Acculturation and Intelligence: Effects of Acculturation on Problem-Solving

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Abstract
The use of intelligence tests with students from culturally diverse backgrounds historically has been controversial. Research has focused on several forms of bias without examining effects of cultural change on problem-solving abilities, so the present study was undertaken. 23 children in Grades 6 to 9 were administered the Wechsler Intelligence Scale for Children—Revised and the Acculturation Quick Screen. At test indicated that children who were more acculturated to the school environment had higher Verbal IQs than less acculturated children. Other results implied that a student does not have to give up the first language to develop problem-solving skills. Another implication is that, with bilingual and Hispanic children, the verbal subtests can be viewed as a measure of their adaptation to school demands.

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