ERIC ED011963: THE EFFECTS OF THE EXAMINER AND THE TESTING SITUATION UPON THE PERFORMANCE OF CULTURALLY DEPRIVED CHILDREN. PHASE I--INTELLIGENCE AND LANGUAGE ABILITY TEST SCORES AS A FUNCTION OF THE RACE OF THE EXAMINER. FINAL REPORT. - Info and Reading Options

By ERIC

"ERIC ED011963: THE EFFECTS OF THE EXAMINER AND THE TESTING SITUATION UPON THE PERFORMANCE OF CULTURALLY DEPRIVED CHILDREN. PHASE I--INTELLIGENCE AND LANGUAGE ABILITY TEST SCORES AS A FUNCTION OF THE RACE OF THE EXAMINER. FINAL REPORT." and the language of the book is English.

“ERIC ED011963: THE EFFECTS OF THE EXAMINER AND THE TESTING SITUATION UPON THE PERFORMANCE OF CULTURALLY DEPRIVED CHILDREN. PHASE I--INTELLIGENCE AND LANGUAGE ABILITY TEST SCORES AS A FUNCTION OF THE RACE OF THE EXAMINER. FINAL REPORT.” Metadata:

Title: ➤ ERIC ED011963: THE EFFECTS OF THE EXAMINER AND THE TESTING SITUATION UPON THE PERFORMANCE OF CULTURALLY DEPRIVED CHILDREN. PHASE I--INTELLIGENCE AND LANGUAGE ABILITY TEST SCORES AS A FUNCTION OF THE RACE OF THE EXAMINER. FINAL REPORT.
Author: ERIC
Language: English

Edition Identifiers:

Internet Archive ID: ERIC_ED011963

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"ERIC ED011963: THE EFFECTS OF THE EXAMINER AND THE TESTING SITUATION UPON THE PERFORMANCE OF CULTURALLY DEPRIVED CHILDREN. PHASE I--INTELLIGENCE AND LANGUAGE ABILITY TEST SCORES AS A FUNCTION OF THE RACE OF THE EXAMINER. FINAL REPORT." Description:

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POST-TEST INTELLIGENCE SCORES OF YOUNG NEGRO CHILDREN OBTAINED FOLLOWING A 6-MONTH LANGUAGE DEVELOPMENT PROJECT WERE COMPARED ACCORDING TO THE RACE AND SEX OF THE EXAMINER ADMINISTERING THE TEST. PRETEST SCORES OBTAINED PRIOR TO LANGUAGE DEVELOPMENT HAD INDICATED THAT NEGRO EXAMINERS PRODUCED SIGNIFICANTLY HIGHER STANFORD-BINET IQ SCORES THAN WHITE EXAMINERS. A SIMILAR, NONSIGNIFICANT DIFFERENCE HAD BEEN FOUND FOR SCORES ON THE ILLINOIS TEST OF PSYCHOLINGUISTIC ABILITIES (ITPA). IN THE PRESENT STUDY, NO DIFFERENCES ASSOCIATED WITH THE RACE AND SEX OF THE EXAMINER AND THE SEX OF THE CHILD WERE OBTAINED WITH 240 STANFORD-BINET POST-TEST SCORES. WHITE EXAMINERS PRODUCED SIGNIFICANTLY HIGHER SCORES THAN NEGRO EXAMINERS WITH 160 ITPA POST-TEST RESULTS. THE GREATEST DIFFERENCE BETWEEN NEGRO AND WHITE EXAMINERS OCCURRED ON THE ITPA VOCAL ENCODING SUBTEST, WHERE WHITES PRODUCED MORE SPONTANEOUS VOCALIZATION. SEX DIFFERENCES WERE MINIMAL AND INCONSISTENT WITHIN THE ITPA SUBTESTS. DIFFERENCES ASSOCIATED WITH THE RACE OF EXAMINER ON PRE- AND POST-TEST SCORES WERE DISCUSSED IN TERMS OF A COMPLEX INTERACTION (KATZ, 1964). THIS INTERACTION BETWEEN RACE OF EXAMINER AND TASK COMPLEXITY CAUSES NEGRO SUBJECTS TO PERFORM BETTER FOR NEGRO EXAMINERS ON COMPLEX TASKS DUE TO THE INTERFERING EFFECTS OF ANXIETY ASSOCIATED WITH WHITE EXAMINERS, EFFECTS WHICH MAY BE REVERSED IF A TASK IS MADE LESS COMPLEX OR THE ANXIETY ASSOCIATED WITH WHITE EXAMINERS IS REDUCED. (JH)

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