Abstract
Race, sex, and socioeconomic class differences were ex amined on the WISC and WISC-R. Black and White examiners administered the WISC and the WISC-R to a sample of first-grade children. The data revealed a significant effect confirming that the full scale score results obtained from the WISC and WISC-R in struments were different. In addition, a significant in teraction of race of subject and instrument indicated that while both White and Black subjects' full scale WISC-R scores were lower than WISC full scale scores, only for the Black subjects was the difference signifi cant. No other effects were significant.
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