Social and Biological Factors in Child Development

Abstract

Groups of healthy black (n = 84) and healthy white (n = 49), chronically ill black (n = 134) and chronically ill white (n = 17) boys and girls, lower and middle class, within three age categories (5 to 8 yr., 9 to 12 yr., and 13 yr. and over) were given the WISC, Bender-Gestalt, TAT, and a figure-drawing test. Statistical comparisons were made by age, sex, social class, race, and health status. It was concluded that: (1) WISC scores improved with age perhaps in part due to changes in academic motivation between sexes and races; (2) class status had a marked effect on social and intellectual performance; (3) the deficit noted in black children was a caste difference related to health status and social class; (4) illness also created large social and intellectual deficits, including classical Wechsler and Bender signs of central nervous system involvement; (5) parents' outlooks and concerns for their children were more the result of material assets and liabilities than of different customs or values.

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