This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Minde, K. Articles by Kantor, S. Search for Related Content Social Bookmarking                         What's this?

Instructing Ugandan Primary Schoolchildren in the Execution of an "Intelligence" Test

A Controlled Evaluation

University of Toronto

Seymour Kantor

Hospital for Sick Children, Toronto

The performances of 514 Ugandan primary school children from variously developed areas of the country were examined on the Draw-a-Man Test. These scores were compared with the repeat performances on the same test by children who received explicit instructions as to the execution of the test and a matched group of noninstructed children. Both results were then correlated with the children's academic achievement. Although there was a significant rank-order correlation between first and second drawings of all children, the instructed children had a lower test-retest correlation than their noninstructed peers, indicating teaching effect. Children who improved the most on retest were also those who had the highest general academic standing, suggesting that a general compliance to instruction (rather than practice alone) is an important determinant of performance change on this test. These results are discussed in terms of transcultural psychological research and the concept of intelligence held by the Baganda.

Journal of Cross-Cultural Psychology, Vol. 7, No. 2, 209-222 (1976)
DOI: 10.1177/002202217672008


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?