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  • Nampijja et al 2010 BJEP final version

    Rights statement: This is the pre review version of the following article: Nampijja, M., Apule, B., Lule, S., Akurut, H., Muhangi, L., Elliott, A. M. and Alcock, K. J. (2010), Adaptation of Western measures of cognition for assessing 5-year-old semi-urban Ugandan children. British Journal of Educational Psychology, 80: 15–30. doi: 10.1348/000709909X460600 which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1348/000709909X46066/abstract This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

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Adaptation of Western measures of cognition for assessing 5-year-old semi-urban Ugandan children

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Adaptation of Western measures of cognition for assessing 5-year-old semi-urban Ugandan children. / Nampijja, Margaret; Apule, B.; Lule, S. et al.
In: British Journal of Educational Psychology, Vol. 80, No. 1, 03.2010, p. 15-30.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Nampijja, M, Apule, B, Lule, S, Akurut, H, Muhangi, L, Elliot, A & Alcock, KJ 2010, 'Adaptation of Western measures of cognition for assessing 5-year-old semi-urban Ugandan children', British Journal of Educational Psychology, vol. 80, no. 1, pp. 15-30. https://doi.org/10.1348/000709909X460600

APA

Nampijja, M., Apule, B., Lule, S., Akurut, H., Muhangi, L., Elliot, A., & Alcock, K. J. (2010). Adaptation of Western measures of cognition for assessing 5-year-old semi-urban Ugandan children. British Journal of Educational Psychology, 80(1), 15-30. https://doi.org/10.1348/000709909X460600

Vancouver

Nampijja M, Apule B, Lule S, Akurut H, Muhangi L, Elliot A et al. Adaptation of Western measures of cognition for assessing 5-year-old semi-urban Ugandan children. British Journal of Educational Psychology. 2010 Mar;80(1):15-30. doi: 10.1348/000709909X460600

Author

Nampijja, Margaret ; Apule, B. ; Lule, S. et al. / Adaptation of Western measures of cognition for assessing 5-year-old semi-urban Ugandan children. In: British Journal of Educational Psychology. 2010 ; Vol. 80, No. 1. pp. 15-30.

Bibtex

@article{228dbca693174b298139c131700b1e1c,
title = "Adaptation of Western measures of cognition for assessing 5-year-old semi-urban Ugandan children",
abstract = "Background: The majority of available psychometric tests originates from the Western World and was designed to suit the culture, language, and socio-economic status of the respective populations. Few tests have been validated in the developing world despite the growing interest in examining effects of biological and environmental factors on cognitive functioning of children in this setting. Aims: The present study aimed at translating and adapting Western measures of working memory, general cognitive ability, attention, executive function, and motor ability in order to obtain a cognitive instrument suitable for assessing 5-year-old semi-urban Ugandan children. This population represents a particular assessment challenge as school enrolment is highly variable at this age in this setting and many children are unused to a formal educational setting. Methods: Measures of the above domains were selected, translated, and modified to suit the local culture, education, and socio-economic background of the target population. The measures were piloted and then administered to semi-urban Ugandan children aged 4;6-5;6, who included children who had started and not yet started school. Results: Analysis of validity and reliability characteristics showed that 8 (at least one from each domain) out of the 11 measures were successfully adapted on the basis that they showed adequate task comprehension, optimum levels of difficulty to demonstrate individual and group differences in abilities, sensitivity to effects of age and education, and good internal as well as test-retest reliability. Conclusion: Translation and adaptation are realistic and worthwhile strategies for obtaining valid and reliable cognitive measures in a resource-limited setting.",
author = "Margaret Nampijja and B. Apule and S. Lule and H. Akurut and L. Muhangi and A. Elliot and Alcock, {Katherine Jane}",
note = "This is the pre review version of the following article: Nampijja, M., Apule, B., Lule, S., Akurut, H., Muhangi, L., Elliott, A. M. and Alcock, K. J. (2010), Adaptation of Western measures of cognition for assessing 5-year-old semi-urban Ugandan children. British Journal of Educational Psychology, 80: 15–30. doi: 10.1348/000709909X460600 which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1348/000709909X46066/abstract This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.",
year = "2010",
month = mar,
doi = "10.1348/000709909X460600",
language = "English",
volume = "80",
pages = "15--30",
journal = "British Journal of Educational Psychology",
issn = "0007-0998",
publisher = "John Wiley and Sons Ltd",
number = "1",

}

RIS

TY - JOUR

T1 - Adaptation of Western measures of cognition for assessing 5-year-old semi-urban Ugandan children

AU - Nampijja, Margaret

AU - Apule, B.

