Cross-cultural differences in IQ test performance: extension of an existing normative database on WAIS-III test performance
- Authors: Gaylard, Emma K
- Date: 2006
- Subjects: Wechsler Adult Intelligence Scale , Wechsler Adult Intelligence Scale -- South Africa , Black people -- Education , Black people -- Social conditions , Intelligence tests -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2979 , http://hdl.handle.net/10962/d1002488 , Wechsler Adult Intelligence Scale , Wechsler Adult Intelligence Scale -- South Africa , Black people -- Education , Black people -- Social conditions , Intelligence tests -- South Africa
- Description: Prior research (Shuttleworth-Edwards et al., 2004) presented preliminary normative data for the Wechsler Adult Intelligence Scale – III (WAIS-III) for Southern Africa, stratified according to gender (female vs. male), language (black African vs. white English), level of education (matric/12+ years of education vs. Graduate/15+ years of education) and quality of education (disadvantaged – Department of Education and Training vs. advantaged - Private/Model C). IQ scores for black African language and white English Southern Africans were comparable with the United States of America (USA) standardization when level and quality of education were equitable. (‘White English’ is the term used to denote those of European descent whose first language is English). A limitation of the research was the lack of control for language for most of the black groups and particularly in the Private/Model C Graduate group, where sixty percent of the participants originated from Zimbabwe. These represented a particularly elite group whose education was equitable to that of the white participants throughout their education (i.e. at primary, secondary and tertiary level). In order to rectify the lack of homogeneity of language, all non- Xhosa first language participants were excluded from the black sample and sixteen additional Xhosa first language participants were tested on the WAIS-III. Data analyses found no significant differences between the original and new groups, except in the comparison between Mixed African language Private/Model C Graduates and the Xhosa first language Private/Model C Graduate/15+ years of education, where there was a lowering of WAIS-III subtest, index and IQ scores in the newly constituted group. This lowering in test performance is explained in that the new Xhosa first language 15+ years of education group was a less advantaged group than the original Mixed African Language Private/Model C Graduate group, as the new group generally had less advantaged primary school education and had generally studied less at a tertiary level. Overall, these results demonstrate an incremental increase in WAIS-III test performance for sample groups on a continuum of quality of education from least to most advantaged education. This was true for both verbal and non-verbal subtests.
- Full Text:
- Authors: Gaylard, Emma K
- Date: 2006
- Subjects: Wechsler Adult Intelligence Scale , Wechsler Adult Intelligence Scale -- South Africa , Black people -- Education , Black people -- Social conditions , Intelligence tests -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2979 , http://hdl.handle.net/10962/d1002488 , Wechsler Adult Intelligence Scale , Wechsler Adult Intelligence Scale -- South Africa , Black people -- Education , Black people -- Social conditions , Intelligence tests -- South Africa
- Description: Prior research (Shuttleworth-Edwards et al., 2004) presented preliminary normative data for the Wechsler Adult Intelligence Scale – III (WAIS-III) for Southern Africa, stratified according to gender (female vs. male), language (black African vs. white English), level of education (matric/12+ years of education vs. Graduate/15+ years of education) and quality of education (disadvantaged – Department of Education and Training vs. advantaged - Private/Model C). IQ scores for black African language and white English Southern Africans were comparable with the United States of America (USA) standardization when level and quality of education were equitable. (‘White English’ is the term used to denote those of European descent whose first language is English). A limitation of the research was the lack of control for language for most of the black groups and particularly in the Private/Model C Graduate group, where sixty percent of the participants originated from Zimbabwe. These represented a particularly elite group whose education was equitable to that of the white participants throughout their education (i.e. at primary, secondary and tertiary level). In order to rectify the lack of homogeneity of language, all non- Xhosa first language participants were excluded from the black sample and sixteen additional Xhosa first language participants were tested on the WAIS-III. Data analyses found no significant differences between the original and new groups, except in the comparison between Mixed African language Private/Model C Graduates and the Xhosa first language Private/Model C Graduate/15+ years of education, where there was a lowering of WAIS-III subtest, index and IQ scores in the newly constituted group. This lowering in test performance is explained in that the new Xhosa first language 15+ years of education group was a less advantaged group than the original Mixed African Language Private/Model C Graduate group, as the new group generally had less advantaged primary school education and had generally studied less at a tertiary level. Overall, these results demonstrate an incremental increase in WAIS-III test performance for sample groups on a continuum of quality of education from least to most advantaged education. This was true for both verbal and non-verbal subtests.
