Abstract
An analysis of the WISC profile for culturally disadvantaged children was undertaken to determine which subtests were least affected by experimental factors. Highest scores were earned on Picture Completion, Similarities, Comprehension and Vocabulary. Lowest scores were obtained on Information, Picture Arrangement, Math, Object Assembly, Coding and Block Design. There was no evidence to suggest that cultural deprivation has less detrimental effect on performance than verbal or abstract skills.
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