58 research outputs found

    Biculturalism And Native American College Students\u27 Performance On The WAIS-III

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    Consideration of cultural appropriateness in using Westem-European standardized intelligence measures with Native Americans for clinical and educational purposes has been neglected by professionals in the field of clinical assessment. Some studies suggest the possibility of a “Native American Pattern” on such tests, indicating a consistent, yet little-understood discrepancy. The present study investigated the impact of cultural identification of Native American college students on the Wechsler Adult Intelligence Scale-Third Edition (WAIS-III). The study assessed the relationship between cultural identification and cognitive-testing scores between two groups of Native American college students. The first group consisted of off-reservation Native American students attending the University of North Dakota (UND). The second group consisted of Native American students attending an on-reservation tribal college, Oglala Lakota College (OLC). The Northern Plains Bicuituralism Inventory (NPBI) (Allen & French, 1993) was employed to measure cultural orientation and the WAIS-III provided scores indicative of intellectual functioning. Many important factors, including heredity, socioeconomic background, and historical background play important roles in determining an individual\u27s intelligence level. Due to skepticism and suspicion, historical factors, and a lifestyle and world-view that varies a great deal from that of European-Americans, intelligence test performance can also differ between Native Americans and European-Americans. The degree to which these factors actually impact Native American intelligence is not well understood by psychologists. This study provided some important clues to understanding the relationship between cultural orientation and measured intelligence. It was predicted that the Traditional sample (i.e., as assessed by the NPBI) compared to the Assimilated sample, would display different patterns on the WAIS-I1I. Results showed that the Traditional group scored higher on Verbal IQ and the Assimilated group scored higher on Performance IQ. This was possibly due to the fact that the UND group scored higher on Verbal IQ and also identified themselves as more Traditional then the Oglala College group, which scored lower on Verbal IQ. The overall sample scored higher on Performance IQ than Verbal IQ as predicted, which possibly supports a unique patterning difference. Also, when comparing the UND and OLC groups, the UND group scored significantly higher on Verbal IQ and Full Scale IQ. An important limitation to this study was that subjects were in college; therefore, the results may not generalize to real world settings. It will be important for future research to examine the effects of Biculturalism on IQ performance in an environment that may be more generalizable. More research needs to be conducted to learn how Biculturalism can impact IQ performance on assessment measures

    REORGANIZATION REVISED

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    WISC-III Performance Patterning Differences Between Native American and Caucasian Children

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    Native American children are sometimes inappropriately assessed, diagnosed, and labeled using Western European standardized intelligence measurements. The use of these measures with Native American children leads to questions regarding appropriate placement issues. Many clinicians are unfamiliar with these unique cultural differences. Some studies suggest the possibility of a “Native American Pattern” on the Wechsler Intelligence Scales for Children (McShane & Plas, 1982). Mishra (1982) also found cultural bias with Information, Similarities, and Vocabulary subtests on the WISC-R when comparing Anglo and Navajo children with matching Full Scale IQ\u27s. The present study investigated the Wechsler Intelligence Scale for Children (WISC-III; Wechsler, 1991) patterning differences between Native American and Caucasian children. The study sample consisted of 89 Native American children that have attended or are currently attending a tribally controlled boarding school in Wahpeton, North Dakota, and 70 Caucasian children that were assessed at the University of North Dakota. Many important factors related to cultural differences can impact performance on intelligence measurements. This becomes especially concerning when Native American children are assessed with intelligence measures developed primarily for the majority culture and these scores are used for important placement decisions. The degree to which these factors measurably impact Native American children is not well understood. This study may have provided some important clues and information related to patterning performance differences between Native American and Caucasian children

    Kartlegging av liten jordbærbladlus (Chaetosiphon fragaefolii) 2017

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    Sommeren 2017 ble det samlet 100 bladprøver fra norske jordbærfelt plantet i perioden 2015-2017 med importert plantemateriale, for å lete etter liten jordbærbladlus (Chaetosiphon fragaefolii). Denne bladlusarten er på grunn av sin rolle som virusvektor forbudt å introdusere og spre i Norge. Den er ikke tidligere funnet på jordbær i Norge. Den ble heller ikke funnet i denne undersøkelsen, der til sammen 10 000 blader ble undersøkt.publishedVersio

    [Photograph 2012.201.B0985.0104]

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    Photograph used for a newspaper owned by the Oklahoma Publishing Company. Caption: "SYMPHONY OF SISTERS 130-piece symphonic group, composed of nun-teachers in Boston Archdiocese will perform publicly for the first time Saturday at Sacred Heart School, Roslindale.

    [Photograph 2012.201.B0985.0104]

    No full text
    Photograph used for a newspaper owned by the Oklahoma Publishing Company. Caption: "SYMPHONY OF SISTERS 130-piece symphonic group, composed of nun-teachers in Boston Archdiocese will perform publicly for the first time Saturday at Sacred Heart School, Roslindale.
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