{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/114600"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/114600","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The cultural-distance perspective: an exploratory analysis of its effect on learning and intelligence","abstract":"The stance of the present investigation is an amalgamation of the environmental, historical, and social-psychological points of view with the addition of current knowledge in rhw fields of socio-biology, clinical and developmental psychology. This view, the <i>Cultural-Distance Approach</i>, briefly stated is that a sub-culture's distance from the major culture, on which test questions of a test are based and validated, will determine that sub-culture’s group sub-score pattern in relation to the sub-score pattern of the norming population. Therefore minority member performance on tests based and validated on the major culture (or even validated according to percentage representation of all sub-cultures in the supra-culture) will show characteristic patterns of group responding which are different from those of the norming sample. These response patterns are indications of what is salient to each minority sub-culture on the tests and within the major culture, and what is not. This paper is an examination of some of the socio-cultural factors which may lead to group performance differences on IQ tests and an attempt to determine empirically if the <i>Cultural-Distance</i> approach is valid in its analysis of test bias. The results suggest that although Blacks and Whites perform equally on learning tasks at either the Level I or Level II dichotomy of intellectual abilities, performance on standardized tests of IQ do not adequately reflect this equality of performance, possibly because of the loading of cultural-bias in the latter measures.","abstract_html":"The stance of the present investigation is an amalgamation of the environmental, historical, and social-psychological points of view with the addition of current knowledge in rhw fields of socio-biology, clinical and developmental psychology. This view, the &lt;i&gt;Cultural-Distance Approach&lt;/i&gt;, briefly stated is that a sub-culture&#x27;s distance from the major culture, on which test questions of a test are based and validated, will determine that sub-culture’s group sub-score pattern in relation to the sub-score pattern of the norming population. Therefore minority member performance on tests based and validated on the major culture (or even validated according to percentage representation of all sub-cultures in the supra-culture) will show characteristic patterns of group responding which are different from those of the norming sample. These response patterns are indications of what is salient to each minority sub-culture on the tests and within the major culture, and what is not. This paper is an examination of some of the socio-cultural factors which may lead to group performance differences on IQ tests and an attempt to determine empirically if the &lt;i&gt;Cultural-Distance&lt;/i&gt; approach is valid in its analysis of test bias. The results suggest that although Blacks and Whites perform equally on learning tasks at either the Level I or Level II dichotomy of intellectual abilities, performance on standardized tests of IQ do not adequately reflect this equality of performance, possibly because of the loading of cultural-bias in the latter measures.","abstract_has_math":false,"creators":["Grubb, Henry Jefferson"],"institution":"Virginia Polytechnic Institute and State University","degree_name":"M. S.","degree_level":"masters","degree_discipline":"Psychology","degree_department":"Psychology","school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1983,"date_issued":"1983","date_published":"1983","updated_at":"2026-07-22T22:19:01Z","subjects":[],"languages":["en"],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/10919/114600","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.department","label":"Department","values":["Psychology"]},{"key":"dc:creator","label":"Author","values":["Grubb, Henry Jefferson"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2023-04-20T14:53:11Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2023-04-20T14:53:11Z"]},{"key":"dc:date.issued","label":"Date","values":["1983"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Polytechnic Institute and State University"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.dcmitype","label":"Dc Type Dcmitype","values":["Text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M. 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This view, the <i>Cultural-Distance Approach</i>, briefly stated is that a sub-culture's distance from the major culture, on which test questions of a test are based and validated, will determine that sub-culture’s group sub-score pattern in relation to the sub-score pattern of the norming population. Therefore minority member performance on tests based and validated on the major culture (or even validated according to percentage representation of all sub-cultures in the supra-culture) will show characteristic patterns of group responding which are different from those of the norming sample. These response patterns are indications of what is salient to each minority sub-culture on the tests and within the major culture, and what is not. This paper is an examination of some of the socio-cultural factors which may lead to group performance differences on IQ tests and an attempt to determine empirically if the <i>Cultural-Distance</i> approach is valid in its analysis of test bias. The results suggest that although Blacks and Whites perform equally on learning tasks at either the Level I or Level II dichotomy of intellectual abilities, performance on standardized tests of IQ do not adequately reflect this equality of performance, possibly because of the loading of cultural-bias in the latter measures."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["M. 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This view, the <i>Cultural-Distance Approach</i>, briefly stated is that a sub-culture's distance from the major culture, on which test questions of a test are based and validated, will determine that sub-culture’s group sub-score pattern in relation to the sub-score pattern of the norming population. Therefore minority member performance on tests based and validated on the major culture (or even validated according to percentage representation of all sub-cultures in the supra-culture) will show characteristic patterns of group responding which are different from those of the norming sample. These response patterns are indications of what is salient to each minority sub-culture on the tests and within the major culture, and what is not. This paper is an examination of some of the socio-cultural factors which may lead to group performance differences on IQ tests and an attempt to determine empirically if the <i>Cultural-Distance</i> approach is valid in its analysis of test bias. 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