![]() These vary significantly enough in developing countries to affect test scores. Standardization changes norms, but does not remove the effects on test scores caused by other factors such as parents’ socio-economic status and school-related characteristics such as quality of school and teaching. To eliminate or minimize these biases, tests are validated and frequently re-standardized in local populations. The use of Western instruments in non-Western contexts may lead to inaccurate assessment and labeling ( van de Vijver and Tanzer, 2004 Verney et al., 2005). Second, most intelligence tests are developed in Western countries and could be biased when used in non-Western contexts. Socio-economic status (SES) has an effect on parenting ( Hoff-Ginsberg and Tardif, 1995), nutrition ( McCoy et al., 2015), and access to quality education, all of which have significant effect on cognitive and intellectual development ( Sigman and Whaley, 1998 Hanscombe et al., 2012 Zamroziewicz et al., 2017). First, there are large disparities in socio-economic characteristics in non-Western countries. In low- and middle-income countries or in non-Western contexts, socio-economic influences are more pronounced. ![]() The results are discussed in the context of differences in socioeconomic resources available to children such as quality of education in low- and middle-income countries.Ĭhildren’s performance on intelligence and cognitive ability tests is influenced by a variety of factors, most importantly genetics, maturation, socio-economic characteristics, health, nutrition, testing system used, and test characteristics ( Plomin and Petrill, 1997 van de Vijver and Tanzer, 2004 Fanjiang and Kleinman, 2007). The results also showed that SES factors tend to affect crystallized ability more than it affects fluid ability. These suggest that fluid and crystalized intelligence are affected by socioeconomic factors. The results also showed an increasing disparity in performance on the tests favoring children selected from private schools. ![]() We also found significant effect for type of school on all the tests with effect sizes ranging from 0.37 to 0.66. The results showed age-related improvement in scores on all three tests with effect sizes ranging from 0.42 to 0.52. We administered the Raven’s Coloured Progressive Matrices (RCPM), a fluid intelligence test, the KABC II story completion subtest as a measure of inductive reasoning and crystallized intelligence and the Kilifi Naming Test, a verbal ability measure designed to minimize the effect of school on vocabulary. We selected 185 children between 6 and 12 years from private and public schools, and used inclusion in a private or public school as a proxy for SES. We tested the assumption that socio-economic status (SES) will have a stronger effect on tests that measure crystallized intelligence than on fluid intelligence. The purpose of this study was to compare performance on tests that measure fluid and crystallized intelligence among children selected from public and private schools in Ghana. Despite this, the sources of variability in fluid and crystalized intelligence have not been explored adequately in intelligence research. The available evidence supports a stronger effect of exogenous factors on measures of crystalized intelligence than on fluid intelligence. Current literature shows an association between intelligence and socio-cultural or socio-economic factors.
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