Abstract
Relations between scores on a new family environment interview schedule and the intelligence, mathematics, word knowledge and word comprehension scores of 850 11-yr.-old girls and boys from Australian ethnic groups were examined. The groups included lower social-status: Southern Italian, Anglo-Australian, Serbo-Croatian, Greek, and English, as well as middle social-status Anglo-Australian families. After accounting for joint effects and the unique influence of the environment, ethnicity generally continued to make small, but significant, unique contributions to the variation in cognitive scores.
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