Abstract
AbstractAdministered the WISC and the WISC‐R in a counterbalanced design to 20 Hispanic children. Ss scored significantly lower on the WISC‐R on Similarities, Object Assembly, Coding, and Mazes subtests, which resulted in lower Performance and Full Scale IQs. WISC‐R scores tended to increase after practice on the WISC, but WISC scores tended to decrease after practice on the WISC‐R. There was an overall difference of approximately 14 points between the Verbal and the Performance IQs on both tests. The only sex difference occurred on the Coding subscale; girls' mean score was higher than boys'. The tests were highly correlated. Important implications are that the WISC‐R is as culturally biased as the WISC and that more Hispanic children may be labeled as mentally deficient. It is suggested that the Verbal IQ reflects the extent of acculturation, while the Performance IQ reflects actual ability.
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