There are many methodological problems associated with cross—\ud
cultural studies and these have not always been given serious\ud
consideration either by psychologists or anthropologists. One of\ud
the methods has been that of comparing equivalent groups across\ud
cultural borders. This has often resulted in interpretations of\ud
the observed differences in genetic terms. Also, certain assump—\ud
tions have often been made regarding the tools employed and the\ud
samples compared. Their role in dictating a certain type of\ud
interpretation has been ignored.\ud
These and other related theoretical matters are discussed in\ud
the first few chapters with reference to the studies of the intelli—\ud
gence of American Indians, Negroes and Africans. The use of Western\ud
tests of intelligence in studying the changes in ability that result\ud
when children from the Commonwealth countries come into the United\ud
Kingdom is justified.\ud
The present study deals with the measured intelligence of immi—\ud
grant children from the Indian Subcontinent. Two groups of such\ud
children living and attending schools in Hertfordshire are tested for\ud
their ability and the difference assessed for significance in terms\ud
of the degree of exposure they had to the environment here. They are\ud
compared with a group of school children in India and another group,\ud
here, of English children.\ud
Various hypotheses are postulated regarding the changes that\ud
could be expected in the ability scores of the immigrant children and\ud
results analysed in terms of these hypotheses. Some other aspects of\ud
the schooling of immigrant children are also considered in terms of\ud
the data provided by the study.\ud
In the concluding chapter the main findings are summarised.\ud
Suggestions are made for other studies that could be undertaken\ud
with this and other immigrant groups. Consideration is also given\ud
to what can be done in the context of English schools to educate\ud
these immigrant children in an efficient manner
