11 years, with a particular emphasis on children from socially excluded localities. The results are based on a verbal test derived from the Woodcock-Johnson Cognitive Ability Test (WJ IV COG), which was processed using item analysis according to the Rasch model. The main results are based on analysing the differential function of individual items within the verbal tests within the research group (N = 399) compared to the normative sample of the Czech population (N = 936). A secondary goal is to compare Romani children originating from socially excluded areas (N = 204) with those from non-excluded areas (N = 195). Regarding item comparisons between the majority and sample groups, they reveal significant disparities in 14 items (70%) of the Synonyms subtest and 9 items (45%) of the Antonyms subtest. The results highlight the crucial role of a more limited vocabulary, particularly in formal linguistic expressions by Romani children. The presented words representing differently functioning items can also serve as a basis for linguistic analysis and can be applied in assessing educational needs. When comparing the group of children based on their residence in a socially excluded locality, significant differences in the DIF were identified for one item from the Synonyms subtest and three items from the Antonyms subtest.

show abstract

IQ Testing and the African American Client

Cited by 3 publications

References 56 publications

Item Analysis of the Czech Version of the WJ IV COG Battery from a Group of Romani Children

Item Analysis of the Czech Version of the WJ IV COG Battery from a Group of Romani Children

Modeling performance differences on cognitive tests using

Item Analysis of Sociocultural Influences in Verbal Ability Testing Using the Woodcock-Johnson IV COG

Contact Info

Product

Resources

About