This lab exercise appeared in Section IX: Intelligence, developed by Anthony E.

Coy & Bill

Acker, in Promoting psychological science: A Compendium of laboratory exercises for teachers
of high school psychology (Miller, 2018). This exercise is provided here with permission from the
editor.

Lab Title: Culture and IQ Testing: Is a Culture-Free IQ Test

Possible?

Section 1: Performance Expectations

What will the student be asked to do?
• Select one or more performance standard from the options.
o Discuss the history of intelligence testing, including historical use and misuse in
the context of fairness.
o Identify current methods of assessing human abilities.
o Identify measures of and data on reliability and validity for intelligence test
scores.
o Recognize bias in intelligence tests.
o Describe what students should know once the lab is complete using terminology
from the expectations.
o Expectations are based on NSTA core ideas for students to investigate.

Main Idea/Concept Demonstrated or Taught by Lab:

1. Students will understand appropriate testing practices, particularly in relation to
culture-fair test uses.
2. Students will understand cultural influences on the definition of intelligence.
3. Students will be able to analyze bias in intelligence tests.

Key Terms and Psychologists Associated with Main Idea/Concept:

• Intelligence Quotient (IQ)
• Stanford-Binet (Terman) IQ Test
• Lewis Terman
• David Wechsler
• WAIS (Wechsler)
• Test of Mental Abilities (Thurstone)
• Stereotype Threat

Materials:
Copies of the accompanying Handouts (1 and 2) for each student and one copy of handouts (1.1
and 2.2) for teacher for debriefing:
Handout 1: The American/Australian Test of Intelligence
Handout 1.1: The American/Australian Test of Intelligence Scoring Sheet
Handout 2: The Original Australian Test of Intelligence
 This lab exercise appeared in Section I: Critical Thinking, developed by Anthony E. Coy & Bill
Acker, in Promoting psychological science: A Compendium of laboratory exercises for teachers
of high school psychology (Miller, 2018). This exercise is provided here with permission from the
editor.

Handout 2.2: The Original Australian Test of Intelligence Scoring Sheet

Student created, Culture-Free Quiz done for homework (sets of 5)

Instructions:
Day before activity: HOMEWORK (20-30 minutes) Students will be assigned or will choose
groups of 4 or 5 (5 works better as the workload is shared evenly) For homework ask the groups
to write 10 (two per student) questions that they think would be good questions to include on
an IQ test: a test that measures a person’s intelligence. (I see no problem with them finding
questions online that they deem appropriate for the assignment, but teachers can decide this
for themselves) Students can work together to create the 5-question IQ test on Google DOCS or
compile the questions through other means. The questions should be typed, and 5 copies
should be brought to class the next day along with one copy of the answer key.
1. Have students move into their groups of 4 or 5.
2. Hypothesize: Have students hypothesize whether they think cultural bias can affect the
outcomes of IQ tests. Have them write an “If…then” statement summing up their
hypothesis.
3. Administer the American/Australian Test of Intelligence
4. Administer the Original Australian Test of Intelligence
5. Grade the tests with the students (each can grade their own) Have them write their
scores on their tests—number of answers correct out of 10.
6. Gather data: Have students find the combined mean score for each test and convert the
mean to a percentage score of the correct answers. Have students compare the data
and discuss why there was a discrepancy in the scores.
7. Results: Students should then record the data on the hypothesis paper and write out
and summarize the results in a few short sentences. Discuss: Was their hypothesis
correct? Why? Why not? Why do they think the scores turned out the way they did?
8. Hypothesis: Students will now hypothesize whether the Culture-Free test they created
for homework will measure intelligence with less bias than the two previous tests they
took. They will make a prediction as to which test their peer groups will do best on and
will write that prediction down on their data sheet.
9. Gather data: Now have students administer the Culture-Free test they created for
homework to a nearby group. Once the tests are done the originating group will share
the answer key and have the test group find the raw score out of 5, and then the mean
score, and then the percentage correct. Each group will record the group’s mean scores
and the percentage correct scores for each test on a piece of paper and pass that paper
to the group that administered the test to them.
10. Results: The tests, answer key, data from the Culture-Free tests and data the other two
test will be given to the originating group to discuss and compare. Was their new
This lab exercise appeared in Section I: Critical Thinking, developed by Anthony E. Coy & Bill
Acker, in Promoting psychological science: A Compendium of laboratory exercises for teachers
of high school psychology (Miller, 2018). This exercise is provided here with permission from the
editor.

hypothesis correct? Why? Why not?

