Cognitive Functions in Negro and White Children in a Child Guidance Clinic

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Abstract
The IQs of Negro and white children attending an inner-city child guidance clinic were examined. The tests employed were the WISC and the Harris modification of the Goodenough Draw-A-Man test. The white males ( N = 22) scored significantly higher ( p < .001) than the Negro males ( N = 34) only on the Verbal part of the WISC. The Similarities score of Negro males with low Vocabulary scores was significantly higher ( p < .001) than their Vocabulary scores. White females ( N = 18), however, achieved significantly higher scores ( p < .001) than Negro females ( N = 17) on Verbal, Performance, and Full Scale IQs as well as on Harris scores. The differences in presenting symptomatology of Negro and white girls is seen as a determinant of these cognitive differences.

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