Early Patterns of Cognitive Development

Hall, Vernon C.; Kaye, Daniel B.; Baron, Marc B.; Duncan, Rudy; Fine, T.; Schein, Debbie; Scarr, Sandra

doi:10.2307/1165925

Cited by 19 publications

(6 citation statements)

References 21 publications

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“…Consistent with Jensen's model, several free recall studies have demonstrated that low-SES black children exhibit less taxonomic clustering than middle-SES white children by about 10 years of age (Gerdes, 1971;Glasman, 1968Glasman, /1969Jensen & Frederiksen, 1973;Peterson, 1972). Researchers (e.g., Grimmett, 1975;Hall & Kaye, 1980;Mensing & Traxler, 1973) have criticized these aforementioned studies because ethnicity and SES were confounded. A fairer test of Jensen's model would be to measure clustering and recall in a study where SES and ethnicity are completely crossed.…”

Section: Developmental and Population Comparisons Of Taxonomic And Th...mentioning

confidence: 99%

“…A fairer test of Jensen's model would be to measure clustering and recall in a study where SES and ethnicity are completely crossed. To date, only one study (Hall & Kaye, 1980) has compared the performance of black and white children from both low-and middle-SES populations in a free recall task, but unfortunately clustering measures were not reported.…”

Section: Developmental and Population Comparisons Of Taxonomic And Th...mentioning

confidence: 99%

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Developmental and population comparisons of taxonomic and thematic organization in free recall.

Siaw¹

1984

Journal of Educational Psychology

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Section: Developmental and Population Comparisons Of Taxonomic And Th...mentioning

confidence: 99%

Section: Developmental and Population Comparisons Of Taxonomic And Th...mentioning

confidence: 99%

Developmental and population comparisons of taxonomic and thematic organization in free recall.

Siaw¹

1984

Journal of Educational Psychology

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“…The assumption that black children are deficient in cognitive skills necessary for success in school is based, in large part, upon the consistently observed differences in the average IQ of black and white children. Generally, black children achieve lower average scores on standardized tests of intelligence than their white peers, even when socioeconomic status (SES) is controlled (Hall & Kaye, 1980; Nichols & Anderson, 1973; Trotman, 1977).…”

mentioning

confidence: 99%

Family socialization and the IQ test performance of traditionally and transracially adopted Black children.

Moore

1986

Developmental Psychology

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The purpose of this research was to investigate the efficacy of the difference orientation for interpreting black children's lower average intelligence test performance. This study examines the response styles to cognitive demands of the Wechsler Intelligence Scale for Children (WISC) exhibited by two groups of adopted black children, aged from 7 to 10 years at the time of testing, and their average IQ. One group had been adopted by middle-class white families (i.e., transracially adopted), and the second group had been adopted by middle-class black families (i.e., traditionally adopted). A significant difference in the average performance of the two groups of children was observed, favoring those adopted by white families. Multivariate analysis of variance indicated significant differences in the styles of responding to test demands demonstrated by the two groups of black children, which are conceptualized as contributors to the difference in average test score observed between them. Multivariate analysis of the helping behaviors adopted mothers exhibited when helping their children solve a difficult cognitive task revealed significant differences between black and white mothers, which are conceptualized as culturally determined.The research reported in this article was carried out in partial fulfillment of the doctoral degree at the University of Chicago.I would like to acknowledge the assistance and contributions of Daphne

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“…First, the threat-inducing instructions in Steele’s experiments (namely, telling participants that the task is “a genuine test of your verbal abilities and limitations”; Steele & Aronson, 1995, p. 799) bears little resemblance to the more neutrally worded, standardized instructions given in actual individualor group-administered cognitive ability tests. Second, stereotype threat theory provides no compelling explanation for why African American and Caucasian group differences on standardized tests appear as early as preschool (Broman, Nichols, & Kennedy, 1975; Hall & Kaye, 1980; Kaufman & Doppelt, 1976; Oakland, 1978; Reynolds, 1983). This evidence requires that stereotype threat theory articulate how African American test takers as young as age three or four perceive the negative stereotype about their group.…”

Section: Test Session Behavior (Tsb) Experimental Researchmentioning

confidence: 99%

Culture and test session behavior: Part II.

Frisby¹

1999

School Psychology Quarterly

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This article is the second of a two-part series evaluating knowledge claims concerning the relationship between culture (circumscribed by race, ethnicity, country of origin, language, and/or social class) and test session behavior (TSB) on group and individual tests of intelligence and/or achievement. Part I (this issue) examined knowledge claims from two of four relevant categories in the literature: (1) speculative theories, and (2) studies of standardized measures of test session behavior. In Part II of the series, knowledge claims about the relationship between culture and TSB are discussed from the perspective of two additional categories: (3) TSB experimental research, and (4) research in cross-cultural test development. Insights from Parts I and II are then summarized and discussed.

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Early Patterns of Cognitive Development

Cited by 19 publications

References 21 publications

Developmental and population comparisons of taxonomic and thematic organization in free recall.

Developmental and population comparisons of taxonomic and thematic organization in free recall.

Family socialization and the IQ test performance of traditionally and transracially adopted Black children.

Culture and test session behavior: Part II.

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