Skuy M, Taylor M, O'Carroll S, Fridjhon P, Rosenthal L
Division of Specialised Education, University of the Witwatersrand, Johannesburg, South Africa.
Psychol Rep. 2000 Jun;86(3 Pt 1):727-37. doi: 10.2466/pr0.2000.86.3.727.
The validity of traditional intelligence tests for cultural groups that differ from those for whom the tests were normed has come under scrutiny. This is particularly the case for the previously disadvantaged black majority in South Africa. The Kaufman Assessment Battery for Children (K-ABC) is reportedly a relatively nondiscriminatory test of intellectual functioning. This study compared the performance of 21 black and 35 white third-grade South African children on the K-ABC and the Wechsler Intelligence Scale--Revised (WISC-R) at two schools for children with learning problems. While the WISC-R Verbal and Full Scale IQ of black children were significantly lower than that of whites, there was no significant difference between these groups on the K-ABC. Teachers' ratings for white and black pupils were acceptably concordant with students' performance on the K-ABC but not on the WISC-R. Support is provided for the usefulness of the K-ABC as a relatively nondiscriminatory alternative to the WISC-R for South African children.
传统智力测试对于那些与测试标准化对象不同的文化群体而言，其有效性受到了审视。南非先前处于劣势的黑人多数群体尤其如此。据报道，考夫曼儿童评估成套测验（K-ABC）是一种相对无歧视性的智力功能测试。本研究比较了21名南非黑人三年级儿童和35名白人三年级儿童在两所学习困难儿童学校进行的K-ABC和韦氏智力量表修订版（WISC-R）测试中的表现。虽然黑人儿童的WISC-R言语智商和全量表智商显著低于白人，但在K-ABC测试中，这些群体之间没有显著差异。教师对白人学生和黑人学生的评分与学生在K-ABC测试中的表现具有可接受的一致性，但与WISC-R测试中的表现不一致。研究为K-ABC作为南非儿童相对无歧视性的WISC-R替代测试的有用性提供了支持。
