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Culture Fair Intelligence Test

Report

Name: Renee Ashar

Class: MA Psychology - Part 1
Roll No.: 03
Subject: Practicals

Submitted to Ms. Shruti Gala

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Methodology

Materials used
1. CFIT Test Booklet
2. CFIT Response Sheet
3. CFIT Instruction Manual
4. Stationery
5. Stopwatch
6. CFIT Scoring Sheet

Participant’s Details
Name Age Gender Emotional State
GA 18 F Calm and Composed

Administration and Instructions

Administration
The test-taker was invited and was made to sit comfortably before starting the
conduction of the test. Materials for the test were provided to the test-taker once they settled.
The instructions to writing the test were specified by the test-user to the test-taker. The test-
taker was asked if he/she had any doubts and whether he/she understood well. The test-taker
details were noted down on the test booklet. Then, the test was given for administration. Once
the administration one done, a check was done to make sure that all the questions were
answered / responded to, followed by the Post-Task Questions. Then the test-taker was
debriefed about the test, after which, they were thanked and escorted.

Instructions
Pre-test Instructions:
Put down your pencils and I will tell you a little bit about what you are going to do. In
these booklets, there are four tests which are like four different games or puzzles. There are
no words in them, only drawings. Each of the tests has some examples for you to practice on
so that you can see how to do it.
First, we will look at the examples together and then you will be asked to go ahead on
your own. Some of the questions at the end of each test may be quite hard to do but try as
many as you can. Even when you are not sure, mark the answers you think might be right,
rather than none. It is perfectly alright to guess if you do not know the answer. You do not
lose points for wrong guesses and you might guess right.
Please do not turn any page until I tell you. You are to mark all your answers on the
answer sheet and not the test booklet. Please read the instructions on your answer sheet. Then
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we will go over the examples together and you will have a chance to mark some answers to
practice.
If you have any questions raise your hand.
Open the first page of your booklet.

Test 1
Look at the first example. At the left, there are four boxes. The last one is empty.
Continuing along that row, 6 more boxes a, b, c, d, e and f. Of those six boxes, one
will fit correctly in the empty box.
Here the little tree is bending over more and more in the first three pictures. Choose
the correct box from over here on the right to go in the empty box (point and pause). The
right answer has been given to you in this first example. It's the tree. In the third box, because
that's the one that has tilted over more than the last one in the boxes on the left. Notice on
your answer sheet under "Test l" that this answer 'c' has been marked for you in this first
example.
Look at the second example. The black part comes down lower and lower each time
(Point). So at the next step, it would come halfway down. Choose the answer you think is
right and fill in the box for the correct answer on your answer sheet. (Pause) Which answer is
correct? (Permit an answer) Yes, 'e' is right. (If necessary, check that the answer has been
marked correctly)
Now, look at the third example. See, it is as if something is growing, step by step. In
the third box there are three, beginning from the top, how many will go in the empty box?
(Pause) Yes, four. Choose the square on the right that has four in the right position and on
your answer sheet mark the right answer. (Pause) Which one it is? (Permit an answer). Yes,
it's again 'e. You can see that none of the other choices are quite right.
When I tell you to start, go on and do the rest yourself. Begin with the first row just
below the example (point) and work through this page and the next. (Point) In each row,
choose just one of the boxes on the right which would correctly go in the empty box and
mark it as your answer on your answer sheet. You may not have time to finish them all but
work as quickly and carefully as you can. In all the tests you'll be taking, you may change
your answer if you change your mind but not after I say "Stop". (Pause) Ready? Go!
After exactly 3 minutes (say) "Stop! Pencils down"