 This lab exercise appeared in Section I: Critical Thinking, developed by Anthony E. Coy & Bill
Acker, in Promoting psychological science: A Compendium of laboratory exercises for teachers
of high school psychology (Miller, 2018). This exercise is provided here with permission from the
editor.

Follow-up and Discussion:

Additional Considerations: Questions to Ask
• Which test did the groups do the best on? Why do you think this is true? Did the
outcome meet your group’s expectations?
• Did you find bias in the tests? Even the Culture-Free test?
• How do these ideas about bias apply to SAT, ACT, college entrance exam tests? Can
those tests also be biased?
• What are some things test creators can do to make tests less bias? What about a
language-free test?

Section 2: Lab Report (written, verbal, or recorded)

Complete a writing assessment that addresses the question: “Is it possible to create a Culture-
Free, non-biased test of intelligence?”

Student should demonstrate an understanding of the difficulty in removing bias from any test.

Suggested Content to be Included in Student Report:

• Background information on development of IQ tests—could include discussion of Lewis
Terman (Standford-Binet), David Wechsler (WISC, WAIS)
• Objectives: What was the objective of this lesson?
• Questions and hypothesis
• Materials used to collect data in this lesson.
• Graphs/tables of collected data
• Findings
o Was your hypothesis supported or not supported? Explain.
▪ The data does/does not support the hypothesis.
o What do the findings mean? (use appropriate terminology related to concept)

Section 3: Crosscutting Concepts

Select at Least One
• Select one or more cross-cutting concept central to the phenomena that students will
investigate.
o Structure and Function
o Stability and Change
o Cause and Effect
o Patterns
This lab exercise appeared in Section I: Critical Thinking, developed by Anthony E. Coy & Bill
Acker, in Promoting psychological science: A Compendium of laboratory exercises for teachers
of high school psychology (Miller, 2018). This exercise is provided here with permission from the
editor.

• Describe how the cross-cutting concept(s) will factor in to the lab.

 This lab exercise appeared in Section I: Critical Thinking, developed by Anthony E. Coy & Bill
Acker, in Promoting psychological science: A Compendium of laboratory exercises for teachers
of high school psychology (Miller, 2018). This exercise is provided here with permission from the
editor.

• For detailed explanations about each one, visit

http://ngss.nsta.org/CrosscuttingConceptsFull.aspx

References:
1. Allison Herzig. AP Psychology Testing and Individual Differences Curriculum Module. AP
Psychology Testing and Individual Differences Curriculum Module, College Board, 2013.
2. American Psychological Association, American Psychological Association,
www.apa.org/education/k12/national-standards.aspx.
3. Cultural Bias in Intelligence Testing,
wilderdom.com/personality/intelligenceCulturalBias.html#CulturalBias.
4. Lab model adapted from:
Laboratory Experiences and Student Learning. (2017). Retrieved July 10, 2017,
from https://www.nap.edu/read/11311/chapter/6#119
5. Template adapted from:
National Science Teacher Association. (2014). Retrieved June 26, 2017, from
http://ngss.nsta.org/designing-units-and-lessons.aspx
6. Nsta. “Crosscutting Concepts.” NGSS@NSTA,
ngss.nsta.org/CrosscuttingConceptsFull.aspx.
7. Lab model adapted from:
Laboratory Experiences and Student Learning. (2017). Retrieved July 10, 2017,
from https://www.nap.edu/read/11311/chapter/6#119
 This lab exercise appeared in Section I: Critical Thinking, developed by Anthony E. Coy & Bill
Acker, in Promoting psychological science: A Compendium of laboratory exercises for teachers
of high school psychology (Miller, 2018). This exercise is provided here with permission from the
editor.

HANDOUT 1
The American/Australian Test of Intelligence
[Source unknown]

These questions have been taken from a selection of American and Australian intelligence tests.

