Abstract
The characteristics of revised Stanford-Binet (S-B) and Goodenough-Harris protocols (GHDT) were investigated for 188 culturally disadvantaged children. These children scored in the low normal level of intelligence, girls were superior to boys, and whites were superior to Negroes. Further, a race and sex analysis indicated white females showed functional superiority relative to Negro male and female children while there were no differences between white male children and Negro male or female children. Also, the S-B and the GHDT did not correlate highly, suggesting that different skills are required by the two tests. An item analysis of the S-B suggested that for this population most of the items are correctly placed for age.
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