Georgas / Weiss / de Vijver Culture and Children's Intelligence

Cross-Cultural Analysis of the WISC-III
1. Auflage 2003
ISBN: 978-0-08-048861-5
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 336 Seiten, Web PDF

Reihe: Practical Resources for the Mental Health Professional

This book provides a unique cross-cultural perspective of the WISC-III. From construction, translation and adaptation in different cultures, to analysis of its structure and function as a concept, to its clinical use with different ethnic groups, Culture and Children's Intelligence provides clinician's the tools they need when using the WISC-III. The focus of this reference work is on children's intelligence as measured by the WISC-III in different cultures and its use in these cultures (USA, UK, Canada, France, Belgium, Germany, Austria, Switzerland, Sweden, and Greece). It also discusses the interpretation of the results of the WISC-III in terms of cultural and ethnic factors. - Leading experts discuss the clinical use of the WISC-III as it relates to culture and children - Provides methods to clinicians and school psychologists to aid in understanding and interpreting results - Direct relevance to practitioners, researchers, and trainers

Autoren/Hrsg.

Georgas, James

Weiss, Lawrence G.

de Vijver, Fons J. R. van

Saklofske, Donald H.

Inhaltsverzeichnis

1;Front Cover;1
2;Culture and Children’s Intelligence;4
3;Copyright Page;5
4;Contents;8
5;Contributors;16
6;Foreword;20
7;Preface;26
8;Part I: Intelligence and the Wechsler Scales for Children;34
8.1;Chapter 1. The Wechsler Scales for Assessing Children’s Intelligence: Past to Present;36
8.1.1;Critical Events in the History of Intelligence Tests and Testing;37
8.1.2;Index Scores;45
8.1.3;Current Clinical Uses of the IQ Scores;48
8.1.4;A Final Word;51
8.1.5;References;51
8.2;Chapter 2. Cross-Cultural Psychology, Intelligence, and Cognitive Processes;56
8.2.1;Culture and Environment;57
8.2.2;Intelligence, Intelligent Behavior, and Tested Intelligence;60
8.2.3;Intelligence;61
8.2.4;Measurement of Intelligence in Different Cultures;62
8.2.5;Cognitive Processes Within and Across Cultures;64
8.2.6;Cross-Cultural Psychology and Cognitive Processes;66
8.2.7;References;67
9;Part II: Standardization Studies of the WISC-III in Different Cultures;72
9.1;Chapter 3. The WISC-III in the United States;74
9.1.1;Adaptation Process;74
9.1.2;Sample Characteristics;75
9.1.3;Reliability;76
9.1.4;Evidence of Validity;77
9.1.5;Cultural Issues Influencing WISC-III Interpretation in the U.S.;83
9.1.6;Professional Issues in the Use of Intelligence Tests in The U.S.;88
9.1.7;References;91
9.2;Chapter 4. Canada;94
9.2.1;Adaptation Process;95
9.2.2;Sample Characteristics;96
9.2.3;Reliability;97
9.2.4;Evidence of Validity;97
9.2.5;Cultural Issues Influencing WISC-III Interpretation in Canada;102
9.2.6;Professional Issues in the use of the WISC-III in Canada;104
9.2.7;References;107
9.3;Chapter 5. United Kingdom;110
9.3.1;Adaptation Process;111
9.3.2;Sample Characteristics;112
9.3.3;Reliability;117
9.3.4;Evidence of Validity;117
9.3.5;Cultural Issues Influencing WISC-III Interpretation in the UK;118
9.3.6;Professional Issues in the use of Intelligence Tests in the UK;120
9.3.7;References;121
9.4;Chapter 6. France and French-Speaking Belgium;122
9.4.1;Adaptation Process;122
9.4.2;Sample Characteristics;124
9.4.3;Reliability;125
9.4.4;Evidence of Validity;128
9.4.5;Cultural Issues Influencing WISC-III Interpretation in France and Belgium;133
9.4.6;Professional Issues in the Use of Intelligence Tests in France and Belgium;138
9.4.7;References;140
9.5;Chapter 7. The Netherlands and Flemish-Speaking Belgium;142
9.5.1;Adaptation Process;143
9.5.2;Sample characteristics;144
9.5.3;Reliability;145
9.5.4;Validity;145
9.5.5;Cultural Issues Influencing WISC-III Interpretations in The Netherlands and Flanders (Belgium);148
