INDIVIDUAL DIFFERENCES ON GENDER, ETHNICITY, RESIDENCE, AND STATUS in .NET

Generate barcode 128 in .NET INDIVIDUAL DIFFERENCES ON GENDER, ETHNICITY, RESIDENCE, AND STATUS
INDIVIDUAL DIFFERENCES ON GENDER, ETHNICITY, RESIDENCE, AND STATUS
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Famous Faces (25 94, 0.65 SD) (A. Kaufman, McLean, et al., 1995). As with the Wechsler results, the array of subtests in the large difference and small difference categories is wide, with both the Fluid and Crystallized Scales represented in each category for both age groups. In addition, two subtests that produced among the smallest differences at ages 11 24 (Famous Faces, Logical Steps) yielded among the largest differences at ages 25 94. For both age groups, Rebus Learning (a Fluid test of learning ability) and Auditory Comprehension (a Crystallized test) produced relatively small differences. Also, for both age groups, a Fluid subtest yielded the largest Caucasian African American discrepancy, Mystery Codes at ages 11 24 and Logical Steps at ages 25 94. The nonsignificant difference at ages 11 24 on Famous Faces, a measure of general factual knowledge, is consistent with the WAIS-III findings for Information, although Famous Faces did produce substantial differences for the older sample. Also, the relatively large differences on KAIT Memory for Block Designs coincides with substantial differences on WAIS-III and WAIS-R Block Design. At ages 20 90 years on the Kaufman Brief Intelligence Test (K-BIT; Kaufman & Kaufman, 1990), with standard scores adjusted for educational attainment, Caucasians (N = 391) performed better than African Americans (N = 52) on both a crystallized task (Vocabulary) and a fluid task (Matrices) by 0.87 SD and 0.91 SD, respectively (Kaufman & Wang, 1992), differences that are inexplicably larger than those observed for the KAIT subtests. As mentioned in the discussion of gender differences on specific subtests, J. Kaufman et al. (1995) investigated individual differences at ages 15 93 years on six Horn abilities, as measured by subtests included on three Kaufman tests. After adjustment for educational attainment, Caucasians (N = 956) scored significantly higher than African Americans (N = 128) on all six Horn abilities. Largest differences were on the measure of
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Gq (Quantitative Thinking, assessed by K-FAST Arithmetic, effect size = 0.79) and on one of the two measures of Glr (Long-term Retrieval, assessed by KAIT Auditory Delayed Recall, effect size = 0.64). Considerably smaller differences were found for the other Horn abilities: Gf (Fluid Reasoning, assessed by K-SNAP 4Letter Words, effect size = 0.31), Gsm (Short-term Memory, assessed by KSNAP Number Recall, effect size = 0.36), The second measure of Glr (assessed by KAIT Rebus Delayed Recall, effect size = 0.45), Gv (Broad Visualization, assessed by K-SNAP Gestalt Closure, effect size = 0.46), and Gc (Crystallized Knowledge, assessed by KFAST Reading, effect size = 0.50). The most interesting finding reported by J. Kaufman et al. (1995) on the six Horn abilities is the relatively small effect size of .31 (less than 5 standard-score points when education is covaried, and less than 6 points without a covariate) for the measure of Gf, a novel test of fluid reasoning that emphasizes problem solving in a different way from Wechsler s POI subtests. The K-SNAP 4-Letter Words subtests does measure speed of problem solving, but using linguistic stimuli and emphasizing mental, not visual-motor, processing speed. In contrast, all Wechsler nonverbal subtests use pictures or designs, most measure Gv as well as Gf, and most rely on visual motor speed for success. Chen, Kaufman, and Kaufman (1994) posit that the uniqueness and novelty of the K-SNAP s fluid task (4-Letter Words) may have influenced the results, thereby producing findings different from previous research, including research on the apparently similar KAIT measures of Gf and Gc (A. Kaufman, McLean, et al., 1995). The greatly reduced Caucasian African American differences on this novel test of abstract, fluid reasoning should encourage test developers to pursue a variety of other new tasks in the effort to construct tests that are fairer to diverse ethnic groups.
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