The Revised Wechsler Intelligence Scale for Children appears significantly to widen the gap between Black and White performance, increasing the likelihood of unjustified negative social and educational consequences. (Author/EB)

One hundred eighty one sets of black twins and 223 sets of white twins provided responses to four 12-item subtests of the Raven's Progressive Matrices Test, Standard Version. The children were in elementary school and their item response patterns were analyzed with the use of revised ordering-theoretic methods to search for best-fitting…

Until the 1970s, there were few signs of change in the historic difference of one standard deviation between average ability or achievement test scores of black and white students. From 1970 to the mid-to-late 1980s, there was a substantial convergence of the average achievement test scores of blacks and whites. From the mid-to-late 1980s to 1992,…

Groups of 270 Black and 270 White children drawn from the national stratified random sample used in the standardization of the Wechsler Intelligence Scale for Children-Revised (WISC-R) were matched on age, sex, and WISC-R Full-Scale Intelligence Quotient to facilitate investigation of the patterns of specific cognitive abilities. (Author)

Borkowski and Krause (1983) concluded that the locus of black-white intelligence differences lies in metaprocesses not elementary cognitive processes. However, some variables were difference scores with unacceptably low reliability. Magnitude comparisons of racial differences give a different picture of results; comparable differences in measures…

Jensen (1985) caused us to reexamine earlier findings. After correcting perceptual efficiency and executive systems measures for unreliability, original conclusions remain tenable. Control processes are factors in understanding race-related differences in intelligence. We do not deny the association of "speediness" but argue for a multidimensional…

Genetic influence was estimated on Wechsler Intelligence Scale for Children subtests from inbreeding depression scores calculated on cousin marriages in Japan (n=1,854 children) and correlated with American Black-White racial differences. The genetic contribution of racial differences in cognitive performance may be more robust than was previously…

Examines national data sets of cognitive scores for intellectual dysgenesis by considering race, socioeconomic status, and ability-related changes in test scores over time. The analysis did not support the dysgenic hypothesis; however, it indicates a convergence of the various segments of U.S. society. (MMU)

This study investigates the effect of socio-economic level (lower and upper-middle), race (black and white), and sex on locus of control of reinforcement scores, and the relationship between the latter scores and reading achievement in a sample of 211 second grade children. A stratified random sampling technique insured adequate levels of each…

Regression lines for the prediction of Wide Range Achievement Test (WRAT) scores by Wechsler Intelligence Scale for Children (WISC) and WISC Revised (WISC-R) intelligence quotients were compared across race, by the Potoff technique. Subjects were 36 black and 30 white children who were referred for psychological evaluation because of learning or…

This document includes: (1) a special report by the Office of the Chancellor of the Pennsylvania State System of Higher Education on the system's equity plan, "Excellence and Equity: A Plan for Building Community in Pennsylvania's State System of Higher Education"; (2) an opinion piece titled, "The Problem of Black Students…

Longitudinal data on the auditory forward and backward digit span (FDS and BDS) subtests of the Wechsler Intelligence Scale for Children (WISC) were obtained at five age levels (between 6 and 13), in samples of white and black children. Factor analysis and analysis of variance of the data were conducted to test 5 hypotheses, related to Jensen's…

This study examines cultural bias in the Wechsler Intelligence Scale for Children. Results indicated no evidence of specific factors peculiar to Blacks v Whites, and rank order of item difficulties was similar in both groups. Race differences were due to differences in mental maturity rather than to test bias. (Author/RD)

Relationship between ability tests and race and issues of famous lawsuits concerning possible bias in intelligence tests are summarized. Reasons for the origins of ethnic and racial differences in general intellectual ability are considered. Prospects for the reduction of group differences and conflicts are discussed. (SLD)