learning ability, and socioeconomic status

here originated in the observation that low IQ children called &dquo;culturally dis-advantaged&dquo; appear in certain ways to be considerably brighter than their more advantaged middle-class coun-terparts of similar IQ. We know that on standard intelli-gence tests, like the Stanford-Binet, the Wechsler scales, and group tests intended to measure the same abili-ties, children of low socioeconomic status (SES) perform almost one standard deviation below the general population mean, and upper-middle class children about one standard de-viation above it (Tyler, 1965, Chap. 13). Two theories have been formulated to account for these differences in the distribution of IQ as a function of SES. The first theory holds that SES dif-ferences in IQ are due entirely to en-vironmental or social-cultural influ