Validity of Intelligence Assessment Among the Roma Minority Population

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Journal of Psychoeducational Assessment Pub Date : 2023-11-13 DOI:10.1177/07342829231213791
Kristína Czekóová, Tomáš Urbánek
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Abstract

An accurate assessment of cognitive abilities in populations that differ from the majority in cultural and linguistic characteristics is one of the main challenges in cognitive testing. Previously developed methods for assessment of the validity of cognitive scores in individuals with diverse backgrounds, such as the Culture-Language Interpretative Matrix (C-LIM), have not been empirically substantiated. We tested the applicability of the C-LIM in the European context, by comparing selected test scores from the Woodcock-Johnson-IV Test of Cognitive Abilities (WJ-IV) between Roma children aged 7–11 years ( n = 399) and their counterparts from the normative population ( n = 131). The largest differences were detected in WJ-IV tests requiring abstract reasoning and manipulation with complex signs. Furthermore, the C-LIM did not reliably discriminate between our groups and its use appears to be inappropriate for making diagnostic decisions about children from populations that do not traditionally rely on processes such as categorical thinking, abstract reasoning, and generalization.
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罗姆少数民族人口智力评估的有效性
在认知测试中,准确评估与大多数人在文化和语言特征上不同的人群的认知能力是主要挑战之一。以前开发的评估不同背景个体认知得分有效性的方法,如文化-语言解释矩阵(C-LIM),尚未得到经验证实。我们通过比较7-11岁罗姆儿童(n = 399)和正常人群(n = 131)的伍德科克-约翰逊- iv认知能力测试(WJ-IV)的选定测试分数,测试了C-LIM在欧洲背景下的适用性。在需要抽象推理和复杂符号操作的WJ-IV测试中发现了最大的差异。此外,C-LIM不能可靠地区分我们的群体,它的使用似乎不适合对来自传统上不依赖于分类思维、抽象推理和概括等过程的人群的儿童做出诊断决定。
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来源期刊
Journal of Psychoeducational Assessment
Journal of Psychoeducational Assessment PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.30
自引率
5.90%
发文量
61
期刊介绍: The Journal of Psychoeducational Assessment (JPA) publishes contemporary and important information focusing on psychological and educational assessment research and evidence-based practices as well as assessment instrumentation. JPA is well known internationally for the quality of published assessment-related research, theory and practice papers, and book and test reviews. The methodologically sound and impiricially-based studies and critical test and book reviews will be of particular interest to all assessment specialists including practicing psychologists, psychoeducational consultants, educational diagnosticians and special educators.
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