d tests in the first place. This interrelation of the two cognitive components has been discussed by Resnick and Ford (1981), who determined that mathematic ability is the cognitive processes or pieces of knowledge that are needed to solve mathematical problems. In a componential analysis, they broke mathematical problem solving down into distinct information processing components that are required for solution of the problem. While many or most mathematical problems (those that rely solely on numbers and operands) can be performed with minimal verbal ability, many others (such as word-problems) are bound up with and confounded by verbal ability. The findings of Resnick and Ford are thus oft-cited by those who claim that intelligence and performance tests are culturally biased, even in their quantitative components.
However, recent analysis of new data have turned the debate in a new direction. Annually, a wide cross-section of high school students in the United States take the Scholastic Aptitude Test (SAT). This cross-section contains large numbers of students who are not native English speakers, some who barely speak the language at all. Hence, the test allows a consideration of quantitative and verbal abilities somewhat independently.
The SAT is designed to predict student's performance in their first year of college and consists of two parts, a Verbal component and a Quantitative component. The test is further designed to yield a mean score in the general population of 500 in each of its components. Recent test scores reported by Ponessa (1996) contain interesting descriptive statistics and have revealed interesting findings. Asian-American students have for several years significantly outperformed all other groups of students on the Quantitative component of the test, with a mean score of 558. Further, Asian American students obtained a m
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