The cultural-distance perspective: an exploratory analysis of its effect on learning and intelligence
| dc.contributor.author | Grubb, Henry Jefferson | en |
| dc.contributor.department | Psychology | en |
| dc.date.accessioned | 2023-04-20T14:53:11Z | en |
| dc.date.available | 2023-04-20T14:53:11Z | en |
| dc.date.issued | 1983 | en |
| dc.description.abstract | The stance of the present investigation is an amalgamation of the environmental, historical, and social-psychological points of view with the addition of current knowledge in rhw fields of socio-biology, clinical and developmental psychology. This view, the <i>Cultural-Distance Approach</i>, briefly stated is that a sub-culture's distance from the major culture, on which test questions of a test are based and validated, will determine that sub-culture’s group sub-score pattern in relation to the sub-score pattern of the norming population. Therefore minority member performance on tests based and validated on the major culture (or even validated according to percentage representation of all sub-cultures in the supra-culture) will show characteristic patterns of group responding which are different from those of the norming sample. These response patterns are indications of what is salient to each minority sub-culture on the tests and within the major culture, and what is not. This paper is an examination of some of the socio-cultural factors which may lead to group performance differences on IQ tests and an attempt to determine empirically if the <i>Cultural-Distance</i> approach is valid in its analysis of test bias. The results suggest that although Blacks and Whites perform equally on learning tasks at either the Level I or Level II dichotomy of intellectual abilities, performance on standardized tests of IQ do not adequately reflect this equality of performance, possibly because of the loading of cultural-bias in the latter measures. | en |
| dc.description.degree | M. S. | en |
| dc.format.extent | vii, 181 leaves | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.uri | http://hdl.handle.net/10919/114600 | en |
| dc.language.iso | en | en |
| dc.publisher | Virginia Polytechnic Institute and State University | en |
| dc.relation.isformatof | OCLC# 11069740 | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject.lcc | LD5655.V855 1983.G782 | en |
| dc.subject.lcsh | Discrimination in education | en |
| dc.subject.lcsh | Educational tests and measurements | en |
| dc.subject.lcsh | Test bias | en |
| dc.title | The cultural-distance perspective: an exploratory analysis of its effect on learning and intelligence | en |
| dc.type | Thesis | en |
| dc.type.dcmitype | Text | en |
| thesis.degree.discipline | Psychology | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | masters | en |
| thesis.degree.name | M. S. | en |
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