628 LOIS-ELLIN DATTA these ages; the present sample differs from found for PPVT standard scores: The PPVT the normative samples and from the four performance of white children was higher than cited lower income groups in geographic dis- the performance of Negro children (F= tribution and in degree of economic depriva- 31.43, P=001), and boys, regardless of eth- tion. Eisenberg and Conners (1966)have nic group, achieved higher PPVT scores than reported a daP mean standard score of about did girls (F=4.37, Ps. 01). The PPVT 81 for 712 children entering Baltimore Head mean standard score for Spanish-speaking Start classes; of these children, 44% came children(69.77)was significantly lower than from families with an annual income of less the PPvt means for other groups; the DAP than $3,000, 30% were supported by welfare, mean standard score for Spanish-speaking 64 of the fathers were unskilled, and about children (80.66)did not differ significantly 60 of both parents had less than a tenth- from the DAP mean scores for other groups grade education. In the present sample, the The DaP may thus be relat vely insensitive mean annual income was $3, 771 for a living to factors affecting the PPVt scores, and group which averaged 6.7 persons, approxi- among these factors may be those related to mately $560 per year per person cultural influences In comparison, the median educational It is difficult to estimate the extent to level completed by the parents of the New which the low mean standard scores on both York City children (Anastasi D'Angelo, the DAP and the Ppvt are due to cognitive 1952)was the eleventh grade, all of the as contrasted to emotional or motivational mothers were employed, the median number associates of deprivation. Some evidence of of siblings was 1, and only 13% of the fath- the importance of cognitive factors may be ers were unskilled. The Baltimore children found in the report that culturally deprived thus appear to differ from the New York City children were not reliably lower on all mea children primarily in the severity of economic sured aspects of psycholinguistic functioning deprivation; they appear to differ from the but were primarily handicapped in the areas tion and urban/rural distribution. Although vocal automatic decoding(Barrett, Semmel the data do not permit estimations of the Weener, 1965). On the other hand, rela- independent contributions of income, city size, tively minor changes in testing conditions geographic area, or of their interactions, fac- have been associated with substantial im tors associated with very low income rather provement in performance(Riessman, 1962) han factors associated with geographic or Despite agreement on the importance of op- ble for the differences in DAP performance few systematic studies comparing directive between Head Start children and the previ- ("Think again; you can do better than ously reported samples that"), standard-neutral, and supportive atti- The low mean DaP standard scores indi- tudes for deprived and privileged preschool cate that, with the present norms, the test and elementary children would not provide a“ culture-fair?” measure of individual attainment in an economically Congruent validity ample, however, DAP standard scores were The raw-score moment correlations not affected by ethnic or sex differences, among the DAP and psi shown in while the ppvt standard scores were affected Table 1 are all tat≤.01;tcom by factors associated with both sex and eth rison among the correlations (r to z trans- ic group. Results of a 2 x 2 unweighted formations) indicated that age, sex, and eth means analysis of variance (Winer, 1962) nic group did not significantly affect the indicated that the dap standard scores of congruent validity of the DAP. The corre- girls and boys and of Negro and white chil- lations for all subgroups compare favorably dren did not differ significantly. Ethnic group with the 4 typically reported for groups of and sex F ratios significant at s, o1 were about 100 normal kindergarten and first628 LOIS-ELLIN DATTA these ages; the present sample differs from the normative samples and from the four cited lower income groups in geographic dis￾tribution and in degree of economic depriva￾tion. Eisenberg and Conners (1966) have reported a DAP mean standard score of about 81 for 712 children entering Baltimore Head Start classes; of these children, 44% came from families with an annual income of less than $3,000, 30% were supported by welfare, 64% of the fathers were unskilled, and about 60% of both parents had less than a tenth￾grade education. In the present sample, the mean annual income was $3,771 for a living group which averaged 6.7 persons, approxi￾mately $560 per year per person. In comparison, the median educational level completed by the parents of the New York City children (Anastasi & D'Angelo, 19S2) was the eleventh grade, all of the mothers were employed, the median number of siblings was 1, and only 13% of the fath￾ers were unskilled. The Baltimore children thus appear to differ from the New York City children primarily in the severity of economic deprivation; they appear to differ from the present sample primarily in geographic loca￾tion and urban/rural distribution. Although the data do not permit estimations of the independent contributions of income, city size, geographic area, or of their interactions, fac￾tors associated with very low income rather than factors associated with geographic or urban/rural distributions seem to be responsi￾ble for the differences in DAP performance between Head Start children and the previ￾ously reported samples. The low mean DAP standard scores indi￾cate that, with the present norms, the test would not provide a "culture-fair" measure of individual attainment in an economically heterogeneous group. Within the Head Start sample, however, DAP standard scores were not affected by ethnic or sex differences, while the PPVT standard scores were affected by factors associated with both sex and eth￾nic group. Results of a 2 X 2 unweighted means analysis of variance (Winer, 1962) indicated that the DAP standard scores of girls and boys and of Negro and white chil￾dren did not differ significantly. Ethnic group and sex F ratios significant at Si .01 were found for PPVT standard scores: The PPVT performance of white children was higher than the performance of Negro children (F = 31.43, p ^ -001), and boys, regardless of eth￾nic group, achieved higher PPVT scores than did girls (F = 4.37, p^.Ol). The PPVT mean standard score for Spanish-speaking children (69.77) was significantly lower than the PPVT means for other groups; the DAP mean standard score for Spanish-speaking children (80.66) did not differ significantly from the DAP mean scores for other groups. The DAP may thus be relatively insensitive to factors affecting the PPVT scores, and among these factors may be those related to cultural influences. It is difficult to estimate the extent to which the low mean standard scores on both the DAP and the PPVT are due to cognitive as contrasted to emotional or motivational associates of deprivation. Some evidence of the importance of cognitive factors may be found in the report that culturally deprived children were not reliably lower on all mea￾sured aspects of psycholinguistic functioning, but were primarily handicapped in the areas of auditory word comprehension and auditory vocal automatic decoding (Barrett, Semmel, & Weener, 1965). On the other hand, rela￾tively minor changes in testing conditions have been associated with substantial im￾provement in performance (Riessman, 1962). Despite agreement on the importance of op￾timum testing conditions, there have been few systematic studies comparing directive ("Think again; you can do better than that"), standard-neutral, and supportive atti￾tudes for deprived and privileged preschool and elementary children. Congruent Validity The raw-score product-moment correlations among the DAP, PPVT, and PSI shown in Table 1 are all significant at ^ .01; t com￾parisons among the correlations (r to z trans￾formations) indicated that age, sex, and eth￾nic group did not significantly affect the congruent validity of the DAP. The corre￾lations for all subgroups compare favorably with the .4 typically reported for groups of about 100 normal kindergarten and first-