Pattern Analysis of Wisc Scores Achieved by Culturally Disadvantaged Southern Blacks

Abstract

An analysis of the pattern of WISC scores for 54 Black children from Northeast Georgia and Southwest South Carolina was performed to determine whether there was any reliable difference in their performance on the various subtests. Highest scores were obtained in Picture Completion, Similarities, and Comprehension; lowest scores on Picture Arrangement, Information, Coding, Block Design, and Object Assembly. Such data do not support the view that Southern Black culture has less a detrimental effect on Performance than on Verbal subtests of the WISC. If replicated, implications need examination.