Ebook Cross-Cultural Differences in Iq Test Performance
Recent international cross cultural research and literature reviews have suggested that quality of education plays an important role in the cognitive test results of non-westernized groups (i.e. any group not of western middle class origin) (Lezak, Howieson & Loring, 2004; Manly, Byrd, Touradji, Sanchez & Stern, 2004; Manly, Jacobs, Touradji, Small & Stern, 2002; Nell, 1999; Shuttleworth-Edwards et al., 2004). In the South African context, as a legacy of the colonial era and apartheid, most black South Africans received poor quality education, although there were some black South Africans who received privileged education at Private schools during the 1980s. After 1991, when apartheid ended, many more black South Africans received high quality education via enrollment at Model C schools (formerly the school system available for whites only). Thus in the last two to three decades some black South Africans have been receiving education on a par with the high quality education received exclusively by white South Africans during apartheid. Consequently, black South Africans are a heterogeneous group in respect of quality of education, which is likely to result in a divergence of cognitive test performance within this group.
CONTENTS
Chapter 1 – INTRODUCTION
Chapter 2 – LITERATURE REVIEW
2.1 Cultural issues in cognitive testing.
2.2 Level and quality of education
2.3 Language in the South African context
2.4 The Wechsler Adult Intelligence Scales
2.5. The Wechsler Adult Intelligence Scales in South Africa
Chapter 3 - METHODOLOGY
3.1. Participants
Language
Level of education
Quality of education
Age
Exclusion criteria
3.2. Procedure
Data collection
Data processing
Data analysis
Chapter 4 - RESULTS
4.1. Statistical comparisons between Mixed African language versus new Xhosa Language groups
4.2. The effects of quality of education in the original and current research
12+ years of education
15+ years of education
4.3. Normative tables
12+ years of education
15+ years of education
Chapter 5 - DISCUSSION
5.1. Statistical comparison between Mixed African language versus new Xhosa first language groups
5.2. The effects of quality of education in the original and current research 12+ years of education 15+ years of education
5.3. Normative Tables
5.4. Overall implications
5.5. Evaluation of current research
5.6. Recommendations for future research
Chapter 6 - REFERENCES
APPENDICES
Appendix A: Informed consent
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Ebook Cross-Cultural Differences in Iq Test Performance
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