Abstract
verbal and performance IQ (VIQ-PIQ) discrepancies were evaluated in 4,546 gifted African-American, Caucasian, Filipino, and Hispanic children in Grades 1-9. Results, which were cross-validated on an independent sample, showed that the VIQ-PIQ pattern depended on ethnic background, the interaction of ethnicity and risk, and the size of the indicidual VIQ-PIQ discrepancy. Gifted African-American and Caucasian children showed significantly higher VIQs than PIQs ; there were no significant VIQ-PIQ differences in the Filipino or Hispanic groups. Language risk was associated with a low VIQ in African-American children. Among large VIQ-PIQ discrepancies, PIQs were higher than VIQs for Filipino children ; the other three groups showed the reverse pattern
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