Ethnic Group Differences between WISC and WAIS Scores in Delinquent Boys

Murray, Michael E.; Waites, Lucius; Veldman, Donald J.; Heatly, Maurice D.

doi:10.1080/00220973.1973.11011463

Cited by 6 publications

(2 citation statements)

References 14 publications

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“…A close examination of this research reveals that it almost exclusively addresses the assessment of children. In a recent review of the literature, McShane and Cook (1985) identified more than 70 empirical studies in which the Wechsler scales for children were used and only two studies in which a Wechsler scale for adults was used (Murray, Waites, Veldman, & Heatly, 1973; Overall & Levin, 1978).…”

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confidence: 99%

Assessing the intellectual functioning of Spanish-speaking adults: Comparison of the EIWA and the WAIS.

López

Romero²

1988

Professional Psychology: Research and Practice

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We point out the significant limitations in adapting the Wechsler Adult Intelligence Scale-Revised (WAIS-R) to assess the intellectual-cognitive functioning of Spanish-speaking adults, and we seek to familiarize practitioners with the Spanish version of the WAIS, the Escala de Inteligencia Wechsler Para Adultos (EIWA). To do the latter, we systematically examined both the EIWA and the WAIS and identified the exact differences between the two tests in regard to administration, content, scoring, and standardization sample characteristics. The most significant difference was found in the conversion of raw scores to scale scores. On several subtests, the equivalent raw score was converted into very different WAIS and EIWA scale scores. Other significant differences were noted in the content of the tests and in the social demographic makeup of the standardization samples. The administration and assignment of scores for both tests were generally found to be similar. On the basis of these findings, we offer specific recommendations for the testing of Spanish-speaking adults and for further research in this neglected area of study. The growing population of linguistic minorities in the United States calls for a closer investigation of the appropriateness of using psychological instruments with these groups (Olmedo, 1981). Accordingly, there is an increasing number of researchers who are evaluating the reliability validity, and utility of Wechsler scales in the assessment of Hispanics, the largest linguistic minority group in this country. A close examination of this research reveals that it almost exclusively addresses the assessment of children. In a recent review of the literature, McShane and Cook (1985) identified more than 70 empirical studies in which the Wechsler scales for children were used and only two studies in which a Wechsler scale for adults was used (

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confidence: 99%

Assessing the intellectual functioning of Spanish-speaking adults: Comparison of the EIWA and the WAIS.

López

Romero²

1988

Professional Psychology: Research and Practice

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“…Whereas the literature is replete with a diversity of samples of Hispanic children assessed on intelligence tests (Kaufman & Kaufman, 1983;McShane & Cook, 1985), few studies have investigated Hispanic adults (Kaufman, 1990, pp. 281-283), and those studies used atypical samples, such as 16-to 19-year-old delinquents (Murray, Waites, Veldman, & Heatly, 1973) and college students (Whitworth & Gibbons, 1986). As a consequence, prior to this study, it was not possible to know whether the relatively low Gc score for adult Hispanics in the K-BIT study was a sampling fluke or a meaningful result.…”

Section: Verbal-nonverbal and Gc-g F Discrepancies For Hispanicsmentioning

confidence: 99%

The fluid and crystallized abilities of white, black, and hispanic adolescents and adults, both with and without an education covariate

1995

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Data from the standardization sample of the Kaufman Adolescent and Adult Intelligence Test (KAIT) were used to examine race/ethnic differences on the Horn‐Cattell fluid and crystallized constructs. Samples included 768 individuals aged 11 to 24 years (575 White, 117 Black, 76 Hispanic) and 1,160 individuals aged 25 to 94 years (972 White, 124 Black, 64 Hispanic). Multivariate and univariate analyses were conducted, with and without an educational attainment covariate. Race/ethnic group was related significantly to performance on fluid and crystallized variables. Whites generally outscored Blacks and Hispanics on the diverse measures, namely, on tasks dependent on school learning (crystallized), and on those that reflect novel problem solving (fluid). These results maintained even with educational attainment covaried. Hispanics tended to perform better on fluid than on crystallized tests.

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A meta-analytic assessment of Wechsler's P>V sign in antisocial populations

Isen

2010

Clinical Psychology Review

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Ethnic Group Differences between WISC and WAIS Scores in Delinquent Boys

Cited by 6 publications

References 14 publications

Assessing the intellectual functioning of Spanish-speaking adults: Comparison of the EIWA and the WAIS.

Assessing the intellectual functioning of Spanish-speaking adults: Comparison of the EIWA and the WAIS.

The fluid and crystallized abilities of white, black, and hispanic adolescents and adults, both with and without an education covariate

A meta-analytic assessment of Wechsler's P>V sign in antisocial populations

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