By Rajinder M. Gupta, Peter Coxhead
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Additional resources for Cultural Diversity and Learning Efficiency: Recent Developments in Assessment
104) In order to provide empirical evidence for the hypothesis of information deficit in cultural-familially retarded persons Gordon and Haywood (1969) administered a 22 item similarities test (a subtest from the WISC) under two conditions to known organically retarded and culturalfamilially retarded institutionalised subjects. The two conditions of administration of the test were: standard and 'enriched'. In the latter condition, there were five exemplars instead of two as in the standard condition.
The particular interest was in knowing how the battery predicted subsequent school achievement. It was administered to a sample of some 400 seven-year-old children of immigrant background. At the same time a short form of the WISC was administered. A year later, when all the children had been in the British education system for at least a year, school attainment tests in vocabulary, maths and reading were administered. This design made it possible to compare the respective performances of the learning ability test battery and the WISC in terms of prediction of subsequent achievement.
1982), 'The future of psychological assessment' ,International Review of Applied Psychology, 31, 117-39. Reschly, D. J. (1984), 'Beyond IQ test bias: the National Academy Panel's analysis of Minority EMR Overrepresentation', Educational Researcher, 13, 15-19. Roberts, J. R. (1984), 'The relati ve development and educational achievement of ethnic minority children in a Midlands town', Educational and Child Psychology, 1, 14-22. Rohwer, W. , Ammon, M. , Levin, J. R. (1971). 'Population differences & learning proficiency', Journal ofEducational Psychology, 62, I, 1-14.