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Constructing tests of cognitive abilities for schooled and unschooled children.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Constructing tests of cognitive abilities for schooled and unschooled children. / Alcock, Katie J.; Holding, P. A.; Mung'ala-Odera, Victor et al.
In: Journal of Cross-Cultural Psychology, Vol. 39, No. 5, 09.2008, p. 529-551.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Alcock, KJ, Holding, PA, Mung'ala-Odera, V & Newton, CRJC 2008, 'Constructing tests of cognitive abilities for schooled and unschooled children.', Journal of Cross-Cultural Psychology, vol. 39, no. 5, pp. 529-551. https://doi.org/10.1177/0022022108321176

APA

Alcock, K. J., Holding, P. A., Mung'ala-Odera, V., & Newton, C. R. J. C. (2008). Constructing tests of cognitive abilities for schooled and unschooled children. Journal of Cross-Cultural Psychology, 39(5), 529-551. https://doi.org/10.1177/0022022108321176

Vancouver

Alcock KJ, Holding PA, Mung'ala-Odera V, Newton CRJC. Constructing tests of cognitive abilities for schooled and unschooled children. Journal of Cross-Cultural Psychology. 2008 Sept;39(5):529-551. doi: 10.1177/0022022108321176

Author

Alcock, Katie J. ; Holding, P. A. ; Mung'ala-Odera, Victor et al. / Constructing tests of cognitive abilities for schooled and unschooled children. In: Journal of Cross-Cultural Psychology. 2008 ; Vol. 39, No. 5. pp. 529-551.

Bibtex

@article{749d184fceee4b51878acfa6050e0297,
title = "Constructing tests of cognitive abilities for schooled and unschooled children.",
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.",
keywords = "cognitive assessment • cognitive development • schooling • developing countries • Kenya",
author = "Alcock, {Katie J.} and Holding, {P. A.} and Victor Mung'ala-Odera and Newton, {C. R. J. C.}",
year = "2008",
month = sep,
doi = "10.1177/0022022108321176",
language = "English",
volume = "39",
pages = "529--551",
journal = "Journal of Cross-Cultural Psychology",
issn = "0022-0221",
publisher = "SAGE Publications Inc.",
number = "5",

}

RIS

TY - JOUR

T1 - Constructing tests of cognitive abilities for schooled and unschooled children.

AU - Alcock, Katie J.

AU - Holding, P. A.

AU - Mung'ala-Odera, Victor

AU - Newton, C. R. J. C.

PY - 2008/9

Y1 - 2008/9

N2 - 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.

AB - 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.

KW - cognitive assessment • cognitive development • schooling • developing countries • Kenya

U2 - 10.1177/0022022108321176

DO - 10.1177/0022022108321176

M3 - Journal article

VL - 39

SP - 529

EP - 551

JO - Journal of Cross-Cultural Psychology

JF - Journal of Cross-Cultural Psychology

SN - 0022-0221

IS - 5

ER -