9.5.6;Professional Issues in the Use of Intelligence Tests in The Netherlands and Flanders (Belgium);150
9.5.7;References;152
9.6;Chapter 8. Germany;154
9.6.1;Adaptation Process;155
9.6.2;Sample Characteristics;155
9.6.3;Reliability;156
9.6.4;Evidence of Validity;159
9.6.5;Cultural Issues Influencing the WISC-III Interpretation in Germany;163
9.6.6;Professional Issues in the Use of Intelligence Tests in Germany;167
9.6.7;References;168
9.7;Chapter 9. Austria and Switzerland;170
9.7.1;Adaptation Process;171
9.7.2;Sample Characteristics;173
9.7.3;Reliability;173
9.7.4;Evidence of Validity;176
9.7.5;Cultural Issues Influencing WISC-III Interpretations in Austria and Switzerland;178
9.7.6;Professional Issues in the Use of Intelligence Tests in Austria and Switzerland;179
9.7.7;References;180
9.8;Chapter 10. Sweden;182
9.8.1;Adaptation Process;183
9.8.2;Sample Characteristics;184
9.8.3;Reliability;187
9.8.4;Evidence of Validity;187
9.8.5;Cultural Issues Influencing WISC-III Interpretations in Sweden;191
9.8.6;Professional Issues in the Use of Intelligence Tests in Sweden;193
9.8.7;References;195
9.9;Chapter 11. Lithuania;198
9.9.1;Adaptation Process;199
9.9.2;Sample Characteristics;200
9.9.3;Reliability;202
9.9.4;Evidence of Validity;202
9.9.5;Cultural Issues Influencing WISC-III Interpretation in Lithuania;208
9.9.6;Professional Issues in the Use of Intelligence Tests in Lithuania;211
9.9.7;References;211
9.10;Chapter 12. Slovenia;214
9.10.1;Adaptation Process;215
9.10.2;Sample Characteristics;216
9.10.3;Reliability;217
9.10.4;Evidence of Validity;220
9.10.5;Cultural Issues In.uencing WISC-III Interpretations in Slovenia;226
9.10.6;Professional Issues in the Use of Intelligence Tests in Slovenia;227
9.10.7;References;229
9.11;Chapter 13. Greece;232
9.11.1;Adaptation Process;233
9.11.2;Sample Characteristics;235
9.11.3;Reliability;235
9.11.4;Evidence of Validity;236
9.11.5;Cultural Issues Influencing WISC-III Interpretation in Greece;242
9.11.6;Professional Issues in the Use of Intelligence Tests in Greece;245
9.11.7;References;246
9.12;Chapter 14. Japan;248
9.12.1;Adaptation Process;249
9.12.2;Sample Characteristics;250
9.12.3;Reliability;250
9.12.4;Evidence of Validity;251
9.12.5;Cultural Issues Influencing the WISC-III in Japan;255
9.12.6;Professional Issues in the Use of Intelligence Tests in Japan;256
9.12.7;References;257
9.13;Chapter 15. South Korea;260
9.13.1;Adaptation Process;261
9.13.2;Sample Characteristics;262
9.13.3;Reliability;263
9.13.4;Evidence of Validity;267
9.13.5;Cultural Issues Influencing WISC-III Interpretations in Korea;270
9.13.6;Professional Issues in the Use of Intelligence Tests in Korea;272
9.13.7;References;273
9.14;Chapter 16. Taiwan;274
9.14.1;Adaptation Process;274
9.14.2;Sample Characteristics;276
9.14.3;Reliability;276
9.14.4;Evidence of Validity;280
9.14.5;Cultural Issues Influencing WISC-III Interpretations in Taiwan;282
9.14.6;Professional Issues in the Use of Intelligence Tests in Taiwan;283
9.14.7;References;284
10;Part III: Cross-Cultural Analysis of the WISC-III;286
10.1;Chapter 17. Principles of Adaptation of Intelligence Tests to Other Cultures;288
10.1.1;Types of Translations;288
10.1.2;Translation of the WISC-III;290
10.1.3;Equivalence;291
10.1.4;Equivalence and the WISC-III;294
10.1.5;References;295
10.2;Chapter 18. Methodology of Combining the WISC-III Data Sets;298
10.2.1;Overview of Test Adaptations per Country;299
10.2.2;Cross-Cultural Data Analyses;301
10.2.3;Conclusion;307
10.2.4;References;307
10.3;Chapter 19. A Cross-Cultural Analysis of the WISC-III ;310
10.3.1;Structural Equivalence of the WISC-III Across Cultures;311
10.3.2;Cross-Cultural Comparisons of WISC-III Scores;322
10.3.3;Relationships Between Country Means and Social Indicators;332
10.3.4;The WISC-III in Cultural Context: A Synthesis of Findings;339
10.3.5;References;345
11;Appendix;348
12;Author Index;356
13;Subject Index;362