History

• Late 1920s: began in the work undertaken by Raymond Bernard Cattell, sparked by the precise scientific research of Charles Spearman and others into the nature and accurate measurement of intelligence

• 1930s: This work resulted in the publication of the Cattell group and Individual Intelligence Tests. 5 years later, several of the scales (particularly those intended for use with children) were revised and recast into nonverbal form to distinguish the unwanted and unnecessary effects of verbal fluency in the pure measurement of intelligence

• 1940: test was revised again wherein the items had become completely perceptual and were organized into 6 subsets, 3 of which have been retained in the present format

• 1949: another revision and adopted the format which has been retained since, consisting of 4 subsets (series, classification, matrices, and conditions) at each of 2 difficulty levels

• The increasing availability of electronic computing facilities enabled more refined and more comprehensive item analyses than had always been possible in the past. Moreover, the technical feasibility of large-scale factor-analytic experimentation provided increased precision in the identification of maximally valid items. A new pool of more than 500 items was developed at this time. Less than half survived.

• 1961: Primary outcomes of this revision were slight adjustments in the difficulty level and sequencing of a few items. At the same time, the room samples were expanded to achieve better national representation in the final tables.

Purpose

• The Culture Fair Intelligence Tests were designed to reduce the influence of verbal fluency, cultural climate, and educational level.

• To measure intelligence based on one’s age

• Throughout the test, examinees would be able to perceive relationships in shapes and figures

Administration

• can be administered to groups of individually

• Time limits must be strictly adhered to

• 3 Scales

  • Scale 1: used for ages 4-8, and those with intellectual disorder

  • Scale 2: ages 8-13 and average adults

  • Scale 3: 14 years old to college students and adults of superior intelligence

• the test will be given to the examinee/s

  • 4 subtests (series, classification, matrices, and conditions)

  • each subtest has a time limit

• once the examinee/s finish, the test will be checked

  • Series (13 items; 3 minutes)

    • the individual is presented with an incomplete, progressive matrices

    • their task is to select, from among the choices provided, the answer which best continues the series

  • Classifications (14 items; 4 minutes)

    • the individual is presented with 5 figures, in scale 3, he'/she must correctly identify 2 figured in which are in some way different from the others

  • Matrices (13 items; 3 minutes)

    • the task is to correctly complete the design or matrix presented at the left of each row

  • Conditions (10 items; 2.30 minutes)

    • requires the individual to select from the 5 choices provided, the one which duplicates the conditions in the box

Scoring

• count the total number of correct items to get the raw score

• The raw score is then converted into the equivalent IQ score based on the normalized standard score table

• the intersection between the age group and the raw score of the examinee shows the standard score

  • The highest raw score in the class is 35. The examinee falls under the adult group. The interaction point indicates an IQ level of 140.

Scoring and Interpretation

• Aim to the Test: to assess the fluid intelligence (the ability to perceive patterns and relationships between things and capacity of a person to learn and solve problems) of the individuals

• The percentile is correlated to the fluid intelligence