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Culture and Measurement

机译：文化与测量

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摘要

The goal of this commentary is to provide a framework for the kind of assessment of which Moss, Pullin, Gee, and Haertel (this issue) speak. The framework is, I believe, consistent with their analysis and merely amplifies it. I also give a few examples of how the framework can be illustrated. The conceptualization, assessment, and development of adaptive skills, including those that usually are viewed as relevant to "mental abilities" or "school achievement," cannot be fully or even meaningfully understood outside their cultural context. Work that seeks to study such constructs acontextually may impose a tester's view of the world on the rest of the world. In the end, it usually ends up purporting to show that individuals who are more similar to the people who construct the tests are smarter or more accomplished than people who are less similar. Indeed, a test developed and validated in one culture may or may not be equally valid, or even be valid at all, in another culture. In speaking of diverse cultures, it is important to keep in mind that they occur within as well as between nations.
机译：本评论的目的是为莫斯，普林，吉尔和哈特尔（本期）所说的评估提供一个框架。我认为，该框架与他们的分析一致，只是对其进行了放大。我还给出了一些如何说明框架的示例。适应能力的概念化，评估和发展，包括通常被认为与“心理能力”或“学校成就”相关的能力，在其文化背景之外无法得到充分甚至有意义的理解。试图从上下文出发研究此类构造的工作可能会将测试者对世界的看法强加于世界其他地方。最后，它通常旨在证明与构建测试的人更相似的人比不相似的人更聪明或更有成就。确实，在一种文化中开发和验证的测试在另一种文化中可能相同或无效，甚至根本无效。在谈到不同的文化时，重要的是要记住它们在国家内部和国家之间发生。

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  • 来源
    《Measurement》 |2005年第2期|p.108-113|共6页
  • 作者

    Robert J. Sternberg;

  • 作者单位

    Department of Psychology Yale University;

  • 收录信息 美国《科学引文索引》(SCI);
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 社会科学总论;
  • 关键词

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