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An investigation of male and female cognitive ability on the WAIS-III
- Authors: Muirhead, Joanne
- Date: 2000
- Subjects: Wechsler Adult Intelligence Scale , Sex differences (Psychology) , Intelligence tests -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3028 , http://hdl.handle.net/10962/d1002537 , Wechsler Adult Intelligence Scale , Sex differences (Psychology) , Intelligence tests -- South Africa
- Description: This study, which formed part of a larger research project, investigated the effect of gender on test performance on the Wechsler Adult Intelligence Scale - Third Edition (WAIS-III). The WAIS-III was administered to a sample of 68 participants in the Eastern Cape following the initiative of the Human Sciences Research Council to standardise the WAIS-III for a South African population. The participants, aged 19 to 30, were stratified according to language of origin (African or English First Language), educational attainment (matriculant or graduate), quality of education (Department of Education and Training or private/"Model C" school) and gender. Analyses of variance and two sample t tests were used to compare male and female test performance. For the total sample, no significant difference between males and females on Verbal, Performance and Full Scale IQ were found. On the factor indices, females scored marginally higher than males on Processing Speed at a level which was approaching significance (p = 0.105), but no significant differences were found. On subtest performance, females significantly outperformed males on Digit Symbol (p = 0.020). Differences which were approaching significance were found on Information (p = 0.133) in favour of males, and on Matrix Reasoning (p = 0.092) in favour of females. For subgroups of the total sample, the most significant differences in test performance were found for the African First Language private/"Model C" school cohort in favour of females. Thus the overriding implication that emerged from this research was that on this relatively highly educated sample, no significant gender differences in cognitive ability were apparent.
- Full Text:
- Authors: Muirhead, Joanne
- Date: 2000
- Subjects: Wechsler Adult Intelligence Scale , Sex differences (Psychology) , Intelligence tests -- South Africa
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:3028 , http://hdl.handle.net/10962/d1002537 , Wechsler Adult Intelligence Scale , Sex differences (Psychology) , Intelligence tests -- South Africa
- Description: This study, which formed part of a larger research project, investigated the effect of gender on test performance on the Wechsler Adult Intelligence Scale - Third Edition (WAIS-III). The WAIS-III was administered to a sample of 68 participants in the Eastern Cape following the initiative of the Human Sciences Research Council to standardise the WAIS-III for a South African population. The participants, aged 19 to 30, were stratified according to language of origin (African or English First Language), educational attainment (matriculant or graduate), quality of education (Department of Education and Training or private/"Model C" school) and gender. Analyses of variance and two sample t tests were used to compare male and female test performance. For the total sample, no significant difference between males and females on Verbal, Performance and Full Scale IQ were found. On the factor indices, females scored marginally higher than males on Processing Speed at a level which was approaching significance (p = 0.105), but no significant differences were found. On subtest performance, females significantly outperformed males on Digit Symbol (p = 0.020). Differences which were approaching significance were found on Information (p = 0.133) in favour of males, and on Matrix Reasoning (p = 0.092) in favour of females. For subgroups of the total sample, the most significant differences in test performance were found for the African First Language private/"Model C" school cohort in favour of females. Thus the overriding implication that emerged from this research was that on this relatively highly educated sample, no significant gender differences in cognitive ability were apparent.
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