Cognitive Factors Related to Discrepant Arithmetic Achievement of White and Black First Graders

Abstract

The development of cognitive ability and differential factor structure have been considered as potent influences on achievement. Rural children, Blacks, and other socio-economically disadvantaged groups are generally thought to be different from their urban, white, middle-class peers on these factors (Bloom, Davis & Hess, 1965; Crow, Murray, and Smythe, 1966). A respected classic work in this area was Klineberg's (1935) study of increase in Black migrant intelligence score with increasing length of residence in a northern city. More recently, this work was substantiated by Lee (1951) who reported a significant upward trend for each of the subtests of the Primary Mental Abilities Test and, with the exception of memory, for all subtest scales on an individual measure of general intelligence. The overall increase was attributed to better educational advantages and improved environment. Tyler (1965) noted that Blacks from the South, were most inferior to New York Blacks on digit symbol, block design, and picture arrangement subtests. In combination, these deficiencies suggested a perceptual defect further borne out by deficiencies in picture completion ability and number proficiency. Shuey (1966) has asserted that Blacks perform better on tests composed of common sense and concrete material than on tests involving abstract concepts. A conflicting report by Semler and Iscoe (1966) concluded that cognitive organization and structure is the same for both races in those areas which are not influenced by psychocultural variables. Gunderson and Feldt (1960) studied the achievement of four