Psycholinguistic Abilities of Papago Indian School Children

Abstract

This study investigated the psycholinguistic abilities of Papago Indian school children utilizing the 1968 edition of the Illinois Test of Psycholinguistic Abilities. Data obtained were analyzed by a comparison of mean scaled scores using t tests for paired comparisons for the following groups: (a) ITPA normative and Papago, (b) first and third grade, and (c) segregated and integrated populations. A 3 way analysis of variance was also employed to evaluate interaction of children, grade, and school. Results indicated poorer performance of the Indians, especially on the auditory vocal tests, better performance of the Indians attending integrated schools, and the ineffective aspects of cumulative education.