Present status and challenges of intellectual assessment in India

Basu, Jayanti

doi:10.1080/21683603.2016.1163676

Cited by 7 publications

(4 citation statements)

References 11 publications

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“…The WISC-V published in 2014 does not have Indian norms. The Wechsler Adult Intelligence Scale (WAIS IV) has Indian norms and is a popular test for recruitment in corporate companies for hiring candidates, but many continue to use the Wechsler Adult Performance Intelligence Scale (WAPIS), which was last normed in the year 1974 (Basu, 2016) and is thus outdated (Satpathy, 2009).…”

Section: Culture In Textbooks and Testing Materialsmentioning

confidence: 99%

Psychology in the “Backyards of the World”: Experiences From India

Chaudhary

Sriram

2020

Journal of Cross-Cultural Psychology

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The mind has been the subject of fascination since ancient times, and every cultural tradition has folk theories related to meaning-making, attributions, and explanations about being human. In this sense, the subject of Psychology is as old as humanity, although its rise as a global, scientific discipline is relatively recent, emerging from 20th-century Europe and America. Theoretical ideas and methods generated during the growth of the discipline were aligned with beliefs about human nature and scientific methods specific to Euro-American cultures. Although “preached” and practiced universally as a science, this culturally circumscribed and ideologically bound history of the discipline needs further examination. Rather than “thinking globally” and “acting locally,” the agenda of Psychology has been the reverse; “think locally and act globally,” as critics of mainstream Psychology have pointed out. The predominance of individual, intra-mental, laboratory-tested, quantifiable dimensions of human conduct are based subliminally on Western ideology. The alternative methods of approaching real-life experiences, literature, art, inter-mental phenomena, and other qualitative dimensions of human interactions remain relatively under-explored. The dominant mainstream Psychology is seen as an objective, measurable, and universal science that has had far-reaching consequences for ordinary people around the world. This somewhat sinister side of conventional Psychology is the subject of this article, where we argue that despite significant exceptions and scholarly dissent, the popularity and prevalence of experimental Psychology has marginalized “others” at the expense of its own progress. We use illustrations primarily from teaching, research and practice in Psychology in Indian Universities.

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Section: Culture In Textbooks and Testing Materialsmentioning

confidence: 99%

Psychology in the “Backyards of the World”: Experiences From India

Chaudhary

Sriram

2020

Journal of Cross-Cultural Psychology

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“…The Stanford-Binet measures five factors of cognitive ability: Fluid Reasoning, Knowledge, Quantitative Reasoning, Visual-Spatial Processing, and Working Memory. Every factor was tested in two separate domains, verbal and nonverbal 32 . For this test, IQ levels for mild were considered as 50–70, moderate 35–49 and severe 20–34.…”

Section: Methodsmentioning

confidence: 99%

An association study of severity of intellectual disability with peripheral biomarkers of disabled children in a rehabilitation home, Kolkata, India

Sengupta

Das

Manna

et al. 2019

Sci Rep

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The current investigation has identified the biomarkers associated with severity of disability and correlation among plethora of systemic, cellular and molecular parameters of intellectual disability (ID) in a rehabilitation home. The background of study lies with the recent clinical evidences which identified complications in ID. Various indicators from blood and peripheral system serve as potential surrogates for disability related changes in brain functions. ID subjects (Male, age 10 ± 5 yrs, N = 45) were classified as mild, moderate and severe according to the severity of disability using standard psychometric analysis. Clinical parameters including stress biomarkers, neurotransmitters, RBC morphology, expressions of inflammatory proteins and neurotrophic factor were estimated from PBMC, RBC and serum. The lipid peroxidation of PBMC and RBC membranes, levels of serum glutamate, serotonin, homocysteine, ROS, lactate and LDH-A expression increased significantly with severity of ID whereas changes in RBC membrane β-actin, serum BDNF, TNF-α and IL-6 was found non-significant. Structural abnormalities of RBC were more in severely disabled children compared to mildly affected ones. The oxidative stress remained a crucial factor with severity of disability. This is confirmed not only by RBC alterations but also with other cellular dysregulations. The present article extends unique insights of how severity of disability is correlated with various clinical, cellular and molecular markers of blood. This unique study primarily focuses on the strong predictors of severity of disability and their associations via brain-blood axis.

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“…It is well known that education plays an important role in determining test performance of subjects on tests of cognition. The unavailability of quality educational opportunities to a significant proportion of the Indian population coupled with different categories of schools,[ 1 ] curricula,[ 1 ] and lack of uniform assessment of educational achievement makes it challenging to accurately determine the literacy, educational attainment, and cognitive ability of an individual. Further, added to this is the possibility of achieving passing grades and higher education in India using favors within the educational system.…”

Section: Hallengesmentioning

confidence: 99%

“…Many children with intellectual disabilities or neurodevelopmental disabilities go through formal education undetected due to the lack of systematic assessment and resources and tolerance for “poor learners” in the different Indian schooling systems. [ 1 ] Hence, this gives us a heterogeneous population even when the level of educational attainment is controlled, and so, education stratified normative data for cognitive tests may not be accurately available. The absence of any baseline data for estimating premorbid level of cognitive function and the inability to use the highest level of educational attainment as a reliable estimate make screening of cognitive dysfunction and diagnosis challenging.…”

Section: Hallengesmentioning

confidence: 99%

Status of cognitive testing of adults in India

Shankar

2017

Ann Indian Acad Neurol

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The assessment of cognitive function is a challenging yet an integral component of psychological, psychiatric, and neurological evaluation. Cognitive assessment tools either can be administered quickly for screening for neurocognitive disorders or can be comprehensive and detailed to identify cognitive deficits for the purpose of localization, diagnosis, and rehabilitation. This article is a comprehensive review of published research that discusses the current challenges for cognitive testing in India, available tools used for the assessment of cognitive function in India, and future directions for cognitive testing in India.

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Present status and challenges of intellectual assessment in India

Cited by 7 publications

References 11 publications

Psychology in the “Backyards of the World”: Experiences From India

Psychology in the “Backyards of the World”: Experiences From India

An association study of severity of intellectual disability with peripheral biomarkers of disabled children in a rehabilitation home, Kolkata, India

Status of cognitive testing of adults in India

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