R. H. Weiß & J. Osterland
Author of the manual:
Marta Koć-Januchta
Children 4-9 yrs old
Younger children (4-6) are examined individually, the older ones can be examined in groups (and so it was during the normalization). The subtests have time limits (90 - 240 s., respectively), an average time of the individual examination is around 35 minutes, group examination – around 45-50 minutes.
Test users:
Psychologists (MA in psychology required)
C – for psychologists only

Description: The CFT 1-R is a revised CFT1 version, which in turn was partially an adaptation of the R. B. Cattell’s culture fair test. It measures the general intelligence understood as fluid intelligence. It consists of six subtests, grouped in two parts. The first one (subtests Substitution, Labyrinths, and Similarities) includes the tasks measuring perceptual skills, attention, and visuomotor coordination; the second one (subtests Series, Classification, and Matrices) – tasks which measure reasoning skills: identifying rules of relations between elements, and completing structures. The tasks are nonverbal, do not require any preexisting knowledge, thus the test results can be substantially considered as independent from  culture-determined experiences. One can obtain the results separately for both parts and the total result, expressed as T-score or IQ (the manual also includes a table for converting IQ scores to percentiles).

Reliability: High internal consistency indices for the total score, satisfactory for both parts separately. Moderate or high stability of the scores after four weeks (examined in six- and nine-year old children).

Validity: Confirmed by the increase of raw scores with age and by high correlations with other intelligence tests (Raven’s Colored Matrices, IDS Intelligence and Development Scales), as well as – respectively lower – with the vocabulary test. A link was also found between CFT 1-R scores and the assessment of school progress done by the teachers in the grades 1-3.

Norms: For ten age groups, developed on a 1402-strong sample.

Applications: The CFT 1-R can be a useful tool for psychologists-practitioners working in the psychological/pedagogical counseling field, kindergartens, and schools. It assesses the intellectual capacity, enables to screen for both under- and overdeveloped children. The CFT 1-R scores provide a basis for predicting school performance, thus the test can be useful in assessment of the school readiness levels as well as in diagnosis of causes of school failures. Thanks to the absence of words and numbers, the test is also suitable for children with dyslexia/dyscalculia. The comparison of CFT 1-R scores with those of tests measuring crystallized intelligence skills, e. g. vocabulary test, can (if there is a pronounced discrepancy) help in screening for environmental negligence or motivational deficits.          


  • Manual
  • Test booklets (non-reusable)
Please note: All of our tests are published in Polish. There are not available other language versions of our tools.

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