A lesser side of this problem is apparent through regional factors. For instance, it is assumed that an intelligent person is more likely to recall factual knowledge about their own region and their own language. An illustration of this is exemplified through a question from WAIS, the Wechsler Adult Intelligence Scale. The question, “What is the distance between New York and London?” was reasoned to be easier for the average American population than for the British, because this information is included in the American equivalent of the National Curriculum. Whilst, “what is the distance between Edinburgh and London?” i.e. the regionalized version of this question is unlikely to be known unless experience is present. A possible solution to this problem could be to internalize the question in a multiple-choice form; however, this modification does not test what it originally set out to, i.e. the ability to recall random pieces of information. Another way of avoiding this regional bias is to put in a mixture of questions, however the assessment of difficulty is then still unsolved.

Conversely, no existing test is entirely unrestricted in its cultural reference. Relevant factors that differ inter-culturally must be taken into consideration when examining ‘culture fair’ tests. These include: the use of paper and pencil, the presentation of abstract tasks that have no practical significance, pictures in cultures unaccustomed to representative drawing, intrinsic interest of test content, rapport with the examiner, desire to surpass others, and past habits of solving problems in a group or individually. Evidence suggests that the presence of an examiner of a different racial or cultural group may interfere with rapport during administration and have consequences on test performance. Canady (1936) studied Negro and white school children that were administered the Stanford-Binet by both Negro and white examiners. The results were that in both white and Negro groups, the mean IQ was roughly six points higher when an examiner of their own race tested the participants.

An alternative viewpoint exists that contends that the intellectual ‘superiority’ of the white population stems from environmental factors rather than hereditary ones. These include: sufficient diets and enhanced language skills, which lead to better performance ability; however, this standpoint denies interracial genetic differences among groups. Another belief is that the tests themselves are culturally “loaded” and thus differentially known to individuals from different cultural backgrounds. A strong argument is that most of the item content in current intelligence tests is unfamiliar to the culturally deprived.

Jensen (1966) presents the proposition that the verbal nature of IQ tests could account for test differences. He maintains that, because culturally disadvantaged people have had relatively less experience with verbal material, their lower scores are not statistically valid. Anita, Smith, Ray Hays, and Solway (1977) conducted a curious study in hopes of determining whether the Culture Fair Intelligence Test was more efficient in screening a population than the WISC-R. The format of the Culture Fair test used was developed in 1949 through t

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