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Journal of Psychoeducational Assessment
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Ethnic Group, Education, and Gender Differences on Six Horn Abilities for Adolescents and Adults

James C. Kaufman

University of Southern California

Tsuey-Hwa Chen

American Guidance Service

Alan S. Kaufman

University of Alabama

This study examined test performance by a sample of 1,146 individuals (587 males, 559 females) aged 15 to 93 years on six abilities derived from Horn's Gf-Gc theory. Differences related to gender, ethnic group (White, Black, Hispanic), and educational attainment were explored by means of multivariate and univariate analyses. The following Horn abilities were evaluated, in most cases by a single reliable subtest: Fluid (Gf), Crystallized (Gc), Broad Visualization (Gv), Quantitative (Gq), Short-Term Acquisition and Retrieval (SAR) and Long-Term Retrieval (TSR). Data were analyzed for 956 Whites, 128 Blacks, and 62 Hispanics; gender and ethnic group differences were evaluated both with and without an education covariate. Educational attainment, ethnic group, and gender produced significant main effects in the MANOVA, and the latter two variables remained significant in the MANCOVA with education covaried. Whites scored significantly higher than Blacks on all Horn abilities, with and without the covariation. In the White-Hispanic comparisons, most significant differences dropped out with education covaried. Correlations between education and test performance were higher for males than females.

Journal of Psychoeducational Assessment, Vol. 13, No. 1, 49-65 (1995)
DOI: 10.1177/073428299501300104
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