AU - Lule, S.

AU - Akurut, H.

AU - Muhangi, L.

AU - Elliot, A.

AU - Alcock, Katherine Jane

N1 - This is the pre review version of the following article: Nampijja, M., Apule, B., Lule, S., Akurut, H., Muhangi, L., Elliott, A. M. and Alcock, K. J. (2010), Adaptation of Western measures of cognition for assessing 5-year-old semi-urban Ugandan children. British Journal of Educational Psychology, 80: 15–30. doi: 10.1348/000709909X460600 which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1348/000709909X46066/abstract This article may be used for non-commercial purposes in accordance With Wiley Terms and Conditions for self-archiving.

PY - 2010/3

Y1 - 2010/3

N2 - Background: The majority of available psychometric tests originates from the Western World and was designed to suit the culture, language, and socio-economic status of the respective populations. Few tests have been validated in the developing world despite the growing interest in examining effects of biological and environmental factors on cognitive functioning of children in this setting. Aims: The present study aimed at translating and adapting Western measures of working memory, general cognitive ability, attention, executive function, and motor ability in order to obtain a cognitive instrument suitable for assessing 5-year-old semi-urban Ugandan children. This population represents a particular assessment challenge as school enrolment is highly variable at this age in this setting and many children are unused to a formal educational setting. Methods: Measures of the above domains were selected, translated, and modified to suit the local culture, education, and socio-economic background of the target population. The measures were piloted and then administered to semi-urban Ugandan children aged 4;6-5;6, who included children who had started and not yet started school. Results: Analysis of validity and reliability characteristics showed that 8 (at least one from each domain) out of the 11 measures were successfully adapted on the basis that they showed adequate task comprehension, optimum levels of difficulty to demonstrate individual and group differences in abilities, sensitivity to effects of age and education, and good internal as well as test-retest reliability. Conclusion: Translation and adaptation are realistic and worthwhile strategies for obtaining valid and reliable cognitive measures in a resource-limited setting.

AB - Background: The majority of available psychometric tests originates from the Western World and was designed to suit the culture, language, and socio-economic status of the respective populations. Few tests have been validated in the developing world despite the growing interest in examining effects of biological and environmental factors on cognitive functioning of children in this setting. Aims: The present study aimed at translating and adapting Western measures of working memory, general cognitive ability, attention, executive function, and motor ability in order to obtain a cognitive instrument suitable for assessing 5-year-old semi-urban Ugandan children. This population represents a particular assessment challenge as school enrolment is highly variable at this age in this setting and many children are unused to a formal educational setting. Methods: Measures of the above domains were selected, translated, and modified to suit the local culture, education, and socio-economic background of the target population. The measures were piloted and then administered to semi-urban Ugandan children aged 4;6-5;6, who included children who had started and not yet started school. Results: Analysis of validity and reliability characteristics showed that 8 (at least one from each domain) out of the 11 measures were successfully adapted on the basis that they showed adequate task comprehension, optimum levels of difficulty to demonstrate individual and group differences in abilities, sensitivity to effects of age and education, and good internal as well as test-retest reliability. Conclusion: Translation and adaptation are realistic and worthwhile strategies for obtaining valid and reliable cognitive measures in a resource-limited setting.

U2 - 10.1348/000709909X460600

DO - 10.1348/000709909X460600

M3 - Journal article

VL - 80

SP - 15

EP - 30

JO - British Journal of Educational Psychology

JF - British Journal of Educational Psychology

SN - 0007-0998

IS - 1

ER -