1. What number comes next in the following sequence:

1 2 5 6 9 10
2. How many weeks are in a year?
3. Filthy is to disease as clean is to
4. Three of the following may classified with pool. What are they?

lagoon swamp lake marsh pond (circle your answers)

5. Which items may be classified with clock?

ruler thermometer rainguage tachometer (circle your answers)

6. If BAD is written 214, how would you write DIG in the same secret writing?
7. If Mary's aunt is my mother, what relation is Mary's father to my sister?
8. Why does the state require people to get a license in order to get married?

9. What is the thing to do if you find an envelope in the street that is sealed, addressed
and has a new stamp?

10. Why should you keep away from bad company?

Taken from:
http://wilderdom.com/personality/intelligenceAustralianAmericanTest.html
 This lab exercise appeared in Section I: Critical Thinking, developed by Anthony E. Coy & Bill
Acker, in Promoting psychological science: A Compendium of laboratory exercises for teachers
of high school psychology (Miller, 2018). This exercise is provided here with permission from the
editor.

HANDOUT 1.1
The American/Australian Test of Intelligence Scoring Sheet
[Source unknown]
Scoring Sheet: Australian/American Test of Intelligence

1. Answer is 13. Add 1 to the first number, then add 3, then 1, then 3, etc.
2. Fifty-two
3. Health - If you believe that germs cause illness and if you believe that absences
of "filth" signifies the absence of germs.
4. Lagoon, lake, pond
5. All of these. They are all measuring devices.
6. 497. Solution of this problem requires ability to count and sort some of
concept of codes.
7. Uncle. Assumes conceptualization of European/Western familial relationships.
8. For social control? To see that people do not commit bigamy? To see that
closely related kinsfolk do not marry? For statistical purposes? To ensure that
people who are under age do not marry?
9. Post it. However, a more practical line of action would be: open it to see if it
contains anything of value, carefully remove the stamp for your own use and
at least be 18c richer. But in a highly acquisitive society principles of "honesty"
(i.e. respect for unprotected property) have to be supported or society could
easily break down (to the disadvantage of property owners). Note the
question asks, "What is the thing to do...." not "What would you do...." Again,
the "correct" answer has a moral basis.
10. Because they may influence your own behavior and get you into
trouble. However, this only correct if you believe that bad people influence
good people and not vice versa, that people who behave badly should be
isolated in the community. Again, the "correct" answer has a moral basis.

Taken from:
http://wilderdom.com/personality/intelligenceOriginalAustralianAnswers.html
 This lab exercise appeared in Section I: Critical Thinking, developed by Anthony E. Coy & Bill
Acker, in Promoting psychological science: A Compendium of laboratory exercises for teachers
of high school psychology (Miller, 2018). This exercise is provided here with permission from the
editor.

HANDOUT 2
The Original Australian Test of Intelligence
[Source unknown]

These items relate to the culture of the Edward River Community in Far North
Queensland

1. What number comes next in the sequence, one, two, three, ?

2. How many lunar months are in a year?
3. As wallaby is to animal so cigarette is to
4. Three of the following items may be classified with salt-water
crocodile. Which are they?

marine turtle brolga frilled lizard black snake (circle your answers)
5. Which items may be classified with sugar?

honey witchetty grub flour water-lilies (circle your answers)

6. We eat food and we water.
7. Sam, Ben and Harry are sitting together. Sam faces Ben and Ben gives him a
cigarette. Harry sits quietly with his back to both Ben and Sam and contributes
nothing to the animated conversation going on between Sam and Ben. One of
the men is Ben's brother, the other is Ben's sister's child. Who is the nephew?

a. Sam b. Harry c. Ben (circle your answer)

8. Suppose your brother in his mid-forties dies unexpectedly. Would you
attribute his death to (circle your answer):

a. God b. Fate c. Germs D. No-one e. Someone f. Your brother himself

9. You are out in the bush with your wife and young children and you are all
hungry. You have a rifle and bullets. You see three animals all within range - a
young emu, a large kangaroo and a small female wallaby. Which should you
shoot for food?

a. Young emu b. Large kangaroo c. Small female wallaby (circle your

answer)
10. Why should you be careful of your cousins?
 This lab exercise appeared in Section I: Critical Thinking, developed by Anthony E. Coy & Bill
Acker, in Promoting psychological science: A Compendium of laboratory exercises for teachers
of high school psychology (Miller, 2018). This exercise is provided here with permission from the
editor.

