PSYCHOLOGICAL TEST TRANSLATION / ADAPTATIONS

Translate the following:

ConceptualizationExample

What is the central issue in translations/adaptations? Producing instruments that measure target

constructs adequately in target cultures

A Note on Terminology Translation

Conventional term, still often used Adaptation

Has become generic term for modern translation practices

Based on increased sensitivity for non-linguistic factors in translations, such as cultural norms of address, relevance of thorough knowledge of target culture

Main Applications of Translations/Adaptations Comparative Studies

Comparison of construct or mean scores across cultures

High demands on comparability of scores Maximizing comparability

Monocultural studies in target culture Main issue is ensuring validity in new

context Few demands on comparability scores

Maximizing local suitability

Translations in Historical Perspective

Stage 1: Close translations were standard practice Techniques were developed (e.g., translation back

translation) Important societal developments:

Globalization and migration (multi-ethnic societies) Stage 2:

Increasing appreciation that close translations have problems, e.g., Grade 12 = Form 6 = ……?

Need for adaptations, localizations Need for standardization of adaptation procedures

What is a Good Translation/ Adaptation? Dependent on perspective

Linguistic perspective Psychological perspective

Mapping problem: Translating/adapting can be seen as finding an

optimal mapping of text in two languagesWhat is a good mapping?

A good mapping shows equivalence of the original and translation

Example

What is the American equivalent of the Dutch item “Hoe heet de koningin van Nederland?” (Suppose that item is part of a test of crystallized intelligence)

Literal/close translation: What is the name of the queen of the Netherlands?” Problem: Item more difficult for American

children than for Dutch children Adaptation: “What is the name of the

president of the USA?” Problem: Queen and president are not equally

known in their respective countries

What Does “Equivalent” Mean?Eusebius Hieronymus (St. Jerome, famous

bible translator from Greek and Hebrew to Latin; ±347—419/420): 2 types of translations: “words” and

“meanings” (he favored the latter)

Here two types of equivalence relevant:linguistic

mapping/equivalencepsychological }

Linguistic Equivalence

(Broader than similarity of words)Linguistic equivalence refers to

similarity of linguistic features of a text.

Examples of relevant linguistic features are: Lexical similarity Grammatical accuracy In general: emphasis on formal-textual characteristics (cf.

automatic translations)

Psychological EquivalencePsychological equivalence refers to similarity of (psychological) meaning and scores

Similarity in a broad sense:Textual, e.g.,

Connotation of words, implied context of text Comprehensibility

Metrical: Score comparability

Relationship between Two Perspectives

Three possible relations between linguistic and psychological features, depending on the overlap:

Poorly translatable

b. partial

Essentiallynon-translatable

c. none

Translatable

a. complete

psych. linguistic

TranslatabilityA psychological test/item is

Well translatable if linguistic and psychological features yield the same translation

Poorly translatable if linguistic and psychological features do not entirely converge (e.g., translation of slang: meaning is translatable, but conciseness is lost)

Non-translatable if there is a complete or nearly complete nonoverlap (e.g., Jabberwocky)

Framework for Translations/Adaptations

Need for a theoretical—methodological framework that links all stages of a project

Bias and equivalence as key concepts

Steps in Designing Cross-Cultural Tests (Hambleton & Patsula, 1999)

1.1. Ensure tEnsure that construct equivalence exists in the language and cultural groups hat construct equivalence exists in the language and cultural groups of interest.of interest.

2.2. Decide whether to adapt an existing test or develop a new test.Decide whether to adapt an existing test or develop a new test.

3.3. Select well-qualified translators.Select well-qualified translators.

4.4. Translate and adapt the test.Translate and adapt the test.

5.5. Review the adapted version of the test and make necessary revisions.Review the adapted version of the test and make necessary revisions.

6.6. Conduct a small tryout of the adapted version of the test.Conduct a small tryout of the adapted version of the test.

7.7. Carry out a more ambitious field-test.Carry out a more ambitious field-test.

8.8. Choose a statistical design for connecting scores on the source and target Choose a statistical design for connecting scores on the source and target language versions of the test.language versions of the test.

9.9. If cross-cultural comparisons are of interest, ensure equivalence of the If cross-cultural comparisons are of interest, ensure equivalence of the language versions of the test. language versions of the test.

10.10. Perform validation research, as appropriate.Perform validation research, as appropriate.

11.11. Document the process and prepare a manual for the users of the adapted Document the process and prepare a manual for the users of the adapted tests.tests.

12.12. Train users.Train users.

13.13. Monitor experiences with the adapted test, and make appropriate revisions.Monitor experiences with the adapted test, and make appropriate revisions.

Overview of Common Procedures to Examine Accuracy of Translations/ Adaptations

Procedures as opportunities to strengthen the quality of a translation/adaptation project

Two taxonomies presented here:common: (back) translations vs. committee

approachuse of existing/new material

Theoretical and Methodological Background Crucial concept in translations is equivalence:

LinguisticMapping of linguistic meaning (word meaning,

sentence meaning) Psychological

Mapping of psychological meaning (serves the same psychological function in all languages?)

