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Adapting Conceptual Models for Cross-Cultural Applications

2007; Routledge; Volume: 13; Issue: 6 Linguagem: Inglês

10.1080/13803610701786020

1744-4187

Christoph Perleth, Kurt Α. Heller,

Educational and Psychological Assessments

It is of major importance to use psychological tests and questionnaires that are carefully constructed so that their reliability and validity can be determined in different (sub)cultures (Campbell & Tirri, 2004 Campbell, J. R. and Tirri, K. 2004. "Need for cross-cultural research: Expanding needs within and among countries". In Cross-cultural research: Basic issues, dilemmas, and strategies, Edited by: Campbell, J. R., Tirri, K., Ruohotie, P. and Walberg, H. 1–14. Hämeenlinna, , Finland: Research Centre for Vocational Education, University of Tampere. [Google Scholar]). However, a necessary prerequisite for this is the development of solid conceptual constructs. Otherwise, the researcher runs into the danger of empirically collecting data and loosing touch with reality. A theory-free empirical approach also makes it difficult to relate findings to other psychological research. We first show why and how the Munich Dynamic Ability-Achievement Model (MDAAM) evolved from the Munich Model of Giftedness (MMG). We will then illustrate how the MDAAM can stimulate and structure theoretical and empirical research. The MDAAM can be used as an integrative model of giftedness, talent, expertise, and achievement and could this way bridge the gap between the process-oriented approaches of cognitive studies as well as expertise research and psychometric studies in the field.