Goldman R D, Hartig L K
Am J Ment Defic. 1976 May;80(6):583-7.
In the present investigation we studied the validity of the Wechsler Intelligence Scale for Children (WISC) for predicting several criterial teachers' ratings for primary-grade black, Anglo, and Mexican-American children. The results were rather striking: although validities for the combined groups were good (rs near .6), the validities calculated within each group presented a different picture. Validities were good for the Anglo children but near zero for the black and Mexican-American children. These results suggest that the WISC may be of little value in the assessment of the educability of minority children. The implications of these results for educational placement and the heredity-environment controversy were discussed.
在本研究中，我们考察了韦氏儿童智力量表（WISC）预测小学阶段黑人、盎格鲁和墨西哥裔美国儿童的几项教师关键评分的效度。结果相当惊人：虽然合并组的效度良好（相关系数接近0.6），但在每个组内计算出的效度呈现出不同的情况。盎格鲁儿童的效度良好，但黑人和墨西哥裔美国儿童的效度接近零。这些结果表明，WISC在评估少数族裔儿童的可教育性方面可能价值不大。讨论了这些结果对教育安置以及遗传与环境争议的影响。
