The Stanford-Binet intelligence test was administered by 104 third- and sixth-grade, disadvantaged black children in Negro non-standard dialect and in standard English. Younger children performed better than older children. No significant differences were found between dialect and standard-English test administrations. (ST)

The influence of race on IQ was studied with 33 European American and 33 African American 3-year olds matched for several characteristics. Findings of a difference favoring European Americans support the Spearman hypothesis that group performance differences on subtests are related to the "g" loadings of the test. (SLD)

In a longitudinal study of 89 black children from different social classes, while there were no significant SES differences on the Cattell Infant Intelligence Scale at 18 and 24 months of age, there was a highly significant 23 point Mean IQ difference between children from welfare and middle class black families on the Stanford-Binet at 3 years of…

This evaluation of cognitive change in Head Start children focused on changes in performance as opposed to changes in competence; specifically, that Binet test performance improves as a function of experience with Binet examiners. The study involved 93 children assigned to four groups who were tested for IQ gains during a 6-week Head Start program…

Black (N=95) and White (N=52) low socioeconomic children assigned to special education classes were initially given the Stanford-Binet and, three years later, the Wechsler Intelligence Scale for Children-Revised (WISC-R). Correlations between Stanford-Binet and WISC-R Full Scale IQs were significant in both ethnic groups, with r=.60 for the total…

Examined theoretical model of early environmental action of 282 Caucasian and African American infants, using structural equation modeling. Model included socioeconomic status, early cognitive status, stimulation with home environment, parental use of negative control, and later cognitive status. Models for males and females showed similar…

This preschool program concentrated on language development, self-concept, perception, and concept formation. Also, a vertically organized program of reading, math, science, and creative dramatics, along with parent activity, inservice training, and dissemination, covered prekindergarten through the third grade. Individual and small group work…

In an effort to isolate the emergence and causes of social class differences in intellectual performance, this longitudinal study was undertaken as a follow-up on a cross-sectional study that yielded no social class differences on the Cattell Infant Intelligence Scale for 12-, 18-, and 24-month-old black children. In the present study, 89 children…

THE EARLY TRAINING PROJECT IS A FIELD RESEARCH STUDY WHICH IS CONCERNED WITH THE PROBLEM OF THE PROGRESSIVE RETARDATION OF THE CULTURALLY DEPRIVED IN THE PUBLIC SCHOOLS. THE CHILDREN INVOLVED IN THE STUDY WERE ALL NEGRO. FROM A GROUP OF 61 CULTURALLY DEPRIVED NEGRO PRESCHOOL CHILDREN, 3 GROUPS WERE CONSTITUTED BY RANDOMIZATION. THE FIRST OF THESE…

An intervention program was designed to study offsetting progressive school retardation of deprived children and the impact of the program on the community. This third report presents findings at the end of the fourth grade, 3 years after the experiment ceased. Subjects were 88 children, all Negro, and 27 of these served as a distal control group.…

The several statistical methods described for detecting test bias in terms of various internal features of a person's test performances and the test's construct validity can be applied to any groups in the population. But the evidence regarding groups other than U.S. blacks and whites is either lacking or is still too sketchy to permit any strong…