Cultural-Distance Perspective: An Exploratory Analysis of Its Effect on Learning and Intelligence
Document Type
Article
Publication Date
1-1-1986
Description
This paper explores sociocultural factors which lead to group performance differences on IQ tests and learning tasks in an attempt to determine empirically if the Cultural-Distance Approach hypothesis is useful in accounting for these differences. The Cultural-Distance Approach, briefly stated, suggests that a subculture's distance from the major culture on which questions of a test are based and validated will determine that subculture's subscore pattern. Results of the present study indicate that although Blacks and Whites perform similarly on learning tasks, they perform differently on standardized IQ tests, possibly because of the loading of cultural influences on the latter measures. When cultural influences are controlled for, differences in IQ performance are minimized.
Citation Information
Grubb, Henry J.; and Ollendick, Thomas H.. 1986. Cultural-Distance Perspective: An Exploratory Analysis of Its Effect on Learning and Intelligence. International Journal of Intercultural Relations. Vol.10(4). 399-414. https://doi.org/10.1016/0147-1767(86)90042-8 ISSN: 0147-1767