Abstract
An analysis of the pattern of WISC scores for 54 Black children from Northeast Georgia and Southwest South Carolina was performed to determine whether there was any reliable difference in their performance on the various subtests. Highest scores were obtained in Picture Completion, Similarities, and Comprehension; lowest scores on Picture Arrangement, Information, Coding, Block Design, and Object Assembly. Such data do not support the view that Southern Black culture has less a detrimental effect on Performance than on Verbal subtests of the WISC. If replicated, implications need examination.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
