AbstractPatterns of intellectual differences among children of different ethnic groups on the Wechsler Intelligence Scale for Children‐Revised (WISC‐R) were examined. Full Scale IQ was used as a covariate in a multivariate analysis of covariance. The results indicated that when overall IQ is held constant, Black children perform better on verbal tasks, Hispanic children perform better on visual‐spatial tasks, and White children perform better on tasks requiring abstract thinking and knowledge of facts. The implications of these results regarding assessment practices are disc