Taken from: http://wilderdom.com/personality/intelligenceOriginalAustralian.html

 This lab exercise appeared in Section I: Critical Thinking, developed by Anthony E. Coy & Bill
Acker, in Promoting psychological science: A Compendium of laboratory exercises for teachers
of high school psychology (Miller, 2018). This exercise is provided here with permission from the
editor.

HANDOUT 2.2
The Original Australian Test of Intelligence Scoring Sheet
[Source unknown]
Scoring Sheet: Original Australian Test of Intelligence

1. One, two, three, many....the kuuk thaayorre system of counting only goes to
three...thana, kuthir, pinalam, mong, mong, mong, etc. The word mong is best
translated as "many" since it can mean any number between 4 and 9 or 10
after which yurr mong (many figures) would be more appropriate.
2. Those who say thirteen are right in European terms but irrelevant in Edward
River terms. The speakers of kuuk thaayorre clearly recognize lunar
menstruation and possess a notion of the lunar month as calculated as the
time between one phase of the moon and the next appearance of that
particular phase. However, apart from having no specific word to designate
thirteen and thirteen only - yurr mong or "very many", is the right answer - the
annual cycle is crouched in terms of environmental rhythms rather than in
terms of fixed, invariant divisions of time. The "year" then is the time between
the onset of one wet season and the onset of the next wet season - and wet
seasons may be early or late, so who can be precise?
3. The right answer is "tree". This stems from the kuuk thaayorre speakers early
experience with tobacco which was "stick" tobacco, hence it is classified with
tree.
4. Crocodiles, turtles, birds and frill necked lizards are all classified as minh
(which broadly might be translated as animals). Snakes along with eels are
classified as yak which may be broadly translated as snake-like creatures.
5. All the items are classified with sugar as belong to the class of objects known
as may. Broadly translated, may means vegetable food. Even witchetty grubs
that are found in the roots of trees fall under this rubric - so does honey which
is also associated with trees and hence fruit. The kuuk thaayorre language had
no problem fitting flour into the may category since it obviously resembled
some of their own processed vegetable foods (e.g., yams like Dioscoria sativa
elongata). The word may can also mean sweet and hence sugar, which of
course does not resemble anything in their traditional culinary.
6. "Eat" is the right word - well sort of, anyway. Where we make a distinction
between "eating" and "drinking", kuuk thaayorre does not and they use the
same verb to describe both functions and why not?
7. The clues are easy for kuuk thaayorre. An avoidance taboo operates between
mother's brother and sister's son and politeness requires that sister's son
should never directly face mother's brother nor talk to him directly in
company. Sam and Ben are obviously brothers because of their unrestrained
interaction while Harry, with his back turned to both his uncles is obviously the
This lab exercise appeared in Section I: Critical Thinking, developed by Anthony E. Coy & Bill
Acker, in Promoting psychological science: A Compendium of laboratory exercises for teachers
of high school psychology (Miller, 2018). This exercise is provided here with permission from the
editor.

respectful nephew.
This lab exercise appeared in Section I: Critical Thinking, developed by Anthony E.
Coy & Bill Acker, in Promoting psychological science: A Compendium of laboratory
exercises for teachers of high school psychology (Miller, 2018). This exercise is provided
here with permission from the editor.

8. Among the kuuk thaayorre God has been equated with a

mythological character and he is definitely non-malevolent. Both
fate and germs are concepts foreign to the kuuk thaayorre belief
system. No-one dies without reason and suicide is unknown to
them, so the right answer is SOMEONE - which is the case in this
sorcery riddled society.
9. The small female wallaby is the right answer. Emu is a food that may
be consumed only by very old people. Kangaroos (especially large
ones) may not be eaten by parents or their children. The children
will get sick
otherwise. Everyone knows that....don't they?
10. Because some of them have to be avoided like the plague. For
example, a male must avoid his father's sister's daughter, or
anyone classified with her. Such relations are called poison
cousins in Aboriginal English.

Taken from:
http://wilderdom.com/personality/intelligenceOriginalAustralianAns
wers.html