Processes underlying intellectual performance of children and youth: A cross-cultural comparison.

Persistent Link:
http://hdl.handle.net/10150/186129
Title:
Processes underlying intellectual performance of children and youth: A cross-cultural comparison.
Author:
Mullins, Wanda Jane.
Issue Date:
1993
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to examine the underlying processes of intellectual performance for Native American children and youth with Anglo-American children and youth. A major purpose of most intelligence tests is to ascertain the differences in performance of individuals. The significant gap in performance between middle-class white subjects and minority subjects is well documented. Controversies over the accurate measure of intelligence for cultural groups have resulted in litigation and legislation designed to assure nondiscriminatory assessment. This study is a comparative analysis of test performance for Anglo and Native American subjects from the standardization normative sample of the Woodcock-Johnson Psycho-Educational Battery Revised (WJ-R). The WJ-R is frequently used in the assessment and identification of Native American students in need of special education services. The Woodcock-Johnson Revised Tests of Cognitive Ability (WJ-R COG), Part I of this Battery, is designed to measure seven separate cognitive factor clusters and a broad measure of ability with the three Broad Cognitive-Ability Scales. This instrument has received limited investigation in regard to the validity for Native American students. This study analyzed the data of the WJ-R standardization normative sample population for the Anglo and Native American preschool and school-age participants performance on the WJ-R COG. The results of this study indicate factor clusters for these two groups were significantly different for the Gc cluster and oral language cluster. The factor structure for the two groups was similar to the total sample population results reported in the WJ-R Technical Manual.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Dissertations, Academic.; Educational psychology.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Psychology; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Mishra, Shitala

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleProcesses underlying intellectual performance of children and youth: A cross-cultural comparison.en_US
dc.creatorMullins, Wanda Jane.en_US
dc.contributor.authorMullins, Wanda Jane.en_US
dc.date.issued1993en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to examine the underlying processes of intellectual performance for Native American children and youth with Anglo-American children and youth. A major purpose of most intelligence tests is to ascertain the differences in performance of individuals. The significant gap in performance between middle-class white subjects and minority subjects is well documented. Controversies over the accurate measure of intelligence for cultural groups have resulted in litigation and legislation designed to assure nondiscriminatory assessment. This study is a comparative analysis of test performance for Anglo and Native American subjects from the standardization normative sample of the Woodcock-Johnson Psycho-Educational Battery Revised (WJ-R). The WJ-R is frequently used in the assessment and identification of Native American students in need of special education services. The Woodcock-Johnson Revised Tests of Cognitive Ability (WJ-R COG), Part I of this Battery, is designed to measure seven separate cognitive factor clusters and a broad measure of ability with the three Broad Cognitive-Ability Scales. This instrument has received limited investigation in regard to the validity for Native American students. This study analyzed the data of the WJ-R standardization normative sample population for the Anglo and Native American preschool and school-age participants performance on the WJ-R COG. The results of this study indicate factor clusters for these two groups were significantly different for the Gc cluster and oral language cluster. The factor structure for the two groups was similar to the total sample population results reported in the WJ-R Technical Manual.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectDissertations, Academic.en_US
dc.subjectEducational psychology.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairMishra, Shitalaen_US
dc.contributor.committeememberSmith, Kennethen_US
dc.contributor.committeememberChristiansen, Harleyen_US
dc.identifier.proquest9322630en_US
dc.identifier.oclc714881077en_US
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