Test 2
Turn the page to Test 2. Look at the examples at the top of the page. Three of the
boxes in each example have shapes that are alike in some way but the other two are different
from these three. In each row, you are to find the two boxes that are different from the others.
When you have found them, fill in, on your answer sheet, the boxes that have the same letters
under them as the answers you have chosen. In the first example, three figures have three
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sides and the two different figures are four-sided. They are answers 'b' and 'd'. They are
marked for you as the correct answers because they're different from other figures in that row.
Look at the second example. Find the two that are different (Permit an answer). Yes,
the filled-in dotted circles are different from others and so 'c' and 'e' are the answers to mark
on your answer sheet. Mark them (pause). You have the idea. Now, when I say "Go!" Choose
the two figures in each row that are different from others. Then quickly mark the two boxes
that have the same letters as the ones you choose. Work carefully and quickly and finish as
many as you can on these two pages. Ready? Go!
After exactly 4 minutes say, "Stop! pencils down".

Test 3
Turn the page to test 3. Look at the examples. In the large square, there are four little
boxes, three of the boxes have drawings in them, but the drawing for the other square is
missing.
One of the boxes in the row at the right fits correctly in the empty box. You have to
choose the right one and mark the answer on your answer sheet. In the first example, the 2nd
answer "b' has been chosen because it fits best in the empty box. It has been marked for you.
Now, look at the 2d row, which is the right answer (permit an answer). Yes, 'c' is the
right answer. The little dotted figure facing to the right fits the empty box best. Mark your
answer on your answer sheet. In the third example, should we look for 1 circle or 2 circles?
(Permit an answer) Yes, 1 and should it be white or dotted? (Permit an answer). Yes, it
should be white and F is the correct answer- mark it.
When I say "Go!" start with the first row just below the last example (point) and find
the drawing that would lock right in the empty box. Then on your answer sheet, fill in the
little box under the letter that is the same as your answer. Do both the pages; see how many
you can do.
Ready? Go!
After 3 minutes say "Stop! Pencils Down."

Test 4
Turn the page to test 4. In the separate box of the first example (point) there is a dot
which is in both the circle and the square. Now look at the row of 5 possible answers (point)
and see that if you can find a drawing where you could put in one dot that will be inside both
the circle and the square (pause). None of the answers will work except for the third one that
is 'c'.
This example shows that the dot can be in both the circle and the square. The c' is
marked for you on your answer sheet.
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Look at the second example, in the separate box, the dot is inside the 3-sided figure
but outside the 4-sided figure. In the row of boxes, there is just one figure where you could
put a dot in the 3 sided figure and not put it in the 4 sided figure. Look carefully and you will
see that the correct answer is 'd'. Mark it on your answer sheet. In the third example, you will
notice that the dot is in the 3 sided figure and above the curved line, which is the only figure
in the row of choices where we could do the same thing (Permit an answer). Yes, 'b' is the
one; mark it on your answer sheet.
When I say "Go" start with the first row under the heavy line. Look carefully where
the dot is. Then find a drawing where you could do you just the same and mark the little box
on your answer sheet that has the same letter as the answer you choose. Please do not make
any marks on the booklet. Is that clear? See how many e you can do. "Ready? Go".
After 2.5 minutes say "Stop, pencils down, turn your booklet over". Look at your
answer sheet and make sure your name and other lines are filled in.

Scoring
Using the answer key, the scoring on the test must be done. If the answer on the
response sheet matches with the answer on the scoring key, the test-taker is marked with a
score of 1, if the answer on the response sheet doesn’t match with the answer on the scoring
key, the test-taker is marked with a score of 0. Then, once each item is marked, the total
number of correct responses must be calculated in order to get the raw score. After which, the
norm table is referred to calculate the IQ equivalent to the age and raw score.

