Cecil R. Reynolds
Texas A & M University
Arthur R. Jensen
University of California, Berkeley
Journal of Educational Psychology 1983, Vol. 75, No. 2, 207-214
Groups of 270 black and 270 white children drawn from the national stratified random sample used in the standardization of the Wechsler Intelligence Scale for Children—Revised (WISC-R) were matched on age, sex, and WISC-R Full-Scale IQ to facilitate investigation of the patterns of specific cognitive abilities, as measured by the 12 subtests of the WISC-R, between the two racial groups. Multivariate analysis of the patterns of subtest differences between whites and blacks and group comparisons on three orthogonalized factor scores (verbal, performance, memory) show small but reliable average white-black differences in patterns of ability. The IQ-matched racial groups show no significant difference on the verbal factor; whites exceed blacks on the performance (largely spatial visualization) factor; blacks exceed whites on the memory factor.