A good translation combines these considerations

OptionsAdoption (Close “literal” translation)

Advantage: maintains metric equivalence Disadvantage: adequacy (too) readily assumed, should be

demonstratedAdaptation (changing contents of one or more

items so as to increase cultural appropriateness) Advantage: more flexible, more tailored to the context Disadvantage: fewer statistical techniques available to

compare scores across culturesAssembly (composing a new instrument)

Advantage: very flexible Disadvantage: almost no comparability maintained

A Sample of Possible Procedures (after Harkness, 2003)

Strength and Weakness of Translations Back Translation

What is the Best Option? One type is not intrinsically better or worse than

another Main question is

NOTWhat is globally the best choice?

BUTWhat is the best choice in a specific

case?

Four Important Perspectives (Harkness & Van de Vijver, in preparation):

Adaptation Adaptation PerspectivesPerspectives

IndicatorIndicator

ConstructConstruct

MeasurementMeasurement

LanguageLanguage

IntegrationIntegrationCultureCulture

A good translation/adaptation combines equivalence perspectives

What is a good translation/ adaptation?A translation or adaptation is good when it combines high levels of construct, cultural, linguistic, and measurement equivalence.

Is There a Best Way to Translate an Instrument?

Simple items often straightforward to translate Close translations will do well, various

kinds of equivalence jointly maximizedMore complex items often require choices

about which equivalence will be maximized:Maximizing comparability or cultural

appropriateness ?

Different perspectives on equivalence often, but not always compatible

Example: cross-cultural differences in modes of address Maximizing linguistic equivalence may challenge

cultural appropriateness (e.g., requests may be too direct)

Maximizing cultural appropriateness may challenge statistical equivalence (e.g., rephrasing may threaten comparability of scores)

Taxonomy of Adaptations

Patel, Abas, Broadhead, Todd, & Reeler (2001) In Zimbabwe, multiple somatic complaints such as headaches

and fatigue are the most common presentations of depression. On inquiry, however, most patients freely admit to cognitive and emotional symptoms. Many somatic symptoms, especially those related to the heart and the head, are cultural metaphors for fear or grief. Most depressed individuals attribute their symptoms to “thinking too much” (kufungisisa), to a supernatural cause, and to social stressors. Our data confirm the view that although depression in developing countries often presents with somatic symptoms, most patients do not attribute their symptoms to a somatic illness and cannot be said to have “pure” somatisation. This means that it is vital to understand the culture specific terminology used by patients and to assess mood in those with multiple somatic complaints.

Consequence Common western measures of depression will under-diagnose

depression in Shona speakers.

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Example Culture-Driven

Example: ‘Burglar’ (Picture Arrangement; adapted for use in low-SES children in Bangalore, India )

ProblemsProblems: : 1.1. Unclear whether the burglar was getting in Unclear whether the burglar was getting in

or getting out; or getting out; 2.2. Man not recognized as burglar; Man not recognized as burglar; 3.3. Window was not recognized (vertically Window was not recognized (vertically

moving windows are uncommon in India)moving windows are uncommon in India)

Malda, Van de Vijver, Srinivasan, Transler (2008): Adapting a Western Cognitive Test for a Malda, Van de Vijver, Srinivasan, Transler (2008): Adapting a Western Cognitive Test for a Non-Western Context: The KABC-II in Bangalore, IndiaNon-Western Context: The KABC-II in Bangalore, India

Example: Do you often feel distressed? Translation to Dutch:

“Distressed” does not have an equivalent word in Dutch Possible solutions

Composite of different emotions in Dutch; ask for frequency of composite (“how often do you feel X and Y?”). Problem: composite may not be recognizable

Choose a single emotion that is as close as possible; problem: change of item content if no close match can be found

Describe the emotion in the item (e.g., vignette); problem: may require a similar description in English original

Need to check adequacy of chosen solution in statistical analysis

Combination of judgmental and statistical evidence crucial in instruments that are more difficult to translate/adapt

Example of Language-Driven Adaptation

Example: ‘Painting’Example: ‘Painting’

Problem: mirror was not recognizedProblem: mirror was not recognized

Rover Test content:Test content:

Additional instructions in subtest Additional instructions in subtest RoverRover One additional instruction in subtest One additional instruction in subtest Pattern Pattern

ReasoningReasoning Slight change of subtest composition and item order Slight change of subtest composition and item order

in in subtest subtest TrianglesTriangles

Sample item Original version Sample item Original version

Sample item Indian version

Problem: original sample item was too difficult; this item has been added as actual test item

Background Reading (1) (2)

What now is the challenge for psychologists? Construct own psychological

instrument of which is basically applicable for our own culture instead of adaptations of other cultures test.

THE END

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