Intelligence testing is used for many purposes including identification of children for proper educational placement (e.g., children with learning disabilities, or intellectually gifted students), and to guide education by identifying cognitive strengths and weaknesses so that teachers can adapt their instructional style to students' specific learning styles. Most of the research involving intelligence tests has been conducted in highly developed Western countries, yet the need for intelligence testing is as or even more important in developing countries. The present study, conducted through the Vietnam National University Clinical Psychology CRISP Center, focused on the cultural adaptation of the WISC-IV intelligence test for Vietnam. We report on (a) the adaptation process including the translation, cultural analysis and modifications involved in adaptation, (b) present results of two pilot studies, and (c) describe collection of the standardization sample and results of analyses with the standardization sample, with the goal of sharing our experience with other researchers who may be involved in or interested in adapting or developing IQ tests for non-Western, non-English speaking cultures.
Keywords
Vietnam; intelligence testing; intelligence tests; WISC; IQ; clinical psychologyIntelligence is a central and critical factor in human life. It (or the relative lack thereof) has been linked to educational and vocational performance and success, socio-economic status, creativity, involvement in crime and delinquency, health risk behavior, and positive psychological development in general as well as life expectancy and moral development (Rindermann, 2008). The formal assessment of intelligence began in France in the early 20 th century for the purpose of identifying children in need of special education / assistance classes (Binet & Simon, 1916). Intelligence testing is still used for similar purposes, for identifying children with learning disabilities or mental retardation so that they can receive appropriate educational services. It is used as well to identify and place intellectually gifted students. Intelligence testing also can be used to guide education, by identifying specific cognitive strengths and weaknesses of the student so that the teacher or tutor can match their instructional style to the student's specific learning style (Kaufman, 1994).Although scholars still do not fully agree on the definition of intelligence, in general empirical reviews support the validity of intelligence tests (e.g., Meyer et al., 2001). However, most of the research involving intelligence testing has been conducted in Europe or highly developed English speaking countries such as the U.S. and Australia (Georgas, Weiss, van de Vijver & Saklofske, 2003). Yet intelligence testing for use in education is as or even more important in developing countries, given developing countries' relatively limited resources (Carr & Schumaker, 1996), and the need for efficient use of educational resources.Although intelligence tests ha...