Inductive reasoning in Zambia, Turkey, and the Netherlands Establishing cross-cultural equivalence
F.J.R. van de Vijver
Tasks of inductive reasoning and its component processes were administered to 704 Zambian, 877 Turkish, and 632 Dutch pupils from the highest two grades of primary and the lowest two grades of secondary school. All items were constructed using item-generating rules. Three types of equivalence were examined: structural equivalence (Does an instrument measure the same psychological concept in each country?), measurement unit equivalence (Do the scales have the same metric in each country?), and full score equivalence (full comparability of scores across countries). Structural and measurement unit equivalence were examined in two ways. First, a MIMIC (multiple indicators, multiple causes) structural equation model was fitted, with tasks for component processes as input and inductive reasoning tasks as output. Second, using a linear logistic model, the relationship between item difficulties and the difficulties of their constituent item-generating rules was examined in each country. Both analyses of equivalence provided strong evidence for structural equivalence, but only partial evidence for measurement unit equivalence. Full score equivalence was not supported
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Inductive Reasoning Arts & Humanities 100%
Zambia Medicine & Life Sciences 99%
Structural Models Medicine & Life Sciences 86%
Pupil Medicine & Life Sciences 79%
Turkey Medicine & Life Sciences 78%
equivalence Social Sciences 75%
Equivalence Arts & Humanities 71%
Netherlands Medicine & Life Sciences 71%
van de Vijver, F. J. R. (2002). Inductive reasoning in Zambia, Turkey, and the Netherlands Establishing cross-cultural equivalence. Intelligence, 30(4), 313-351.
van de Vijver, F.J.R. / Inductive reasoning in Zambia, Turkey, and the Netherlands Establishing cross-cultural equivalence. In: Intelligence. 2002 ; Vol. 30, No. 4. pp. 313-351.
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title = "Inductive reasoning in Zambia, Turkey, and the Netherlands Establishing cross-cultural equivalence",
abstract = "Tasks of inductive reasoning and its component processes were administered to 704 Zambian, 877 Turkish, and 632 Dutch pupils from the highest two grades of primary and the lowest two grades of secondary school. All items were constructed using item-generating rules. Three types of equivalence were examined: structural equivalence (Does an instrument measure the same psychological concept in each country?), measurement unit equivalence (Do the scales have the same metric in each country?), and full score equivalence (full comparability of scores across countries). Structural and measurement unit equivalence were examined in two ways. First, a MIMIC (multiple indicators, multiple causes) structural equation model was fitted, with tasks for component processes as input and inductive reasoning tasks as output. Second, using a linear logistic model, the relationship between item difficulties and the difficulties of their constituent item-generating rules was examined in each country. Both analyses of equivalence provided strong evidence for structural equivalence, but only partial evidence for measurement unit equivalence. Full score equivalence was not supported",
author = "{van de Vijver}, F.J.R.",
journal = "Intelligence",
van de Vijver, FJR 2002, 'Inductive reasoning in Zambia, Turkey, and the Netherlands Establishing cross-cultural equivalence', Intelligence, vol. 30, no. 4, pp. 313-351.
Inductive reasoning in Zambia, Turkey, and the Netherlands Establishing cross-cultural equivalence. / van de Vijver, F.J.R.
In: Intelligence, Vol. 30, No. 4, 2002, p. 313-351.
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AU - van de Vijver, F.J.R.
N2 - Tasks of inductive reasoning and its component processes were administered to 704 Zambian, 877 Turkish, and 632 Dutch pupils from the highest two grades of primary and the lowest two grades of secondary school. All items were constructed using item-generating rules. Three types of equivalence were examined: structural equivalence (Does an instrument measure the same psychological concept in each country?), measurement unit equivalence (Do the scales have the same metric in each country?), and full score equivalence (full comparability of scores across countries). Structural and measurement unit equivalence were examined in two ways. First, a MIMIC (multiple indicators, multiple causes) structural equation model was fitted, with tasks for component processes as input and inductive reasoning tasks as output. Second, using a linear logistic model, the relationship between item difficulties and the difficulties of their constituent item-generating rules was examined in each country. Both analyses of equivalence provided strong evidence for structural equivalence, but only partial evidence for measurement unit equivalence. Full score equivalence was not supported
AB - Tasks of inductive reasoning and its component processes were administered to 704 Zambian, 877 Turkish, and 632 Dutch pupils from the highest two grades of primary and the lowest two grades of secondary school. All items were constructed using item-generating rules. Three types of equivalence were examined: structural equivalence (Does an instrument measure the same psychological concept in each country?), measurement unit equivalence (Do the scales have the same metric in each country?), and full score equivalence (full comparability of scores across countries). Structural and measurement unit equivalence were examined in two ways. First, a MIMIC (multiple indicators, multiple causes) structural equation model was fitted, with tasks for component processes as input and inductive reasoning tasks as output. Second, using a linear logistic model, the relationship between item difficulties and the difficulties of their constituent item-generating rules was examined in each country. Both analyses of equivalence provided strong evidence for structural equivalence, but only partial evidence for measurement unit equivalence. Full score equivalence was not supported
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van de Vijver FJR. Inductive reasoning in Zambia, Turkey, and the Netherlands Establishing cross-cultural equivalence. Intelligence. 2002;30(4):313-351.