Differences Between Pre-School Negro Children and their Older Siblings on the Stanford-Binet Scales

This paper is based on an investigation, made in 1941-42, of the responses of a group ofNegro children to the revised Stanford-Binet scales.' The original study included comparative, developmental and qualitative phases. We propose to present here only the developmental phases of the study. The course of the investigation followed these steps: 1. Location of all available pairs of Negro siblings living in Austin at two selected age levels through examination of the school census records. 2. Verification of birth dates and full sibship through home interview and examination of city, county, and state birth records. 3. Rating the socio-economic status of families represented by means of the Sims Score Card used in home interviews. 4. Administration of both forms of the 1937 revision of the StanfordBinet Scales to the 150 selected children. 5. Statistical treatment of the test scores and Sims scores to show quantitative differences between this group and the standardization group; and between the older and younger Negro groups. 6. Tallying of item successes to pro

Cognition · Developmental psychology · Intelligence quotient · Psychiatry · Stanford–Binet Intelligence Scales · Early Childhood Education and Development · Parental Involvement in Education · Psychology · School Choice and Performance

• Some Effects of Deprivation on Intelligence, Achievement, and Cognitive Growth

  Robert L Green, Louis J Hofmann et al.•The Journal of Negro Education•1967

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