Hispanic and Non-Hispanic Children's Performance on PASS Cognitive Processes and Achievement

Autor/inn/en	Naglieri, Jack A.; Rojahn, Johannes; Matto, Holly C.
Titel	Hispanic and Non-Hispanic Children's Performance on PASS Cognitive Processes and Achievement
Quelle	In: Intelligence, 35 (2007) 6, S.568-579 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-2896
DOI	10.1016/j.intell.2006.11.001
Schlagwörter	Cognitive Processes; Language Skills; Minority Groups; Hispanic American Students; White Students; Minority Group Children; Limited English Speaking; Student Evaluation; Psychological Evaluation; Intelligence Quotient; Cultural Influences; Test Bias; Cognitive Ability; Racial Differences; Comparative Analysis; United States; Cognitive Assessment System + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Language skill; Sprachkompetenz; Ethnische Minderheit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulnote; Studentische Bewertung; Psychosoziale Beurteilung; Intelligenzquotient; Cultural influence; Kultureinfluss; Testkritik; Denkfähigkeit; Rassenunterschied; USA
Abstract	Hispanics have become the largest minority group in the United States. Hispanic children typically come from working class homes with parents who have limited English language skills and educational training. This presents challenges to psychologists who assess these children using traditional IQ tests because of the considerable verbal and academic (e.g., quantitative) content. Some researchers have suggested that intelligence conceptualized on the basis of psychological processes may have utility for assessment of children from culturally and linguistically diverse populations because verbal and quantitative skills are not included. This study examined Hispanic children's performance on the Cognitive Assessment System (CAS; [Naglieri, J.A., and Das, J.P. (1997). Cognitive Assessment System. Itasca, IL: Riverside.]) which is based on the Planning, Attention, Simultaneous, and Successive (PASS) theory of intelligence. The scores of Hispanic (N=244) and White (N=1956) children on the four PASS processes were obtained and the respective correlations between PASS and achievement compared. Three complementary sampling methodologies and data analysis strategies were chosen to compare the Ethnic groups. Sample size was maximized using nationally representative groups and demographic group differences were minimized using smaller matched samples. Small differences between Hispanic and non-Hispanic children were found when ability was measured with tests of basic PASS processes. In addition, the correlation between the PASS constructs and achievement were substantial for both Hispanic and non-Hispanic children and were not significantly different between the groups. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10