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Constructing tests of cognitive abilities for schooled and unschooled children.

Alcock, Katie J. and Holding, P. A. and Mung'ala-Odera, Victor and Newton, C. R. J. C. (2008) Constructing tests of cognitive abilities for schooled and unschooled children. Journal of Cross-Cultural Psychology, 39 (5). pp. 529-551. ISSN 0022-0221

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Abstract

It is frequently necessary to assess children with little or no schooling to determine their level of cognitive functioning, especially in developing countries. It is not possible, however, to assume that assessments will hold equal validity for children with and without the experience of schooling. The authors, therefore, set out to create a battery of tests suitable for both schooled and unschooled children. They assessed 973 schooled and 645 unschooled children in rural coastal Kenya using culturally adapted cognitive tests. Significant effects of age and schooling were found on all tests. On some tests (verbal knowledge, speeded figure matching, and pattern copying), unschooled children did not improve as much with age as schooled children. The effects of length of exposure to schooling and of age were greater than that of initial enrollment in school. The authors conclude that it is possible to assess unschooled children, but test batteries must be carefully constructed and standardized.

Item Type: Article
Journal or Publication Title: Journal of Cross-Cultural Psychology
Uncontrolled Keywords: cognitive assessment • cognitive development • schooling • developing countries • Kenya
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Departments: Faculty of Science and Technology > Psychology
ID Code: 26419
Deposited By: Dr Katherine Alcock
Deposited On: 19 May 2009 16:23
Refereed?: Yes
Published?: Published
Last Modified: 30 Sep 2013 15:20
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/26419

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