Visser Linda, Rothe Josefine, Schulte-Körne Gerd, Hasselhorn Marcus
Department of Education and Human Development, DIPF | Leibniz Institute for Research and Information in Education, 60323 Frankfurt am Main, Germany.
Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), 60323 Frankfurt am Main, Germany.
Children (Basel). 2022 Apr 4;9(4):512. doi: 10.3390/children9040512.
There is growing demand for digital intelligence testing. In the current study, we evaluated the validity of an online version of the revised German Culture Fair Intelligence Test (CFT 20-R). A total of 4100 children from the third and fourth grades completed the online version using a smartphone or tablet. Subsequently, 220 of these children also completed the paper-pencil (PP) version. The internal consistency and construct validity of the online version appeared to be acceptable. The correlation between the raw scores and school grades in German and mathematics was slightly lower than expected. On average, the raw scores for the PP version were revealed to be higher, which was probably due to a learning effect. At the item level, the results show small differences for the subtests Series and Matrices, possibly caused by small differences in the presentation of the items. The correspondence between the versions did not depend on children's levels of impulsivity or intelligence. Altogether, the results support the hypothesis that the online version of the CFT 20-R is a valid measure of general fluid intelligence and highlight the need for separate norms.
对数字智力测试的需求日益增长。在当前研究中，我们评估了修订后的德文版《文化公平智力测验》（CFT 20 - R）在线版本的有效性。共有4100名三、四年级学生使用智能手机或平板电脑完成了在线版本测试。随后，其中220名学生还完成了纸笔（PP）版本测试。在线版本的内部一致性和结构效度似乎是可接受的。原始分数与德语和数学学科成绩之间的相关性略低于预期。平均而言，PP版本的原始分数更高，这可能是由于学习效应。在项目层面，结果显示系列和矩阵子测试存在微小差异，可能是由项目呈现方式的细微差异导致的。不同版本之间的对应关系并不取决于儿童的冲动性或智力水平。总体而言，结果支持了CFT 20 - R在线版本是一般流体智力有效测量方法的假设，并强调了制定单独常模的必要性。
