The Meaningfulness of Negro-White Differences in Intelligence Test Performance

Hicks, Robert A.; Pellegrini, R.

doi:10.1007/bf03393641

Cited by 3 publications

(1 citation statement)

References 9 publications

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“…5 ' 7,8,9 ' 10 ' 11 The purpose of this study is to check whether or not such criticism is valid and to determine whether or not so-called culture fair tests actually show the deprived Negro child up to a substantially better advantage than do tests which do not make allowance for cultural differences.…”

Section: Introductionmentioning

confidence: 99%

A Comparison of Culture Fair Test Scores with Group and Individual Intelligence Test Scores of Disadvantaged Negro Children

Willard

1968

J Learn Disabil

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Section: Introductionmentioning

confidence: 99%

A Comparison of Culture Fair Test Scores with Group and Individual Intelligence Test Scores of Disadvantaged Negro Children

Willard

1968

J Learn Disabil

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Comparison of intellectual performance of Chicano and Anglo third-grade boys on the Raven's coloured progressive matrices

Valencia

1979

Psychol. Schs.

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The resent study com ares the nonverbal intellectual performance as meas d b y the Raven's &lowed Progressive Matrices of 68 Chicano and 28 Anglo third-grade boys. An important aspect of the study was the attempt to control for problems related to SES, language status of the subjects, and cultural content of the testing instrument. The null hypothesis of no difference was rejected as the -4nglo group scored significantly higher than did the Chicano group. $he results were discussed in terms of to* (omega square), a measure of statistical association. Because only 4% of the variance of the Raven's score8 could be accounted for by ethnicity, it was concluded that the ethnicity variable does not effectively predict intelligence.

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AVA Norms and Scores from General Population and Negro Population Samples

Hasler¹,

Clarke²

1967

Psychol Rep

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Special standard score norms for the three profiles of AVA, Form A, were developed with the data from a heterogeneous sample of 328 Negroes. These norms were compared with the general norms ( N = 17,689) now in use with this instrument. The AVA results from another sample of 119 Negro respondents were plotted on record summary cards based on both general and special norms. The effects of different norms upon Profile Shapes and 10 other indices of profile characteristics were assessed. These effects were generally found to be negligible relative to probable influence upon descriptive validity or profile compatibility with the usual job standards. A significant clustering of AVA profile types was found for Negro AVAs as compared with a general sample distribution of AVA profile types.

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The Meaningfulness of Negro-White Differences in Intelligence Test Performance

Cited by 3 publications

References 9 publications

A Comparison of Culture Fair Test Scores with Group and Individual Intelligence Test Scores of Disadvantaged Negro Children

A Comparison of Culture Fair Test Scores with Group and Individual Intelligence Test Scores of Disadvantaged Negro Children

Comparison of intellectual performance of Chicano and Anglo third-grade boys on the Raven's coloured progressive matrices

AVA Norms and Scores from General Population and Negro Population Samples

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