Vance B, Hankins N, Brown W
Center for Early Childhood Learning and Development, East Tennessee State University, Johnson City 37614-0002.
J Clin Psychol. 1988 Mar;44(2):261-5. doi: 10.1002/1097-4679(198803)44:2<261::aid-jclp2270440228>3.0.co;2-4.
This study investigated the performance of 89 students on the Test of Nonverbal Intelligence, Quick Test, and Wechsler Intelligence Scale for Children-Revised IQ scores for ethnic and sex differences. The sample consisted of 61 males, 28 females (37 Black, 52 White). A two-way analysis of variance and the new Duncan's Multiple Range Test were used to identify significant differences between the mean scores. The findings did not indicate any significant differences between the IQ scores with regard to ethnicity or sex. Implications of these findings are discussed in terms of assessing minority group members with the Wechsler Intelligence Scale-Revised, Test of Nonverbal Intelligence, and Quick Test.
本研究调查了89名学生在非言语智力测试、快速测试以及韦氏儿童智力量表修订版上的成绩，以探究种族和性别差异。样本包括61名男性和28名女性（37名黑人，52名白人）。采用双向方差分析和新的邓肯多重极差检验来确定平均分之间的显著差异。研究结果并未表明在智商分数上存在任何种族或性别方面的显著差异。本文从使用韦氏智力量表修订版、非言语智力测试和快速测试来评估少数群体成员的角度，讨论了这些研究结果的意义。
