Factorial Structure of Intelligence: Cross-Cultural Study of Two Israeli Samples

Abstract

This study assessed the structure of intelligence among socially disadvantaged students and compared the structure of intelligence of a socially disadvantaged sample with that exhibited by a sample of high social status. The Hebrew translated version of the Lorge-Thorndike Intelligence Test, Level A Form 1, which has already been validated upon an Israeli sample of Western origin and high status was administered to a sample of students of Eastern origin and low socio-economic status. A matrix of product-moment correlations, computed between the subtest scores, was analyzed using the principal components solution. Results indicate very clearly that in large part what is being measured by the five subtests is one general factor which may be conveniently labeled “cognitive ability.” The search for a somewhat different presentation of the results led to a varimax rotation of five factors. Two factors were observed; it was suggested that the first be called a school-learning factor and that the second factor be called abstract thinking. While the general “cognitive ability” factor was found for both Israeli samples, the specific factorial structures differ considerably.