Interpretation
Table shows how scores must be interpreted.
IQ Range Interpretation
130+ Very Superior / Gifted in Intellectual
Functioning
120-129 Superior in Intellectual Functioning
110-119 Above Average / High Average in
Intellectual Functioning
90-109 Average in Intellectual Functioning
80-89 Below Average / Low Average Intellectual
Functioning
70-79 Borderline Impairment in Intellectual
Functioning
55-69 Mild Impairment in Intellectual Functioning
40-54 Moderate Impairment in Intellectual
Functioning
25-39 Severe Impairment in Intellectual
Functioning
<25 Profound Impairment in Intellectual
Functioning
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Results and Interpretation

Results
Table 6.1 – Test-taker’s Scores on Culture Fair Intelligence Test
Subtest Raw Score
Series 5
Classification 4
Matrices 10
Conditions 7
Total 26

The table shows the individual scores on each subtest as well as a total overall score
on the test. The test-taker has a raw score of 5 on Subtest 1 (Series), a raw score of 4 on
Subtest 2 (Classification), a raw score of 10 on Subtest 3 (Matrices) and a raw score of 7 on
Subtest 4 (Conditions).

Interpretation
Culture-fair intelligence refers to the idea that intelligence tests should be free from
cultural biases that could give an advantage to people from certain cultural or socio-economic
backgrounds. This type of test aims to measure general intelligence, focusing on problem-
solving and pattern recognition, without relying on culturally specific knowledge like
language or historical references (Cattell, 1949).
The Culture Fair Intelligence Test (CFIT) was developed by Raymond B. Cattell, a
British-American psychologist, in 1949. Cattell designed the CFIT to assess "fluid
intelligence," which refers to the ability to solve new problems, think logically, and identify
patterns, independent of acquired knowledge and cultural context.
The CFIT consists of several subtests designed to evaluate pattern recognition, logical
reasoning, and problem-solving skills. One subtest is Series Completion, where participants
are required to identify the next item in a sequence of shapes or numbers. Another subtest is
Classifications, which involves categorizing items based on shared characteristics. In the
Matrices subtest, individuals complete visual puzzles by identifying patterns within grids.
Lastly, the test includes problems under the Conditions subtest, which assess reasoning
abilities in different hypothetical scenarios. Each of these tasks is crafted to minimize cultural
and linguistic biases, focusing on non-verbal intelligence.
The CFIT has different versions, including two parallel forms—Scale 2 and Scale 3.
Each scale typically consists of 4 subtests, with a total of about 40–46 items. The test can be
completed in 12–20 minutes, depending on the version and the age of the participant.
The CFIT uses a standard scoring system where the total score represents an estimate
of the test-taker’s fluid intelligence. The scores are normalized to produce an IQ score, with
100 as the average score. Since the test focuses on non-verbal tasks, the results are intended
to be less influenced by language, cultural background, or socio-economic status.
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The test-taker GA, 18 year-old female, took approximately 10 minutes to finish the
test. The Raw Score on Subtest 1 was 5, the Raw Score on Subtest 2 was 4, the Raw Score on
Subtest 3 was 10 and the Raw Score on Subtest 4 was 7. The overall score on the test was 26.
According to the norms table and age range, the IQ of the test-taker is 113. This IQ
score falls in the range of 110-119, which is indicative of Above Average / High Average in
Intellectual Functioning. This indicates that a person with above-average or high-average
intellectual functioning typically demonstrates strong problem-solving skills, quick learning
ability, and effective reasoning. They excel at grasping abstract concepts, adapting to new
situations, and processing complex information. Such individuals often display enhanced
memory, logical thinking, and efficient decision-making.
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Conclusion
The test-taker’s IQ score was found to be 113. It is indicative of the test-taker having
an Above Average / High Average in Intellectual Functioning.
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References
Cattell, R. B. (1949). Culture free intelligence test. Journal of Educational Psychology, 40(2),
131–143. https://doi.org/10.1037/h0059059
Cattell, R. B., & Cattell, H. E. P. (1963). Handbook for the Culture Fair Intelligence Test,
Scale 2. Institute for Personality and Ability Testing.
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Appendix A

Response Sheet
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Appendix B

Post Task Questions

1. Have you taken this test before?

No.
2. How was your experience taking the test?
Good. The test had interesting puzzle questions.
3. What do you think the test was about?
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Solving puzzles.
4. Did you face any difficulty in responding to any of the test questions?
No. just after a point it got boring.