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Sociocultural Level and Knowledge of Definitions in the Solution of Analogy Items

1968; SAGE Publishing; Volume: 5; Issue: 4 Linguagem: Inglês

10.3102/00028312005004626

1935-1011

J. Ronald Gentile,

Optimal Experimental Design Methods

It has long been recognized that subgroups of the population differ markedly in their performance on standardized aptitude and achievement tests. Documentation of this fact can be found for various categorizations of the population. For example, differences have been noted between urban and rural students (Turnbull, 1950), between Negro and white students (Shuey, 1966), among various social class and ethnic groups (Fifer, 1965), and between the sexes (Lorge, 1953). Until recent years the questions about these differences were mainly concerned with how to eliminate them in order to create culture-fair or sex-equivalent tests (see, for example, Anastasi, 1950, or Coffman, 1965). Recent concern about culturally disadvantaged students, however, appears to have focused attention on the reasons for the observed differences. For example, in attempting to recommend programs of compensatory education, Bloom, Davis and Hess (1965) and Gordon and Wilkerson (1966) have stressed the necessity of