Subcultural Variations in Verbal and Performance Ability at the Elementary School Level

Levinson, Boris M.

doi:10.1080/00221325.1960.10534322

Cited by 17 publications

(11 citation statements)

References 8 publications

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“…The older day-school children also obtained a significantly higher verbal score than did their controls, with the situation reversed for performance scores. Unlike Levinson (1959Levinson ( , 1960, the authors speculate that the differences may reflect a lack of development of performance skills as well as sheer emphasis on verbal ability.…”

Section: H a P T E R F O U Rmentioning

confidence: 82%

“…This difference must be considered in terms of the differential upper limits between the two tests. Levinson (1960) School children, After the introduction of the Stanford Binet LA4 in 1960, Sonneman (1964) administered both the new Binet and WISC to 100 normal fourth-grade students and reported higher Binet LM means (106 us. 103), with correlations of .77 VIQ, .57 PI&, and -77 FIQ.…”

Section: Studiesmentioning

confidence: 99%

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Research with the Wechsler intelligence scale for children 1960-1970

1972

Psychol. Schs.

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Since the first review of the Wechsler Intelligence Scale for Children (WISC)I by Littell (1960), the use of this test has expanded greatly. The validity of the WISC is no longer in question; indeed it has become the standard by which the newer measures are evaluated. Focus now centers on the types of factors, external and internal, that affect obtained test results. The role of examiner variables, examining variables, situational variables, the use of the test as a diagnostic tool for specific groups, and the feasibility of abbreviating the scale have dominated the literature.Because of this change, the organization of this review is expanded over Littell's original presentation, a reflection of altered research trends. The general burgeoning of publications necessitates a bibliographic coverage that is selective rather than exhaustive. Generally, the foreign language literature is omitted, with emphasis placed on the WISC as a clinical and/or intellectual measurement tool in English-speaking countries.'The abbreviation WISC will be used throughout to indicate the Wechsler

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Section: H a P T E R F O U Rmentioning

confidence: 82%

Section: Studiesmentioning

confidence: 99%

Research with the Wechsler intelligence scale for children 1960-1970

1972

Psychol. Schs.

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“…Studies of other cultures (Walters, 1958) and of Negroes versus whites (Shuey, 1958) consistently showed either no difference or a poorer performance by "culturally deprived" subjects than by control subjects on the nonverbal, as compared with the verbal, tests. On the other hand, a series of studies by Levinson (1960) supported his position that a particularly stimulating verbal environment has a cumulative effect of raising verbal skills above performance skills. Warren (1960) compared the language and nonlanguage scores, as well as total scores, on the California Test of Mental Maturity in predicting grades for two samples of high-school students in an American school in Japan.…”

Section: Ability and Capacitymentioning

confidence: 88%

Chapter II: Development and Application of Tests of General Mental Ability

Wallen¹

1962

Review of Educational Research

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“…However, research on the relationship between WISC scores and SES has not been completely conclusive. Levinson (1960) found no significant relationship between WISC IQs and the SES of Jewish preschool children, whereas Laird (1957) found that the mean IQ of a group of 11-year-old boys of high SES was in the bright normal category while that of boys of low SES was in the average category. Estes (1953) obtained significant differences in WISC IQ between high and low SES groups in the case of grade 2 pupils, but no significant differences between grade 5 children.…”

mentioning

confidence: 88%

Differentiation of abilities, socioeconomic status, and the WISC.

Cropley¹

1964

Journal of Consulting Psychology

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The study investigated the effect of an increase in age on the factor structures of the subtests of the Wechsler Intelligence Scale for Children (WISC), and the relationship between subtest scores and socioeconomic status (SES), The scores of 70 Ss, tested at ages 10 and 12, were factor analyzed and structures at the 2 age levels compared. The sample was also divided into high and low SES groups, and subtest means calculated for each group. At both age levels, between-group mean differences were significant at or beyond the .OS level of confidence in the case of verbal subtests, while factor structures, which were similar, indicated a trend towards integration of abilities. The structures denned 2 main factors, identified as verbal and performance IQ, respectively.1 This paper is based on a thesis submitted to the Department of Educational Psychology of the University of Alberta in partial fulfillment of the requirements for an MEd degree. The author wishes to acknowledge his indebtedness to W.

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Subcultural Variations in Verbal and Performance Ability at the Elementary School Level

Cited by 17 publications

References 8 publications

Research with the Wechsler intelligence scale for children 1960-1970

Research with the Wechsler intelligence scale for children 1960-1970

Chapter II: Development and Application of Tests of General Mental Ability

Differentiation of abilities, socioeconomic status, and the WISC.

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