There is significant debate over the value and ethics of IQ testing for children, including those from diverse cultural groups, particularly in light of studies examining performance on various subtests that are uncovering important processing differences between cultural and linguistic groups (Sotelo-Dynega, Ortiz, Flanagan, & Chaplin, 2013).…

Administered the WISC and WISC-R to 20 White children and compared their differences in a counterbalanced design to equivalent data obtained from Black children. For the White subjects, no differences were found between WISC and WISC-R measures. Black children scored significantly lower on the WISC-R on all three IQ measures. (Author)

A short critique of a 1974 monograph. (MS)

A reply to a critique of an earlier paper by this author. (MS)

Investigated the criterion-related validity of the Kaufman Assessment Battery for Children (K-ABC), predicting reading comprehension, arithmetic, and general achievement, for large samples of blacks and whites tested during the standardization of the battery. The Sequential and Mental Processing Composite scales tended to overpredict black…

Argues on basis of research on importance of "g" (intelligence) factor and racial differences in "g" that many valid, unbiased tests can be expected to produce high levels of adverse impact when used in race-neutral manner, especially in high-level jobs. Argues that unrealistic expectation regarding racial parity often leads employers to adopt…

Internal evidence of cultural bias, in terms of various types of item analysis, was sought in the Wonderlic Personnel Test results in large, representative samples of whites and Negroes totalling some 1,500 subjects. Essentially, the lack of any appreciable Race X Items interaction and the high interracial similarity in rank order of item…

Concludes that these standardized tests of intelligence--the Peabody Picture Vocabulary, Raven's Progressive Matrices, Stanford-Binet, Wechsler Intelligence Scale for Children, Wonderlic Personnel Test, and most likely many other similar tests--show practically no evidence of differential culture bias for blacks and whites. (Author)

Investigated the validity of the Kaufman Assessment Battery for Children (K-ABC) with a sample of preschool-age children. The K-ABC did not differentiate between age or sex groups, but blacks scored lower than whites. The findings are supportive of previous validity students and two-factor theories of intelligence. (Author/ABB)

Data on the concurrent validity of the McCarthy Scales, using two Wechsler Scales for Children as criteria, were compared with those of previous studies. Significant moderate to strong correlations at preschool and school-age levels between the General Cognitive Index of the McCarthy and Wechsler IQ's were noted. (Author/RD)

This study used 126 young adult black and white male inmates to test the comparability of the Pauker and Statz and Mogul short forms with the standard Wechsler Adult Intelligence Scale (WAIS). The Pauker form was superior with this population. Findings should not be generalized to other ages, races, or to women. (Author/CP)

Explored the relationship between age and intelligence test performance across race and evaluated the developmental progression of scores and construct validity of the Kaufman Assessment Battery for Children in a sample totaling 2,615 children. No significant race or sex differences were found, supporting the validity of the K-ABC. (JAC)

Six methods of measuring factorial similarity were compared with regard to outcome based on two large data sets, one for an intelligence test and the other for a personality test. All indexes yielded comparable results. Comparing factors determined at random, all indexes yielded comparable results leading to a conclusion of dissimilarity.…

Reviews Richard Herrnstein's article and book concerning I.Q. and argues that the questions of the nature of intelligence and the respective influences of environment and heredity are important not just in the interpretation of statistical evidence but because these questions have implications in the lives of human beings. (Author/JM)

The paper discusses test bias; presents the rationale of the System of Multicultural Pluralistic Assessment (SOMPA), a test instrument which assumes equal cultural and racial intellectual potential but asserts that there is not one normal curve of measured intellectual performance; and suggests that the test would correct racial and cultural test…