This study explored how neighborhood social processes and resources, relevant to immigrant families and immigrant neighborhoods, contribute to young children's behavioral functioning and achievement across diverse racial/ethnic groups. Data were drawn from the Project on Human Development in Chicago Neighborhoods, a neighborhood-based,…

To examine the cognitive strengths and weaknesses of learning disabled (LD) students, WISC-R (Weschler Intelligence Scale for Children-Revised) subtest scores of 309 kindergarten through sixth grade LD students were analyzed. The 10 subtests were the information, similarities, arithmetic, vocabulary, comprehension, picture completion, picture…

Concludes that where significant interaction between the child and the examiner took place, black children achieved their highest scores on the Wechsler Intelligence Scale for Children with a white examiner. (RB)

Score differentials between the revised Wechsler Intelligence Scale for Children (WISC-R) and the Wechsler Adult Intelligence Scale (WAIS) were investigated in 25 possibly mentally handicapped adolescents (10 white, 15 black). Each S was individually administered both the WISC-R and the WAIS. Results supported the hypothesis that for mentally…

Reports a study which investigated the influence of the variables of race (examiner and child race) and expectancy (high and low expectancy) upon the scoring of individual IQ tests. (Author/JM)

Children given tangible rewards, regardless of race of examiner, obtained significantly higher scores. Children given culturally relevant social reinforcement by a Black examiner obtained significantly higher scores than did children given culturally relevant reinforcement by the White examiner. (Author)

The verbal, performance, and full-scale IQs of the standardization sample for the Wechsler Intelligence Scale for Children--Revised (WISC-R) were analyzed according to sex, race, geographic region, parental occupation, and type of residence (urban or rural) and compared with corresponding data from a 1950 study of the WISC standardization sample.…

Dealt with the association of race to mental test performance and how this association interacts with age and the instrument used. Results show at the school age and preschool level, the Black and White children differed significantly in General Cognitive Indices and in their Wechsler mean full scale IQs. (Author)

Comparison of the Wechsler Intelligence Scale for Children (Third Edition) and the Cognitive Assessment System (CAS) with 78 special education students found that the WISC-III identified more children, especially more black children, as having mental retardation. Results imply that the problem of disproportionate identification of black children…

The possibilities of influence of the race of testers on the intellectual performance of children were investigated. A four factorial design, with two response measures--the digit span and block design subtests of the Wechsler Intelligence Scale for Children--was employed. These data were gathered on students enrolled in a black and white…

A research study is reported which investigated the influence of the variables of race (examiner and child race) and expectancy (high and low) upon the scoring of individual IQ tests. Video tapes of two children (one black, one white, 10 years old, in the 85 to 95 IQ range) being administered the Wischler Intelligence Scale for Children were shown…

This study investigated the relationship of dialect and race of five and six-year old boys to a listener's ability to report the oral response of boys to ten vocabulary items from the Wechsler Intelligence Scale for Children (WISC). A group of 20 black and 20 white college students viewed videotapes of eight first grade boys who represented four…