Forward and Backward Digit Span Interaction with Race and IQ: A Longitudinal Developmental Comparison.

Autor/inn/en	Jensen, Arthur R.; Osborne, R. Travis
Titel	Forward and Backward Digit Span Interaction with Race and IQ: A Longitudinal Developmental Comparison.
Quelle	(1979), (29 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Age Differences; Black Students; Cognitive Ability; Cognitive Processes; Culture Fair Tests; Elementary Education; Intelligence; Intelligence Differences; Intelligence Tests; Longitudinal Studies; Racial Differences; Research Reports; Test Validity; White Students; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Denkfähigkeit; Cognitive process; Kognitiver Prozess; Elementarunterricht; Intelligenz; Klugheit; Intelligence test; Intelligenztest; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rassenunterschied; Research report; Forschungsbericht; Testvalidität
Abstract	Longitudinal data on the auditory forward and backward digit span (FDS and BDS) subtests of the Wechsler Intelligence Scale for Children (WISC) were obtained at five age levels (between 6 and 13), in samples of white and black children. Factor analysis and analysis of variance of the data were conducted to test 5 hypotheses, related to Jensen's Level I - Level II theory: (1) FDS and BDS involve different components of cognitive ability; the former reflects rote learning and memory, the latter reflects complex cognitive processes; (2) BDS is more highly loaded on g, the general intelligence factor, than is FDS; (3) whites and blacks show a larger average difference in BDS than in FDS; (4) the difference between FDS and BDS decreases with increasing age (or mental maturity); and (5) whites and blacks of the same WISC mental age perform the same on both subtests. All of these hypotheses were supported, although results were not always consistent at every age level. (Author/CP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC