Abstract
The Wechsler Preschool and Primary Scale of Intelligence was administered to 372 children, one group being educationally deprived and the other normal, all being Caucasian. Factor analysis showed a three-factor structure: Verbal, Performance, and Picture Completion. There were no significant differences in factor structure of the two groups, suggesting similarity of factor structures. Apparently, the homogeneity of groups on cultural and demographic variables outweighed their arbitrary assignment to differential educational experiences on the basis of existing Title I definitions of educational deprivation.
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