Culture Fair Intelligence Scale 3Rosellnica BalasotoSpencer GongonII-9 BS Psychology

Description•A non-verbal paper test designed as

a culturally unbiased test to measure one’s intelligence.

•Its goal is to measure one’s fluid intelligence, analytical, and abstract reasoning.

•The CFT 3 consists of two analogous parts, A & B, constituting two separate booklets. Each part includes four compound tests.

Brief History of Development

• Raymond B. Cattell created the CFIT or Culture Fair

Intelligence Test.• argued that general

intelligence (g) exists and that it consists of fluid intelligence and

crystallized intelligence

Brief History of Development

EXAMPLECrystallized intelligence

(gc)

•  involves knowledge that comes from

prior learning and past experiences.

• based upon facts and rooted in experiences

• becomes stronger as we age

Brief History of DevelopmentEXAMPLE Fluid intelligence (gf)

•  involves being able to think and

reason abstractly and solve

problems. This ability is considered

independent of learning,

experience, and education.

Validation Direct concept validity

•have reasonably high direct concept validity with respect to the concept of fluid intelligence.

•measure loaded higher on the "General Intelligence" factor than it did on the "Achievement" factor, which is consistent with the concept of the CFIT's being a measure of "fluid" rather than "crystallized" intelligence.

Validation Convergent validity

Mean I Test(1) (2) (3) (4) (5) (6)

96 Culture Fair Intelligence Test IQ (1) 1.00 .49 .69 .62 .63 .72

87 Otis Beta Test IQ (2) 1.00 .80 .69 .45 .66

90 Pinter Test IQ (3) 1.00 .81 .55 .79

92 WISC Verbal IQ (4) 1.00 .55 .79

93 WISC Performance IQ (5) 1.00 .79

92 WISC Full Scale IQ (6) 1.00

Validity

•decreasing of scores with the age •high correlations with the scores of

fluid intelligence tests (Raven’s Matrices and Raven’s Matrices Advanced),

•significant, but lower with crystallized intelligence tests (Omnibus, APIS, TRS-Z),

•correlation of CFT 3 scores  with school grades in high school students.

Reliability

•entirely satisfactory internal consistency of the general score (Cronbach’s alpha .80),

•slightly lower, but satisfactory nevertheless of the part A (Cronbach’s alpha .77 – .81 depending on the sample).

•high test-retest reliability in adults, lower in high school students. The scores are significantly better after 3 weeks.

Norm

For high school students (3rd graders), university students, adults with higher education level – for the overall score part A, and for the general score (part A + part B).

Standardization

The standardized group for the scale 3 of the culture fair intelligence test was comprised of 3140 people. This sample included students from the American High Schools and young adults from all over the America.

Target Test Users and Test Takers

For people ages 13-17 and superior adults

Strengths

1. Test is culturally fair and items do not favor a particular cultural group

2. The task assesses the cognitive abilities underlying intellectual behavior for all groups;

3. The test accurately predicts performance for all groups.

Strengths

4. Concerned with basic processes of reasoning and other mental activities that depend only minimally on learning and acculturation

5. Everyone has had an equal opportunity to learn and be exposed to the tasks in the tests and its format

Criticisms

Critics reject the standardization of the culture fair intelligence test on solid grounds. They rightly claim that the sample was not fully representative. The standardization process has not even described percentages of women, African American, Americans and other sections of the population. Thus the whole process of standardization is faulty and misleading. 

InstructionsThis test has four subsets.

Series•Items: 13 items•Allotted time: 3 minutes

Select the item that completes the series. The individual is presented with an incomplete, progressive series.

Instructions Classification•Items: 14 items•Allotted time: 4 minutes

Mark one item in each row that does not belong with the others. The individual must correctly identify two figures, which are in some way, different from the others.

Instructions

Matrices•Items: 13 items•Allotted time: 3 minutes

Mark the item that correctly completes the given matrix of the pattern.

Instructions

Conditions•Items: 13 items•Allotted time: 3 minutes

It requires the individual to select on the five choices provided, that duplicates the conditions given in the far left box.

Sample Content / Test items

How to AdministerMaterials:•Kit (manual, 5 test booklets part A, 5 test

booklets part B, 25 answer sheets part A, 25 answer sheets part B)

•Manual•Test booklet part A (5 copies)•Test booklet part B (5 copies)•Answer sheet part A (25 copies)•Answer sheet part B (25 copies)

How to Administer Easy to administer, can occur by groups

or by individual Total administration time: 30 minutes Total number of items: 50 items Answers can be marked in the test

booklet or in a separate answer sheet

How to Score

1. Match answers with the answer key that is already available.

2. Calculate the correct answer from each subtest, and then compute the total score of each correct answer on the value.

3. To determine the level of IQ, see table IQ norms and has been available

Sample Test Result

Identity Name: Reski FazrianDate of Birth:  28 August 1994Age: 19 yearsGender: MaleAddress: Perum. Sengkaling Kingdom Re

sidence B1, Malang, Jawa Timur. Indonesia

Education:  Psychology student

Sample Test ResultRow Value Classification IQ scores

Culture Fair Intelligence Test (CFIT)

Scores sub-test 1 Series: 62. Scores sub-test 2 Classification: 63.Scores sub-test 3 Matrices: 64.Scores sub-test 4 Topology: 5Total Score: 23

Sample Test Result

In Row Score values and norms based on the age of the subject, the subject has an IQ of 103. Later, from the subject's IQ, according to the scale Culture Fair Intelligence Test of Raymond Cattell, the subject belongs to the category average.

END