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首页> 外文学位 >A cross-cultural analysis of tribal differences of American Indian children on the Wechsler Intelligence Scale for Children-III (WISC-III).
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A cross-cultural analysis of tribal differences of American Indian children on the Wechsler Intelligence Scale for Children-III (WISC-III).

机译：根据韦氏儿童III智力量表（WISC-III）对美洲印第安人儿童的部落差异进行跨文化分析。

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摘要

This study was conducted to determine if significant differences exist on the Wechsler Intelligence Scale for Children--Third Edition (WISC--III) scales and subtests of children from the Crow, Northern Cheyenne, and Assiniboine & Sioux tribes. Limited research of this nature has been conducted for the American Indian populations, which makes this study significant in that it may serve as a baseline for future investigations of children's intellectual abilities of the various American Indian tribes as well as providing data on the cognitive styles of the different tribes. The sample consisted of 735 participants from three different tribal groups. The sample included 506 boys and 229 girls with a mean age of 10.52 years and a mean educational level of 4.75. Of the sample, 28% were Crow, 40% were Northern Cheyenne, and 32% were Assiniboine & Sioux. All participants were administered 11 subtests of the WISC--III according to standardized administration procedures outlined in the administrative manual of the WISC--III. Limited research is available regarding cognitive differences among American Indian children utilizing the WISC--III. It was hypothesized that American Indian children of the three tribal groups would manifest WISC--III full scale IQ, performance scale IQ, and verbal scale IQ, Verbal Comprehension Index, Perceptual Organization Index, Freedom from Distractibility Index scores, and verbal and performance scale subtest scores comparable to each other. The one-way analysis of variance conducted on the three tribal groups' performances on the scale, subtests, and index mean scores did support the null hypothesis of no significant differences among the tribal groups. Hence, the findings conclusively demonstrated no significant differences among the three tribal scales, indexes, and verbal and performance subtest scores with the exception of the comprehension subtest. In addition, no specific differences in cognitive styles among the tribes were identified. American Indian children's greater proficiency on visual-perceptual tasks indicates that instructions should incorporate the use of concrete manipulatives, hands-on approach, and visual aids so as to enhance their learning, increase their acquisition of vocabulary, help remediate their language deficiencies, and promote greater language skills development.
机译：进行这项研究的目的是确定乌鸦，北夏安和阿西尼博因与苏族部落的儿童韦氏智力量表（第三版）（WISC-III）量表和子测验是否存在显着差异。已针对美洲印第安人人群进行了这种性质的有限研究，这使该研究具有重要意义，因为它可以作为将来对美洲印第安人各个部落的儿童智力能力进行调查的基础，并提供有关印第安人的认知方式的数据。不同的部落。样本由来自三个不同部落群体的735名参与者组成。样本包括506名男孩和229名女孩，平均年龄为10.52岁，平均教育水平为4.75。在样本中，乌鸦占28％，夏安北部占40％，阿西尼博因和苏族占32％。根据WISC-III管理手册中概述的标准化管理程序，对所有参与者进行了WISC-III的11个子测试。关于使用WISC-III的美洲印第安儿童之间的认知差异的研究有限。假设这三个部落的美洲印第安人儿童将表现出WISC-III全面智商，绩效量表智商和口头量表智商，口头理解指数，知觉组织指数，免于分心指数，口头和表现量表子测验分数彼此可比。对三个部落群体在量表，子测验和指数平均得分上的表现进行的单向方差分析确实支持了零部落假设，即部落各群体之间没有显着差异。因此，研究结果最终证明，在三个部落的等级，指标，言语和表现子测验分数之间，除理解子测验外，没有显着差异。另外，在部落之间的认知风格上没有发现具体差异。美洲印第安人儿童在视觉感知任务上的熟练程度较高，这说明教学应结合使用具体的手法，动手方法和视觉辅助手段，以提高他们的学习能力，增加其词汇量，帮助纠正其语言缺陷并促进他们的发展。更大的语言能力发展。

著录项

  • 作者

    Smith, Steve D.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Psychology Clinical.Native American Studies.Psychology Cognitive.Psychology Psychometrics.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 119 p.
  • 总页数 119
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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