Test Performance of Jewish Day-School Students

Wendt, Ruth; Burwell, Elinor

doi:10.1080/00221325.1964.10533649

Cited by 11 publications

(4 citation statements)

References 10 publications

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“…A pertinent study (Wendt & Burwell, 1964), though not directly comparable for lack of subtest scores, deserves note here. Twenty-seven Canadian Jewish seventh and eighth graders attending a day school were matched on the Full Scale WISC at 114.7 with 34 non-Jewish youngsters attending the same grades.…”

Section: Previous Studies Three Sets Of Studies Done In the Unitedmentioning

confidence: 88%

Jewish culture and the WISC and WAIS test patterns.

Dershowitz¹,

Frankel²

1975

Journal of Consulting and Clinical Psychology

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Section: Previous Studies Three Sets Of Studies Done In the Unitedmentioning

confidence: 88%

Jewish culture and the WISC and WAIS test patterns.

Dershowitz¹,

Frankel²

1975

Journal of Consulting and Clinical Psychology

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“…A second trend which emerged in general intelligence testing was the effort to identify socioeconomic, ethnic, minority group, or sex differences as important patterning characteristics (Borum and Livson, 1965;Osborne, 1964;Semler and Iscoe, 1966;Weise, Meyers, and Tuel, 1965;Wendt and Burwell, 1964). For example, Weise and his associates, utilizing Primary Mental Abilities Tests, found the P subset to be the most valuable screening clue for girls, while the Q subset was the most useful for boys in predicting the Stanford-Binet criterion score.…”

Section: Associated Variablesmentioning

confidence: 99%

Chapter II: Testing the Early Educational and Psychological Development of Children—Ages 3–6

Deal¹,

Wood²

1968

Review of Educational Research

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“…Figures Test was used-that would directly support the differentiation hypothesis. Two published studies (Dershowitz, 1971;Wendt & Burwell, 1964) reported failures to find significant differences between Jewish and non-Jewish children on Embedded Figures Test performance, although differences were in the expected direction. Dershowitz and Frankel's (1975) findings are more parsimoniously explained by the hypothesis that Jewish subjects show a relative superiority on tasks that are dependent on the left cerebral hemisphere and a relative deficit on tasks that are dependent on the right cerebral hemisphere, whereas Protestants show a similar but less extreme pattern and Catholics are relatively balanced in their performance.…”

mentioning

confidence: 92%

Hemispheric asymmetry and Jewish intelligence test patterns.

Martindale¹

1978

Journal of Consulting and Clinical Psychology

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On the basis of intelligence test performance, Dershowitz and Frankel have hypothesized that Jewish subjects are less psychologically differentiated (more field dependent) than Protestant and Catholic subjects. It is argued that differential intelligence test patterns are better explained in terms of differential emphasis on abilities mediated by the left and right cerebral hemispheres. The hypothesis is advanced that Jewish subjects exhibit a tendency toward lefthemisphere dominance in comparison to Protestant and Catholic subjects. Evidence for, and implications of, the hypothesis are discussed. Dershowitz and Frankel (1975) have recently summarized the results of a number of studies showing that Jewish subjects tend to be characterized by relatively low scores on some of the performance subtests of the Wechsler Intelligence Scale for Children (WISC) and of the Wechsler Adult Intelligence Scale. Scores on Picture Completion, Picture Arrangement, Block Design, and Object Assembly are low in relation to scores on the verbal subtests of Comprehension, Information, Arithmetic, and Similarities. Studies are cited as showing a similar but less extreme pattern in Protestant children and an even less extreme pattern in Catholic (Irish and Italian) children. Dershowitz and Frankel related these patterns to Witkin's (1967) concept of psychological differentiation. According to their hypothesis, Jewish subjects are less psychologically differentiated than Protestant or Catholic subjects.Even though low levels of psychological differentiation have been shown to be related to poor performance on three of the subtests on which Jewish subjects exhibit relative deficits, Dershowitz and Frankel (1975) themselves admit that they are unable to account for the poor Picture Arrangement scores of Jewish subjects with this explanation. Further, they cite only one unpublished study (Litman, Requests for reprints should be sent to Colin Martindale,

show abstract

Test Performance of Jewish Day-School Students

Cited by 11 publications

References 10 publications

Jewish culture and the WISC and WAIS test patterns.

Jewish culture and the WISC and WAIS test patterns.

Chapter II: Testing the Early Educational and Psychological Development of Children—Ages 3–6

Hemispheric asymmetry and Jewish intelligence test patterns.

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