Recategorized WISC-R scores of learning-disabled children from Mexican-American culture.
Examined the generalizability of the Bannatyne WISC-R profile of learning-disabled children to a sample of children from Mexican-American culture. A sample of 64 Mexican-Americans diagnosed as learning disabled were used in the study. Recategorized scores were subjected to 1 X 3 repeated measures ANOVAs and the differences between mean categorized scores were analyzed by Newman-Keuls tests for simple effects. Analysis of the obtained data suggested that learning-disabled Mexican-American children were not characterized by Spatial greater than Conceptual greater than Sequential patterns as predicted by Bannatyne. The WISC-R performance of these children was found to be similar on Sequential and Conceptual categories. In spite of the lack of generalizability of the Bannatyne profile to the Mexican-American group, some interesting similarities and differences in performance patterns of the two groups of Ss were observed.
D002648:Child; D003210:Concept Formation; D005260:Female; D006630:Hispanic or Latino / Q000523:psychology*; D006801:Humans; D007859:Learning Disabilities / Q000175:diagnosis* / Q000523:psychology; D008297:Male; D008800:Mexico / Q000208:ethnology; D010364:Pattern Recognition, Visual; D011594:Psychometrics; D013028:Space Perception; D014888:Wechsler Scales