The Structure of Intelligence for Black Children: A Hierarchical Approach

Vance, Hubert Booney; Wallbrown, Fred H.

doi:10.1007/bf03394507

Cited by 27 publications

(12 citation statements)

References 14 publications

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“…The variability of the groups on Factors 2 and 3 helped to distinguish each group. This variability appears to follow the same pattern as previous research has indicated (Vance & Wallbrown, 1978;Kaufman, 1975;Carlson et al, 1983;Snow, Cohen, & Holliman, 1985;Reynolds & Gutkin 1980). Especially notable is the weakness of the learning disability groups on the distractibility-short-term memory factor.…”

Section: Resultssupporting

confidence: 78%

“…This factor (1977,1978,1979). Factor 2 was identified as a perceptual-spatial factor and closely corresponded to the perceptual organizational factor found by (Kaufman, 1975) and spatial-perceptual Vance and Wallbrown, (1978). This factor appears to assess a variable common to the Performance Scale subtests as indicated by the high positive loading on Object Assembly, Picture Arrangement, Picture Completion and Block Design.…”

Section: Resultsmentioning

confidence: 97%

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Factor Analytic Study of the WISC-R for Three Groups of Handicapped Students

Fuller¹,

Vance

Eaves

1991

Diagnostique

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A principle component factor analysis with varimax rotation was performed for 252 subjects on 71 WISC-R variables. Three factors were specified for extraction. The subjects were divided into three diagnostic groups (educable mentally handicapped, slow learners, learning disabled) based on their WISC-R scores and individual placement committee decisions. The factors thus obtained for each diagnostic group corresponded to those found in the standardization group. The three factors were verbal-conceptual, perceptualspatial, and distractibility-short term memory. The findings suggested that the factor paradigm found for the three diagnostic groups can be used confidently to interpret scores from the WISC-R. These findings also indicated that the basic ability dimensions are the same for clinical samples as they are for subjects in the standardization sample.

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Section: Resultssupporting

confidence: 78%

Section: Resultsmentioning

confidence: 97%

Factor Analytic Study of the WISC-R for Three Groups of Handicapped Students

Fuller¹,

Vance

Eaves

1991

Diagnostique

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“…Support for Reschly's (1978) conclusions is available from a variety of other factorial studies of the WISC and WISC-R using many methods of factor analysis. Applying a hierarchical factor-analytic method, Vance and Wallbrown (1978) factor analyzed the intercorrelation matrix of the WISC-R subtests for 150 blacks from the Appalachian region who had been referred to a psychoeducational clinic. The two-factor hierarchical solution determined for Vance and Wallbrown's (1978) blacks was highly similar to hierarchical factor solutions determined for the standardization sample of the WISC-R (Wallbrown, Blaha, Wallbrown, & Engin, 1975), the 1949 WISC (Blaha, Wallbrown, & Wherry, 1974), and other Wechsler Scales.…”

Section: Bias In Construct Validity Of Intelligence Testsmentioning

confidence: 99%

Test Bias: in God We Trust; All Others Must Have Data

Reynolds

1983

J Spec Educ

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Racial and cultural test bias continues to be a major concern among all professionals involved in the placement and treatment of handicapped children. Though embroiled in social, political, and emotional snarls, the issue must be addressed, professionally, from a primarily empirical standpoint. This paper reviews the research program of the author and several of his colleagues in their attempts to evaluate empirically the merits of the cultural-test-bias hypothesis. There is little evidence to substantiate claims of bias for well-constructed, properly standardized tests. Correspondingly, minority and other disadvantaged children with low academic and aptitude test scores need remedial and special educational help just as much as do their white middle-class counterparts.

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“…Jensen ( A similar conclusion can be drawn from studies of the factorial structure of the Wechsler Scales (Cohen, 1957a;Cohen, 1957b;Cohen, 1959;Silverstein, 1977;Kaufman, 1975;Kaufman, 1979;Reschly, 1978;Vance and Wallbrown, 1978;and Van Hagen and Kaufman, 1975). These stud-ies indicate that the factorial structure found in Anglo and several minority groups are the same, which demonstrates that these tests are basically measuring the same intellectual characteristics in all groups investigated.…”

Section: Discussionmentioning

confidence: 57%

Frequency of Use as a Measure of Word Difficulty in Bilingual Vocabulary Test Construction and Translation

Tamayo

1987

Educational and Psychological Measurement

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To verify whether or not frequency of use is an acceptable measure of word difficulty in vocabulary test construction and translation, three 24 word lists, one English and two Spanish, were compiled. The first list of Spanish words matched the meaning and frequency of use of the corresponding English words, whereas the second list of words matched the meaning but not the frequency of use. The English list was administered to 80 English-speaking eighth grade students and the Spanish lists to samples of 80 Spanish-speaking students (40 Mexicans and 40 Puerto Ricans) matched to the English counterparts in grade, age, sex, and academic achievement. Means were compared for statistical significance of differences. Most of the comparisons between the English and the Spanish frequency matched synonyms-either with Mexicans or Puerto Ricans or with boys and girls-were not statistically significant, whereas most English-Spanish comparisons when frequency of use was not matched were significant. The results support the hypothesis that frequency of use is a valid measure of word difficulty that could be utilized in vocabulary test construction and translation.

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The Structure of Intelligence for Black Children: A Hierarchical Approach

Cited by 27 publications

References 14 publications

Factor Analytic Study of the WISC-R for Three Groups of Handicapped Students

Factor Analytic Study of the WISC-R for Three Groups of Handicapped Students

Test Bias: in God We Trust; All Others Must Have Data

Frequency of Use as a Measure of Word Difficulty in Bilingual Vocabulary Test Construction and Translation

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